Lord Ashcroft International Business School

DD

HUMAN RESOURCE PRACTICE

Human Resource Management, Organisational Beha iour an! Tourism

Mo!ule Co!e" MOD##$%&# Taught !eli er' (ear" %#$&)$* Semester)Trimester $)%)&

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Contents
DD 1 HUMAN RESOURCE PRAC ICE!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1 "! Introduction to the Modul!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!" #! Intended Learnin$ Outco%es!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!" &! Outline Deli'er(!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!& &! Outline Deli'er(!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!) &!1 Attendance Re*uire%ents!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!+ )! Assess%ent!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! , )!1 Su.%ittin$ 'ia urnitin/U0 1radeMar2 3Ca%.rid$e and Chel%sford students4! ! !)!" Su.%ittin$ (our 5or2 3Students in all other locations at Associate Colle$es4!!!!!!11 )!# Mar2in$ Ru.ric and 6eed.ac2!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!11 )!& Re7Assess%ent 8resit9 Re75or2 failed assi$n%ent accordin$ to ad'ise and feed.ac2 fro% %odule tutor! 1" +! Ho5 is M( :or2 Mar2ed;!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1" ,! Assess%ent Criteria and Mar2in$ Standards!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1) ,!1 S<ecific Assess%ent Criteria and Mar2in$ Ru.ric!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1) ,!" Uni'ersit( 1eneric Assess%ent Criteria!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1, -! Assess%ent Offences!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1= =! Learnin$ Resources!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"1 =!1! Li.rar(!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "1 =!"! Other Resources!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"" 1>! Module E'aluation!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"# 11! Re<ort on Last Deli'er( of Module!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"& A<<endi? 1@ Re7Assess%ent Infor%ation!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!")

1. Key Information : Human Resource Management Practice

Mo!ule ,ea!er" Dr Bron5(n Betts Ca%.rid$e Ca%<us E?tension@ ">1> E%ail@ .ron5(n!.ettsAan$lia!ac!u2 Bron5(n BettsB International Partners 8t.c9

Mo!ule Tutors"

E'er( %odule has a Module Definition 6or% 8MD69 5hich is the officiall( 'alidated record of the %odule! Cou can access the MD6 for this %odule in three 5a(s 'ia@ the Dirtual Learnin$ En'iron%ent 8DLE9 the My.Anglia Module Catalogue at 555!an$lia!ac!u2B%odulecatalo$ue An$lia Rus2inEs %odule search en$ine facilit( at 555!an$lia!ac!u2B%odules

All %odules deli'ered .( An$lia Rus2in Uni'ersit( at its %ain ca%<uses in the U0 and at Associate Colle$es throu$hout the U0 and o'erseas are $o'erned .( the Academic Regulations! Cou can 'ie5 these at 555!an$lia!ac!u2Bacade%icre$s! A <rinted e?tract of the Academic RegulationsF 2no5n as the Assessment RegulationsF is a'aila.le for e'er( student fro% (our 6acult( Office 8all ne5 students 5ill ha'e recei'ed a co<( as <art of their 5elco%e <ac29!
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In the unli2el( e'ent of an( discre<anc( .et5een the Academic Regulations and an( other <u.licationF includin$ this %odule $uideF the Academic RegulationsF as the definiti'e docu%entF ta2e <recedence o'er all other <u.lications and 5ill .e a<<lied in all cases!

%- Intro!uction to the Mo!ul

his %odule e?a%ines criticall( the functional a<<roaches to and HRM acti'ities and see2s to de'elo< %odels 5hich are a<<lica.le in the or$anisational conte?t of ra<id chan$e in a co%<etiti'e en'iron%ent! he structure of the %odule 5ill encoura$e de.ate not onl( into the ele%ents of HRM functions and <ractice .ut 5ill ena.le us as a learnin$ co%%unit( to e?a%ine the future role of HRM! Durin$ the course of this %odule 5e 5ill e?a%ine in de<th the issues surroundin$ HRM as a <ro7acti'e <artici<ant in the %ana$e%ent of the successful or$anisation! hus the %odule 5ill focus on issues such as the relationshi< .et5een cor<orate strate$( and HRM strate$(F the relationshi< .et5een different functions of HRM E%<lo(ee Resourcin$F E%<lo(ee Re5ardF Learnin$ and De'elo<%ent and E%<lo(ee Relations 5ithin the U0 HRM le$al fra%e5or2! :hilst 5e 5ill e?a%ine se'eral and often co%<etin$ %odels of cor<orate and HRM strate$( it is not 5ith the intent of <ro<osin$ a one .est 5a( of definin$ HRM strate$(! It is rather as an atte%<t to e?<lore the underl(in$ assu%<tions of hu%an .eha'iour and HRM that are i%<licit in the %odels under e?a%ination! In order to achie'e this 5e 5ill ha'e toF identif( the nature of lastin$ co%<etiti'e ad'anta$e in or$anisationsG or$anisational <hiloso<hies and 'alue s(ste%sG areas of le$iti%ate HRM acti'it(G %ana$erial ideolo$ies and the e?ternal influences on HRM and HRM in a national re$ional and $lo.al conte?t!

This mo!ule is suita.le /or 0ersons 1ho" Are the Mana$ers of to7%orro5 5ho ha'e a res<onsi.ilit( to %ana$e the Hu%an resource as <art of their e'er( da( dut(!

&- Inten!e! ,earning Outcomes

Learning Outcomes (threshold standards): On successful completion of this module the student will be e pected to be able to:

Criticall( e?a%ine the %eanin$ of HRM 's! Personnel Mana$e%ent in ter%s of ho5 <eo<le are %ana$ed as <art of a co%<le? or$anisation! De%onstrate an a5areness of current issues in HRM theor( and <ractice!
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Be a5are of ho5 the different ele%ents of HRM relate to each other to <ro'ide a lo$ical coherent 5hole! E?<lore %ethodolo$ies for %easurin$ the effecti'eness of HRM as a 'alue7added acti'it(!

!.1 "mployability s#ills deli$ered in this Module

It is i%<ortant that 5e hel< (ou de'elo< e%<lo(a.ilit( s2ills throu$hout (our course 5hich 5ill assist (ou in securin$ e%<lo(%ent and su<<ortin$ (ou in (our future career! Durin$ (our course (ou 5ill ac*uire a 5ide ran$e of 2e( s2ills! In this %oduleF (ou 5ill de'elo< those identified .elo5@ S2I,, Co%%unication 8oral9 Co%%unication 85ritten9 Co%%ercial A5areness Cultural sensiti'it( Custo%er focus Data Handlin$ Decision %a2in$ Enter<risin$ 6le?i.ilit( Initiati'e Inter<ersonal S2ills Leadershi<BMana$e%ent of others Net5or2in$ Or$anisational ada<ta.ilit( ProIect Mana$e%ent Pro.le% Sol'in$ and anal(tical s2ills Res<onsi.ilit( ea% 5or2in$ i%e Mana$e%ent S3ills ac4uire! in this mo!ule ? H H H H H H H H

H H H H

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*- Outline Deli er' At this le el suggeste! rea!ing is in!icati e onl', stu!ents shoul! .e rea!ing .roa!l' aroun! the to0ic an! /ocussing u0on current in/ormation a aila.le through 1e.sites, go ernmental sources an! aca!emic 5ournalsThis mo!ule is !eli ere! o er & !a' .loc3s an! & hourl' sessions o er 6 1ee3s-

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*- Outline Deli er'

Session

Indicative content

HRM /or MBA stu!ents7%##68 Iain Hen!erson 0u. CIPD HRM Torrington Hall an! Ta'lor 7%#$$8 e9 .oo3 Cha0ter $ Hen!erson 7%##68

$HRM in conte:t Brie/ histor' o/ HRM Personnel %Strategic HRM Elements o/ cor0orate strateg' Mo!els o/ HRM an! strateg' Resourcing the organisation ,in3ing recruitment an! selection to Organisation strateg' Managing Peo0le an! the e//ecti e on Per/ormance The management o/ re1ar!s an! 0er/ormance Rea!ing 1ee3 < Cor0orate Social Res0onsi.ilit' an! the role o/ HRM > ; 6 Managing the em0lo'ment relationshi0 The strategic learning 0rocess International 0ers0ecti es

Cha0ter $ an! % Hen!erson 7%##68 0lus recommen!e! rea!ing .' tutor

&-

Cha0ter * Hen!erson 7%##68 0lus recommen!e! rea!ing .' tutor Cha0ter $$ Human Resource Management Torrington Hall an! Ta'lor 7%#$$8 e9.oo3 Cha0ter ; Hen!erson 7%##68

*-

CSR" The 3e' role o/ HRM- Su0arn Sharma, =oit' Sharma Arti De i, Business Intelligence =ournal- =anuar' Cha0ters > Hen!erson 7%##68 Cha0ter < Hen!erson 7%##68 Cha0ter $# an! $$ 7%##68

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*-$ Atten!ance Re4uirements

Attendin$ all (our classes is 'er( i%<ortant and one of the .est 5a(s to hel< (ou succeed in this %odule! Research has found a clear correlation .et5een student attendance and o'erall <erfor%ance! In accordance 5ith the Student CharterF (ou are e?<ected to arri'e on ti%e and ta2e an acti'e <art in all (our ti%eta.led classes! If (ou are una.le to attend a class for a 'alid reason 8e!$! illness9F <lease contact (our Module utor! An$lia Rus2in 5ill closel( %onitor the attendance of all students and 5ill contact (ou if (ou ha'e .een a.sent 5ithout notice for t5o 5ee2s! Continued a.sence can result in 'arious conse*uences includin$ the ter%ination of (our re$istration as (ou 5ill .e considered to ha'e 5ithdra5n fro% (our studies! International students 5ho are non7EEA nationals and in <ossession of entr( clearanceBlea'e to re%ain as a student 8student 'isa9 are re*uired to .e in re$ular attendance at An$lia Rus2in! 6ailure to do so is considered to .e a .reach of national i%%i$ration re$ulations! An$lia Rus2inF li2e all British Uni'ersitiesF is statutoril( o.li$ed to infor% the U0 Border A$enc( of the Ho%e Office of si$nificant unauthorised a.sences .( an( student 'isa holders!

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<- Assessment
The assessment /or this mo!ule consists o/ one 0artPart T'0e o/ assessment :ritten re<ort ?or! or Su.mission Su.mission !ates time limit metho! #>>>5ords urnitin U0 6th January 2014 by 5pm 1rade Mar2 Ca%.rid$e and Chel%sford onl( All other locations Hard co<(

Task

With reference to the models and theories presented to you in the module and as a result of your own wider reading, critically evaluate the approach an organisation of your choice has adopted to strategic HRM. As well as evaluating the broader approach taken to link the corporate strategy with the HRM strategy you may wish to focus on 2 or specific HRM activities. !or e"ample the relationship between corporate strategy and #mployee Resourcing, #mployee Reward, $earning and %evelopment or #mployee Relations

Assessment criteria an! mar3ing stan!ar!s ,earning Outcome $- Intro!uction 1hich conte:tualises the to0ic an! clearl' states aim an! o.5ecti es %- Discussion o/ the meaning o/ HRM s Personnel Management inclu!ing an anal'sis o/ the current issues relating to strategic HRM an! 0ractice &- E aluation o/ the organisations strategic a00roach to HRM Dra1ing on HRM theor' to 0ro i!e a /rame1or3 /or anal'sis Conclusion 1hich re/lects the assignment .rie/ an! ma3es a 5u!gement as to 1hether the a00roach a!o0te! .' the organisation is e//ecti e in terms o/ a!!ing alueTOTA, MAR2S 1)J #>J &>J 1)J 1F" "F#F& 1F"F#F& 1

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NB: it is a national requirement that ALL assessment methods require the approval of the relevant external examiner prior to their use (not just examination papers). All course5or2 assi$n%ents and other for%s of assess%ent %ust .e su.%itted .( the <u.lished deadline 5hich is detailed a.o'e! It is (our res<onsi.ilit( to 2no5 5hen 5or2 is due to .e su.%itted K i$norance of the deadline date 5ill not .e acce<ted as a reason for late or non7su.%ission! An( late 5or2 5ill NO *uestion! .e acce<ted and a %ar2 of Lero 5ill .e a5arded for the assess%ent tas2 in

<-$ Su.mitting ia Turnitin@U2 +ra!eMar3 ACam.ri!ge an! Chelms/or! stu!entsB

Cou are re*uired to su.%it (our 5ritten assi$n%ent8s9 online 'ia urnitinB1rade%ar2! Unless stated on the assi$n%ent .riefF all (our assi$n%ents should .e su.%itted online! Hard co<( assi$n%ents handed into the iCentre 5ill NOT .e %ar2ed! (ou must 0ut (OUR Stu!ent ID num.er 7SID8 as the su.mission title 7!etails .elo18Cou 5ill .e enrolled auto%aticall( to t5o t(<es of urnitin class@ 19 1rade%ar2 Classes entitled .( %odule na%eF to 5hich (ou 5ill su.%it a ONE IME ONLC final su.%issionG "9 he Ori$inalit( Re<ort Class to 5hich (ou can su.%it %ulti<le drafts for ori$inalit( chec2in$! he 1rade%ar2 class <a$e sho5s the start date 85hen (ou can .e$in su.%ittin$ 5or29F the due date for (our assi$n%ent and the <ost date! All assi$n%ents %ust .e su.%itted .( )<% on the due date! An( late 5or2 5ill NO .e acce<ted and a %ar2 of Lero 5ill .e a5arded for the assess%ent tas2 in *uestion! he <ost date is the date 5hen .oth feed.ac2 and <ro'isional results 5ill .e <osted online! Cou should follo5 the detailed instructions <ro'ided on the DLE! :hen (ou su.%it (our <a<erF re%e%.er to@

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a) K eep default (recom m ended)

b) Enter your firs t and last nam e(s )

&'%

c) Enter your S IDas the subm ission title VER YIMP R !"#!$

d) % ro&se to search for your assi' nm ent file e) (pload f) or cancel

ON,INE SUBMISSION AND CEEDBAC2 THROU+H +RADEMAR2 At the <ost date (ou 5ill $et (our feed.ac2 throu$h urnitinB1rade%ar2! :e ha'e i%<le%ented this online feed.ac2 s(ste% to $i'e (ou the follo5in$ .enefits@ More ti%el( recei<t of (our feed.ac2G Better *ualit( feed.ac2G he a.ilit( to hand in (our 5or2 onlineG Reduction in ti%e s<ent *ueuin$ to hand in and <ic2 u< (our assi$n%entsG he a.ilit( to recei'e %ar2er feed.ac2 5hen it is <ostedF re$ardless of (our locationG Reduction of .oth (ours and the uni'ersit(Es car.on foot<rint .( no lon$er <rintin$ 5or2!

HO? TO DIE? (OUR CEEDBAC2 Clic2 on the class that (ou 5ish to 'ie5 and then (ou 5ill see the assi$n%ents for the %odule listed! Clic2 the .lue 'ie5 .utton to o<en u< the docu%ent 'ie5er! A ne5 5indo5 5ill o<en and (ou 5ill see (our feed.ac2 on the ri$ht7hand side of the screen! Or clic2 on the $re( arro5 to do5nload a co<( of (our assi$n%ent and feed.ac2!

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POINTS TO NOTE 1! he due date as seen in eDision is the official su.%ission deadline! An( late 5or2 5ill NO .e acce<ted and a %ar2 of Lero 5ill .e a5arded for the assess%ent tas2 in *uestion! Do not lea'e it until the last %inute to su.%it (our 5or2 K the s(ste% .eco%es e?tre%el( .us( and can .e slo5er durin$ the <eriod of the deadline!

"! 1rade%ar2 final su.%ission classes 5ill .eco%e a'aila.le 1> 5or2in$ da(s .efore the final su.%ission date! Be a5are that 5or2 can onl( .e su.%itted ONCE to these classes and cannot .e re%o'ed or chan$ed! #! All 5or2 su.%itted MUS .e entitled .( (our Student ID nu%.er! &! An( 5or2 handed in 'ia the iCentre 5ill NO .e %ar2ed! )! +! he Ori$inalit( Re<ort is auto%aticall( $enerated .( urnitin on su.%ittin$ 5or2! A <a<er co<( of the ori$inalit( re<ort is not re*uired! he Ori$inalit( Re<ort 5ill not .e used to %a2e assess%ent decisions unless concerns arise as to <oor acade%ic <racticeF <la$iaris%F or collusion! he re<ort %a( then .e considered as <art of the nor%al in'esti$ator( <rocedures underta2en .( the acade%ic tea% and the Director of Studies 8a$ainF <lease see Section 1> of the Assess%ent Re$ulations9!

,! Re7sits and e?tensions are also to .e su.%itted 'ia urnitin! Ne5 urnitin classes 5ill .e created for re7sits! -! 6ull details as on su.%ittin$ to urnitinF the Ori$inalit( Re<ortF and a 6AMs listF can .e located on the %odule DLE! If (ou ha'e e?<erience su.%ission difficultiesF <lease e%ail@ LAIBSN1rade%ar2NSu<<ortAan$lia!ac!u2 All course5or2 assi$n%ents and other for%s of assess%ent %ust .e su.%itted .( the <u.lished deadline 5hich is detailed a.o'e! It is (our res<onsi.ilit( to 2no5 5hen 5or2 is due to .e su.%itted K i$norance of the deadline date 5ill not .e acce<ted as a reason for late or non7su.%ission! All course5or2 assi$n%ents and other for%s of assess%ent %ust .e su.%itted .( the <u.lished deadline 5hich is detailed a.o'e! It is (our res<onsi.ilit( to 2no5 5hen 5or2 is due to .e su.%itted K i$norance of the deadline date 5ill not .e acce<ted as a reason for late or non7su.%ission! An( late 5or2 5ill NO *uestion! .e acce<ted and a %ar2 of Lero 5ill .e a5arded for the assess%ent tas2 in

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Cou are re*uested to 2ee< a co<( of (our 5or2!

<-% Su.mitting 'our 1or3 AStu!ents in all other locations at Associate CollegesB
All student 5or2 5hich contri.utes to the e'entual outco%e of the %odule 8i!e! if it deter%ines 5hether (ou 5ill <ass or fail the %odule and counts to5ards the %ar2 (ou achie'e for the %odule9 is su.%itted accordin$ to (our institutions $uidelines! Acade%ic staff CANNO acce<t 5or2 directl( fro% (ou! An( late 5or2 5ill NO *uestion! .e acce<ted and a %ar2 of Lero 5ill .e a5arded for the assess%ent tas2 in

Cou are re*uested to 2ee< a co<( of (our 5or2!

<-& Mar3ing Ru.ric an! Cee!.ac3

he ru.ricF sho5n in Section ,!1 S<ecific Mar2in$ CriteriaF Cee!.ac3 Cou are entitled to 5ritten feed.ac2 on (our <erfor%ance for all (our assessed 5or2! 6or all assess%ent tas2s 5hich are not e?a%inationsF this is <ro'ided .( a %e%.er of acade%ic staff throu$h 1rade%ar2 at Ca%.rid$e and Chel%sford! At other locations and Associate Colle$es" this is pro#ided through the completion o$ the assignment co#ersheet on hich your mar! and $eedbac! ill relate to the achie#ement o$ the module%s intended learning outcomes and the assessment criteria you ere gi#en $or the tas! hen it as $irst issued. &'amination scripts are retained by Anglia Rus!in and are not returned to students. (o e#er" you are entitled to $eedbac! on your per$ormance in an e'amination and may re)uest a meeting ith the Module *eader or +utor to see your e'amination script and to discuss your per$ormance. Anglia Rus!in is committed to pro#iding you ith $eedbac! on all assessed or! ithin 20 or!in" da#s o$ the submission deadline or the date o$ an e'amination. +his is e'tended to ,0 days $or $eedbac! $or a Ma-or .ro-ect module /please note that or!ing days e'cludes those days hen Anglia Rus!in 0ni#ersity is o$$icially closed1 e.g. bet een Christmas and 2e 3ear4. Personal tutors 5ill offer to read feed.ac2 fro% se'eral %odules and hel< (ou to address an( co%%on the%es that %a( .e e%er$in$! On occasionF (ou 5ill recei'e feed.ac2 and %ar2s for 5or2 that (ou co%<leted in the earlier sta$es of the %odule! :e <ro'ide (ou 5ith this feed.ac2 as <art of the learnin$ e?<erience and to hel< (ou <re<are for other assess%ent tas2s that (ou ha'e still to co%<lete! It is i%<ortant to note thatF in these casesF the %ar2s for these <ieces of 5or2 are uncon/irme!! This means that, 0otentiall', mar3s can change, in either !irectionE Mar!s $or modules and indi#idual pieces o$ or! become con$irmed on the 5ates $or the 6$$icial .ublication o$ Results hich can be chec!ed at 555!an$lia!ac!u2Bresults. ill be used to mar! your or!.

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<-* Re9Assessment 7resit8 Re91or3 /aile! assignment accor!ing to a! ise an! /ee!.ac3 /rom mo!ule tutor>- Ho1 is M' ?or3 Mar3e!F
After (ou ha'e su.%itted (our 5or2 or (ou ha'e co%<leted an e?a%inationF An$lia Rus2in underta2es a series of acti'ities to assure that our %ar2in$ <rocesses are co%<ara.le 5ith those e%<lo(ed at other uni'ersities in the U0 and that (our 5or2 has .een %ar2ed fairl(F honestl( and consistentl(! hese include7

Anon#mous mar!in" K (our na%e is not attached to (our 5or2 so" at the point o$ mar!ing" the lecturer does not !no hose or! he8she is considering. 9hen you underta!e an assessment tas! here your identity is !no n /e.g. a presentation or Ma-or .ro-ect4" it is mar!ed by more than one lecturer /!no n as double mar!ing4 $nternal moderation K a sa%<le of all 5or2 for each assess%ent tas2 in each %odule is %oderated .( other An$lia Rus2in staff to chec2 the standards and consistenc( o$ the mar!ing %xternal moderation K a sa%<le of student 5or2 for all %odules is %oderated .( e?ternal e?a%iners K e'perienced academic sta$$ $rom other uni#ersities /and sometimes practitioners ho represent rele#ant pro$essions4 : ho scrutinise your or! and pro#ide Anglia Rus!in academic sta$$ ith $eedbac!" ad#ice and assurance that the mar!ing o$ your or! is comparable to that in other 0; uni#ersities. Many o$ Anglia Rus!in%s sta$$ act as e'ternal e'aminers at other uni#ersities. &epartmental Assessment 'anel (&A') K <erfor%ance .( all students on all %odules is discussed and appro#ed at the appropriate 5A.s hich are attended by all rele#ant Module *eaders and e'ternal e'aminers. Anglia Rus!in has o#er 25 5A.s to co#er all the di$$erent sub-ects e teach.

his %odule $alls ithin the remit o$ the ()*AN +%,-)+.% *ANA/%*%N01 -+/AN$,A0$-NAL B%(A2$-)+ AN& 0-)+$,* &A'. he follo5in$ e?ternal e?a%iners are a<<ointed to this DAP and 5ill o'ersee the assess%ent of this and other %odules 5ithin the DAPEs re%it@ HUMAN RESOURCE MANA+EMENTG OR+ANISATIONA, BEHADIOUR AND TOURISM E:ternal E:aminerHs Name Dr L(nne Po5ell Aca!emic Institution Uni'ersit( of Northu%.ria at Ne5castle Position or Em0lo'er Senior Lecturer

he a.o'e list is correct at the ti%e of <u.lication! Ho5e'erF e?ternal e?a%iners are a<<ointed at 'arious <oints throu$hout the (ear! An u<7to7date list of e?ternal e?a%iners is a'aila.le to students and staff at 555!an$lia!ac!u2Beeinfo!

An$lia Rus2inEs %ar2in$ <rocess is re<resented in the flo5chart .elo5@

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An$lia Rus2inEs %ar2in$ <rocess is re<resented in the flo5chart .elo5@

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Internal Moderation Sta$eMar2in$ Sta$e

Clo1chart o/ Anglia Rus3inHs Mar3ing Processes

Student su.%its 5or2 B sits e?a%ination :or2 collated and <assed to Module Leader

:or2 is %ar2ed .( Module Leader and Module utor8s91! All %ar2s collated .( Module Leader for ALL locations"

Internal %oderation sa%<les selected! Moderation underta2en .( a second acade%ic#

E?ternal Moderation Sta$e

An( issues;

CES

NO Students recei'e initial 8unconfir%ed9 feed.ac2 Unconfir%ed %ar2s and feed.ac2 to students 5ithin "> 5or2in$ da(s 8#> 5or2in$ da(s for MaIor ProIects9

E?ternal %oderation sa%<les selected and %oderated .( E?ternal E?a%iners&

DAP& Sta$e

An( issues; NO Mar2s su.%itted to DAP) for consideration and a<<ro'al Confir%ed %ar2s issued to students 'ia e7Dision Mar2s A<<ro'ed .( DAP) and for5arded to A5ards Board

CES

All 5or2 is %ar2ed anon(%ousl( or dou.le %ar2ed 5here identit( of the student is 2no5n 8e!$!in a <resentation9 he internal 8and e?ternal9 %oderation <rocess co%<ares 5or2 fro% all locations 5here the %odule is deli'ered 8e!$!Ca%.rid$eF Chel%sfordF Peter.orou$hF Mala(siaF IndiaF rinidad etc!9 he sa%<le for the internal %oderation <rocess co%<rises a %ini%u% of ei$ht <ieces of 5or2 or 1>J 85hiche'er is the $reater9 for each %ar2er and co'ers the full ran$e of %ar2s Onl( %odules at le'els )F + and , are su.Iect to e?ternal %oderation 8unless re*uired for se<arate reasons9! he sa%<le for the e?ternal %oderation <rocess co%<rises a %ini%u% of ei$ht <ieces of 5or2 or 1>J 85hiche'er is the $reater9 for the entire %odule and co'ers the full ran$e of %ar2s DAP@ De<art%ental Assess%ent Panel K An$lia Rus2in has Pa$e o'er 1& ") different DAPs to reflect our su.Iect co'era$e

Mo!ule +ui!e

;- Assessment Criteria an! Mar3ing Stan!ar!s ;-$ S0eci/ic Assessment Criteria an! Mar3ing Ru.ric
,>JO ,ittle or no im0ro ement coul! .e ma!e- Strong e i!ence o/ 3no1le!ge an! un!erstan!ing surroun!ing to0ics in 0re9release materials, 1ith a /ull e:0loration o/ the 3e' issues /rom !i//erent 0ers0ecti es to inclu!e re9!ress .' 1a' o/ issues /or managing the human resource an! the lin3 1ith .usiness strateg'- +oo! use o/ theor' an! strong e i!ence o/ in!e0en!ence o/ thought an! reasons- The anal'sis is 0enetrating an! the arguments are con incing an! ta3e into account the nee!s o/ the organisation an! the !eman!s o/ management- Clear e i!ence o/ .rea!th o/ sources use! to in/orm-

E:cellent 0resentation an! 1ell structure!- Cull' meets the nee!s o/ the au!ience- E//ecti e use o/ re/erencing 1hich is com0lete an! accurate>#9>IJ E i!ence o/ 3no1le!ge an! un!erstan!ing surroun!ing to0ics in 0re9release materials, 1hich sho1s an e:0loration o/ the 3e' issues- +oo! 0o1ers o/ anal'sis, 1ith arguments 1hich are clear, 1ell constructe! an! 0lausi.le- Com0rehensi e use o/ sources to in/orm- +oo! a00lication o/ rele ant 3no1le!ge)theor'- Clear e i!ence o/ in!e0en!ence o/ thin3ing an! critical e aluation- The lin3ing o/ HRM an! .usiness strateg' is consi!ere! +oo! 0resentation, 1ell structure! an! eas' to /ollo1, nee!s o/ au!ience are 1ell met- Re/erencing to a er' goo! stan!ar!<#9<IJ E i!ence o/ 3no1le!ge an! un!erstan!ing surroun!ing issues 1ithin 0re9release materials .oth research an! e i!ence o/ !iscussion 1hich sho1s strong e i!ence o/ an engagement 1ith 3e' issues- Reasona.le 0o1ers o/ anal'sis are e i!ent an! arguments are clear an! structure!- Soun! a00lication o/ rele ant 3no1le!ge)theor'- Consi!eration is gi en to organisational o.5ecti es an! the lin3ing 1ith HRM +oo! use o/ sources an! some e i!ence o/ in!e0en!ence o/ thoughtA00ro0riate structure an! acce0ta.le st'le o/ 1riting- Some consi!eration gi en to the nee!s o/ the au!ience- Re/erencing is to a goo! stan!ar!*#9*IJ E i!ence o/ 3no1le!ge an! un!erstan!ing surroun!ing issues 1ithin 0re9release materials, 1hich sho1s e i!ence o/ /amiliarit' 1ith 3e' issuesSome anal'sis !emonstrate! although rather !escri0ti e in nature- Arguments are su//icientl' i!enti/ia.le an! /ree o/ o. ious logical contra!ictionReasona.le use o/ a00ro0riate sources to in/orm !iscussion- Some 3no1le!ge)theor' a00lie! a00ro0riatel'- Some consi!eration gi en to the lin3 1ith HRM an! .usiness strateg'

Pa$e 1)

Mo!ule +ui!e All as0ects o/ the Ktas3H are co ere! .ut 0resentation coul! .e im0ro e! .oth in structure an! st'le- A!e4uate re/erencing although some 1ea3nesses are a00arent)"I* + ,-. and belo& Der' limite! e i!ence o/ 3no1le!ge an! un!erstan!ing surroun!ing to0ics 1ithin 0re9release materials- Der' !escri0ti e, little or no critical anal'sis is e i!ent an! arguments are 1ea3- Poor a00lication o/ rele ant 3no1le!ge)theor'- ,ittle, or no, consi!eration gi en to the lin3ing o/ HRM 1ith .usiness o.5ecti es Minimal e i!ence o/ /urther rea!ing- Some as0ects o/ the Ktas3H ma' .e missing- Poor 0resentation, ina!e4uate structure, ina00ro0riate st'le, 1ea3 re/erencing3 !i//icult to /ollo1, little account ta3en o/ nee!s o/ au!ience-

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;-% Uni ersit' +eneric Assessment Criteria

AN+,IA RUS2IN UNIDERSIT( +ENERIC ASSESSMENT .+$0%+$A AN& *A+4$N/ ,0AN&A+&, ,EDE, 5
,e el ; is characterised .( an e?<ectation of studentsE e?<ertise in their s<ecialis%! Students are se%i7autono%ousF de%onstratin$ inde<endence in the ne$otiation of assess%ent tas2s 8includin$ the %aIor <roIect9 and the a.ilit( to e'aluateF challen$eF %odif( and de'elo< theor( and <ractice! Students are e?<ected to de%onstrate an a.ilit( to isolate and focus on the si$nificant features of <ro.le%s and to offer s(nthetic and coherent solutionsF 5ith so%e students <roducin$ ori$inal or inno'ati'e 5or2 in their s<ecialis% that is 5orth( of <u.lication or <u.lic <erfor%ance or dis<la(!

+eneric ,earning Outcomes 7+,Os8 (Academic +e"ulations3 ,ection 2) Mar3 Ban!s Characteristics o/ Stu!ent Achie ement .' Mar3ing Ban! Outcome 2no1le!ge L Un!erstan!ing
E?ce<tional anal(sis of 2e( issuesBconce<tsBethics 5ith 'er( clear ori$inalit( and autono%(! E?ce<tional de'elo<%ent of conce<tual structures and ar$u%ent %a2in$ an e?ce<tional use of scholarl( con'entions! De%onstrates inde<endence of thou$ht and a 'er( hi$h le'el of intellectual ri$our and consistenc(! :or2 <ushes the .oundaries of the disci<line and %a( .e considered for e?ternal <u.lication

Intellectual 7thin3ing8, Practical, A//ecti e an! Trans/era.le S3ills

E?ce<tional anal(sis of 2e( issuesBconce<tsBethics! E?ce<tional de'elo<%ent of conce<tual structures and ar$u%entF %a2in$ consistent use of scholarl( con'entions! E?ce<tional research s2illsF inde<endence of thou$htF an e?tre%el( hi$h le'el of intellectual ri$our and consistenc(F e?ce<tional e?<ressi'eB<rofessional s2illsF and su.stantial creati'it( and ori$inalit(! E?ce<tional acade%icBintellectual s2ills! :or2 <ushes the .oundaries of the disci<line and %a( .e considered for e?ternal <u.lication Outstandin$ anal(sis of 2e( issuesBconce<tsBethics! Der( hi$h le'el de'elo<%ent of conce<tual structures and ar$u%entF %a2in$ consistent use of scholarl( con'entions! Outstandin$ research s2illsF inde<endence of thou$htF a hi$h le'el of intellectual ri$our and consistenc(F outstandin$ e?<ressi'eB<rofessional s2illsF and considera.le creati'it( and ori$inalit(! E?e%<lar( acade%icBintellectual s2ills E?cellent anal(sis of 2e( issuesBconce<tsBethics! Hi$h le'el de'elo<%ent of conce<tual structures and ar$u%entF %a2in$ consistent use of scholarl( con'entions! E?cellent research s2illsF inde<endence of thou$htF a hi$h le'el of intellectual ri$our and consistenc(F e?cellent e?<ressi'eB <rofessional s2illsF and considera.le creati'it( and ori$inalit(! E?cellent acade%icBintellectual s2illsF and considera.le creati'it( and ori$inalit( 1ood anal(sis of 2e( issuesBconce<tsBethics! De'elo<%ent of conce<tual structures and ar$u%entF %a2in$ consistent use of scholarl( con'entions Satisfactor( 2no5led$e of 2e( issuesB conce<tsBethics in disci<line! Descri<ti'e in <arts .ut so%e a.ilit( to s(nthesise scholarshi< and ar$u%ent! Minor la<ses in use of scholarl( con'entions Basic 2no5led$e of 2e( issuesBconce<tsBethics in disci<line! 1enerall( descri<ti'eF 5ith restricted s(nthesis of e?istin$ scholarshi< and little ar$u%ent! Use of scholarl( con'entions inconsistent! Li%ited research s2ills i%<ede use of learnin$ resources and <ro.le% sol'in$! Si$nificant <ro.le%s 5ith structureBaccurac( in e?<ression! ea%BPracticalB Professional s2ills not (et secure! :ea2 acade%icB intellectual s2ills! Li%ited use of scholarl( con'entions Little e'idence of research s2illsF use of learnin$ resources and <ro.le% sol'in$! MaIor <ro.le%s 5ith structureB accurac( in e?<ression! ea%BPracticalBProfessional s2ills 'irtuall( a.sent! Der( 5ea2 acade%icBintellectual s2ills! Little e'idence of use of scholarl( con'entions Inade*uate use of research s2illsF learnin$ resources and <ro.le% sol'in$! MaIor <ro.le%s 5ith structureBaccurac( in e?<ression! ea%BPracticalBProfessional s2ills a.sent! E?tre%el( 5ea2 acade%icBintellectual s2ills! Inade*uate use of scholarl( con'entions

=>71>>J

->7-=J
Achie#es module outcome/s4 related to <*6 at this le#el

Outstandin$ anal(sis of 2e( issuesBconce<tsBethics 5ith clear ori$inalit( and autono%(! Outstandin$ de'elo<%ent of conce<tual structures and ar$u%ent %a2in$ an e?e%<lar( use of scholarl( con'entions! De%onstrates inde<endence of thou$ht and a 'er( hi$h le'el of intellectual ri$our and consistenc(

,>7,=J

E?cellent anal(sis of 2e( issuesBconce<tsBethics! E?cellent de'elo<%ent of conce<tual structures and ar$u%ent %a2in$ e?cellent use of scholarl( con'entions! De%onstrates inde<endence of thou$ht and a hi$h le'el of intellectual ri$our and consistenc(

+>7+=J

1ood anal(sis of 2e( issuesBconce<tsBethics! De'elo<%ent of conce<tual structures and ar$u%ent %a2in$ consistent use of scholarl( con'entions Satisfactor( 2no5led$e of 2e( issuesB conce<tsBethics in disci<line! Descri<ti'e in <arts .ut so%e a.ilit( to s(nthesise scholarshi< and ar$u%ent! Minor la<ses in use of scholarl( con'entions A marginal pass in module outcome/s4 related to <*6 at this le#el A marginal $ail in module outcome/s4 related to <*6 at this le#el. .ossible compensation. =at: is$ies )uali$ying mar! >ails to achie#e module outcome/s4 related to this <*6. ?uali$ying mar! not satis$ied. 2o compensation a#ailable Basic 2no5led$e of 2e( issuesBconce<tsBethics in disci<line! 1enerall( descri<ti'eF 5ith restricted s(nthesis of e?istin$ scholarshi< and little ar$u%ent! Use of scholarl( con'entions inconsistent

)>7)=J

&>7&=J

#>7#=J

Li%ited 2no5led$e of 2e( issuesBconce<tsBethics in disci<line! Lar$el( descri<ti'eF 5ith restricted s(nthesis of e?istin$ scholarshi< and li%ited ar$u%ent! Li%ited use of scholarl( con'entions!

">7"=J 1>71=J

Little e'idence of 2no5led$e of 2e( issuesBconce<tsBethics in disci<line! Lar$el( descri<ti'eF 5ith little s(nthesis of e?istin$ scholarshi< and little e'idence of ar$u%ent! Little e'idence of use of scholarl( con'entions! Inade*uate 2no5led$e of 2e( issuesBconce<tsBethics in disci<line! :holl( descri<ti'eF 5ith inade*uate s(nthesis of e?istin$ scholarshi< and inade*uate ar$u%ent! Inade*uate use of scholarl( con'entions!

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No e'idence of 2no5led$e of 2e( issuesBconce<tsBethics in disci<line! Incoherent and co%<letel( .ut <oorl( descri<ti'eF 5ith no e'idence of s(nthesis of e?istin$ scholarshi< and no ar$u%ent 5hatsoe'er! No e'idence of use of scholarl( con'entions! No e'idence of use of research s2illsF learnin$ resources and <ro.le% sol'in$! Incoherent structureBaccurac( in e?<ression! ea%BPracticalBProfessional s2ills non7 e?istent! No e'idence of acade%icBintellectual s2ills! No e'idence of use of scholarl( con'entions

17=J >J

A5arded for@ 8i9 non7su.%issionG 8ii9 dan$erous <ractice andG 8iii9 in situations 5here the student fails to address the assi$n%ent .rief 8e$@ ans5ers the 5ron$ *uestion9 andBor related learnin$ outco%es

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6- Assessment O//ences
As an acade%ic co%%unit(F 5e reco$nise that the <rinci<les of truthF honest( and %utual res<ect are central to the <ursuit of 2no5led$e! Beha'iour that under%ines those <rinci<les 5ea2ens the co%%unit(F .oth indi'iduall( and collecti'el(F and di%inishes our 'alues! :e are co%%itted to ensurin$ that e'er( student and %e%.er of staff is %ade a5are of the res<onsi.ilities sBhe .ears in %aintainin$ the hi$hest standards of acade%ic inte$rit( and ho5 those standards are <rotected! Cou are re%inded that an( 5or2 that (ou su.%it %ust .e (our o5n! :hen (ou are <re<arin$ (our 5or2 for su.%issionF it is i%<ortant that (ou understand the 'arious acade%ic con'entions that (ou are e?<ected to follo5 in order to %a2e sure that (ou do not lea'e (ourself o<en to accusations of <la$iaris% 8e!$! the correct use of referencin$F citationsF footnotes etc!9 and that (our 5or2 %aintains its acade%ic inte$rit(! Definitions of Assess%ent Offences 'la"iarism Pla$iaris% is theft and occurs 5hen (ou <resent so%eone elseEs 5or2F 5ordsF i%a$esF ideasF o<inions or disco'eriesF 5hether <u.lished or notF as (our o5n! It is also 5hen (ou ta2e the art5or2F i%a$es or co%<uter7$enerated 5or2 of othersF 5ithout <ro<erl( ac2no5led$in$ 5here this is fro% or (ou do this 5ithout their <er%ission! Cou can co%%it <la$iaris% in e?a%inationsF .ut it is %ost li2el( to ha<<en in course5or2F assi$n%entsF <ortfoliosF essa(sF dissertations and so on! E?a%<les of <la$iaris% include@ directl( co<(in$ fro% 5ritten 5or2F <h(sical 5or2F <erfor%ancesF recorded 5or2 or i%a$esF 5ithout sa(in$ 5here this is fro%G usin$ infor%ation fro% the internet or electronic %edia 8such as DDDs and CDs9 5hich .elon$s to so%eone elseF and <resentin$ it as (our o5nG re5ordin$ so%eone elseEs 5or2F 5ithout referencin$ the%G and handin$ in so%ethin$ for assess%ent 5hich has .een <roduced .( another student or <erson!

It is i%<ortant that (ou do not <la$iarise K intentionall( or unintentionall( K .ecause the 5or2 of others and their ideas are their o5n! here are .enefits to <roducin$ ori$inal ideas in ter%s of a5ardsF <riLesF *ualificationsF re<utation and so on! o use so%eone elseEs 5or2F 5ordsF i%a$esF ideas or disco'eries is a for% of theft! .ollusion Collusion is si%ilar to <la$iaris% as it is an atte%<t to <resent anotherEs 5or2 as (our o5n! In <la$iaris% the ori$inal o5ner of the 5or2 is not a5are (ou are usin$ itF in collusion t5o or %ore <eo<le %a( .e in'ol'ed in tr(in$ to <roduce one <iece of 5or2 to .enefit one indi'idualF or <la$iarisin$ another <ersonEs 5or2! E?a%<les of collusion include@ a$reein$ 5ith others to cheatG $ettin$ so%eone else to <roduce <art or all of (our 5or2G co<(in$ the 5or2 of another <erson 85ith their <er%ission9G su.%ittin$ 5or2 fro% essa( .an2sG <a(in$ so%eone to <roduce 5or2 for (ouG and
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allo5in$ another student to co<( (our o5n 5or2!

Man( <arts of uni'ersit( life need students to 5or2 to$ether! :or2in$ as a tea%F as directed .( (our tutorF and <roducin$ $rou< 5or2 is not collusion! Collusion onl( ha<<ens if (ou <roduce Ioint 5or2 to .enefit of one or %ore <erson and tr( to decei'e another 8for e?a%<le the assessor9! .heatin" Cheatin$ is 5hen so%eone ai%s to $et unfair ad'anta$e o'er others! E?a%<les of cheatin$ include@ ta2in$ unauthorised %aterial into the e?a%ination roo%G in'entin$ results 8includin$ e?<eri%entsF researchF inter'ie5s and o.ser'ations9G handin$ (our o5n <re'iousl( $raded 5or2 .ac2 inG $ettin$ an e?a%ination <a<er .efore it is releasedG .eha'in$ in a 5a( that %eans other students <erfor% <oorl(G <retendin$ to .e another studentG and tr(in$ to .ri.e %e%.ers of staff or e?a%iners!

Hel< to A'oid Assess%ent Offences Most of our students are honest and 5ant to a'oid co%%ittin$ assess%ent offences! :e ha'e a 'ariet( of resourcesF ad'ice and $uidance a'aila.le to hel< %a2e sure (ou can de'elo< $ood acade%ic s2ills! :e 5ill %a2e sure that 5e %a2e a'aila.le consistent state%ents a.out 5hat 5e e?<ect! Cou 5ill .e a.le to do tutorials on .ein$ honest in (our 5or2 fro% the li.rar( and other su<<ort ser'ices and facultiesF and (ou 5ill .e a.le to test (our 5ritten 5or2 for <la$iaris% usin$ P urnitin/U0E 8a soft5are <ac2a$e that detects <la$iaris%9! Cou can $et ad'ice on ho5 to use honestl( the 5or2 of others in (our o5n 5or2 fro% the li.rar( 5e.site 8555!li.5e.!an$lia!ac!u2Breferencin$Breferencin$!ht%9 and (our lecturer and <ersonal tutor! Cou 5ill .e a.le to use P urnitin/U0EF a s<ecial soft5are <ac2a$e 5hich is used to detect <la$iaris%! urnitin/U0 5ill <roduce a re<ort 5hich clearl( sho5s if <assa$es in (our 5or2 ha'e .een ta2en fro% so%e5here else! Cou %a( tal2 a.out this 5ith (our <ersonal tutor to see 5here (ou %a( need to i%<ro'e (our acade%ic <ractice! :e 5ill not see these for%ati'e urnitin/U0 re<orts as assess%ent offences! All students in Ca%.rid$e and Chel%sford are also e?<ected to su.%it their final 5or2 throu$h urnitin/U0 as outlined a.o'e! If (ou are not sure 5hether the 5a( (ou are 5or2in$ %eets our re*uire%entsF (ou should tal2 to (our <ersonal tutorF %odule tutor or other %e%.er of acade%ic staff! he( 5ill .e a.le to hel< (ou and tell (ou a.out other resources 5hich 5ill hel< (ou de'elo< (our acade%ic s2ills! Procedures for assess%ent offences An assess%ent offence is the $eneral ter% used to define cases 5here a student has tried to $et unfair acade%ic ad'anta$e in an assess%ent for hi%self or herself or another student! :e 5ill full( in'esti$ate all cases of sus<ected assess%ent offences! If 5e <ro'e that (ou ha'e co%%itted an assess%ent offenceF an a<<ro<riate <enalt( 5ill .e i%<osed 5hichF for the %ost serious offencesF includes e?<ulsion fro% An$lia Rus2in! 6or full details of our assess%ent offences <olic( and <roceduresF see Section 1> of the Academic Regulations at@ 555!an$lia!ac!u2Bacade%icre$s!

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I- ,earning Resources I-$- ,i.rar'

he alis As<ire Readin$ List <roIect 5ill .e$in to .e introduced this acade%ic (earF %ore infor%ation at@ htt<@BBreadin$lists!an$lia!ac!u2Binde?!ht%l Lord Ashcroft International Business School li.tea%!ai.sAan$lia!ac!u2 Rea!ing ,ist M Anglia Rus3in Uni ersit' ,i.rar' Rea!ing ,ist Tem0late M Anglia Rus3in Uni ersit' ,i.rar' Resources
2e' Te:ts

Notes

Iain Henderson 8">119 (uman Resource Management $or M@A =tudents /2 nd edition4 CA.5

ORRIN1 ON! DF HALL! QF and ACLOR! SF A 0INSON C 8">119 (uman Resource Management /Bth edition4" Harlo5@ Prentice Hall!

+he sessions ill dra hea#ily on this !ey te't At is aimed at those manager ho ha#e a responsi bility $or managin g sta$$.rath er than an (R specialist .

e:boo! in library Boo3s

6OO ! M and HOO0! C 8">>-9 Antroducing (uman Resource Management /5th edition47 Prentice Hall 1IBB! S 8">>-9 (uman Resource 5e#elopment7 .rocess" .ractices C .erspecti#es" Pal$ra'e McMillan HENDERSON!I 8">>-9 (uman Resource Management $or M@A =tudentsF CIPD LEOPOLDF Q!F HARRISF L! and :A SONF ! 8">>)9 +he =trategic
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Managing o$ (uman Resources. Harlo5@ Prentice Hall! MILLMOREF M! LE:ISF P! SAUNDERSF MF HORNHILLF A! and MARRO:F ! 8">>,9 =trategic (uman Resource Management. Harlo5@ Pearson Education! NEEDLEF D! 8">>&9 @usiness in Conte't. An introduction to business and its en#ironment. London@ ho%<son! SISSONF 0! and S ORECF Q! 8">>#9 +he Realities o$ (uman Resource Management. Managing the &mployment Relationship. Maidenhead@ O<en Uni'ersit( Press! ULRICH! D and BROC0BAN0! : 8">>)9 +he (R Dalue .roposition7 Har'ard Business School Press
=ournals .

Acade%( of Mana$e%ent Qournal Business Ethics@ A Euro<ean Re'ie5 E%<lo(ee Relations Qournal Har'ard Business Re'ie5 Hu%an Resource Mana$e%ent Qournal Hu%an Resource Mana$e%ent Re'ie5 International Qournal of Hu%an Resource Mana$e%ent La.our Mar2et rends 8incor<oratin$ E%<lo(%ent 1aLette9 Inco%es Data Ser'ices Studies International Qournal of Selection and Assess%ent IRS E%<lo(%ent Re'ie5 Peo<le Mana$e%ent Personnel Re'ie5
?e.sites

Ad'isor( Conciliation and Ar.itration Ser'ice@ 555!acas!or$!u2 Chartered Institute for Personnel and De'elo<%ent@ 555!ci<d!co!u2 Confederation of British Industr(@ 555!c.i!or$!u2 E*ualit( and Hu%an Ri$hts Co%%ission@ 555!e*ualit(hu%anri$hts!co% 1o'ern%ent Statistical Ser'ice@ 555!statistics!$o'!u2 Health and Safet( E?ecuti'e@ 555!hse!$o'!u2 rades Union Con$ress@ 555!tuc!or$!u2

I-%- Other Resources

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$#- Mo!ule E aluation

Durin$ the second half of the deli'er( of this %oduleF (ou 5ill .e as2ed to co%<lete a %odule e'aluation *uestionnaire to hel< us o.tain (our 'ie5s on all as<ects of the %odule! his is an e?tre%el( i%<ortant <rocess 5hich hel<s us to continue to i%<ro'e the deli'er( of the %odule in the future and to res<ond to issues that (ou .rin$ to our attention! he %odule re<ort in section 11 of this %odule $uide includes a section 5hich co%%ents on the feed.ac2 5e recei'ed fro% other students 5ho ha'e studied this %odule <re'iousl(! Cour *uestionnaire res<onse is anon(%ous! Please hel< us to hel< (ou and other students at An$lia Rus2in .( co%<letin$ the Module E'aluation sur'e(! :e 'er( %uch 'alue our studentsE 'ie5s and it is 'er( i%<ortant to us that (ou <ro'ide feed.ac2 to hel< us %a2e i%<ro'e%ents! In addition to the Module E'aluation <rocessF (ou can send an( co%%ent on an(thin$ related to (our e?<erience at An$lia Rus2in to tellusAan$lia!ac!u2 at an( ti%e!

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$$- Re0ort on ,ast Deli er' o/ Mo!ule MODU,E REPORT CORM

+his $orm should be completed by module tutors / here there is more than one deli#ery4 and $or arded to Module *eaders ho compiles the results on to one $orm $or use at the .rogramme Committee and other methods o$ disseminating $eedbac! to students.

Mo!ule Co!e an! Title" MOD ##$%&# Anglia Rus3in De0artment" HO ,ocation7s8 o/ Deli er'" Cam.ri!ge, Amnit' Uni ersit' ,on!on, SAM Trini!a!, Amnit' glo.al Business School Singa0ore Aca!emic (ear" %#$%)$& Semester)Trimester" $)%)&

Enrolment Num.ers 7at each location8" $< a00ro:imatel' Mo!ule ,ea!er" Dr Bron1'n Betts Other Mo!ule Tutors" t.c
Stu!ent Achie ement .ro#ide a brie$ o#er#ie o$ student achie#ement on the module as e#idenced by the range o$ mar!s a arded. A
detailed brea!do n o$ mar!s ill be a#ailable at the 5epartmental Assessment .anel.

Student achie'e%ent 5as $ood 5ith reasona.le s<read of %ar2s!

Cee!.ac3 /rom Stu!ents @rie$ly summarise student responses" including any

ritten comments

he students a<<reciated the clear e?<lanations fro% the tutor RI learn a lotS R E?cellent teachin$T 5hich ins<ired %eS RI ca%e to 2no5 'er( 5ell a.out %( o5n co%<an(Es strate$(S Mo!ule ,ea!er)TutorHs Re/lection on Deli er' o/ the Mo!ule, inclu!ing Res0onse to Cee!.ac3 /rom Stu!ents /including resources i$ appropriate4 So%e students 5ere initiall( an?ious that the( did not ha'e .ac2$round 2no5led$e of HRM ho5e'er the clear e?<lanations $i'en .( the tutors and the assi$n%ent itself allo5ed the% the o<<ortunit( to e?<lore this area of HR and o'erall the feed.ac2 has .een 'er( $ood!

De elo0ments !uring the current 'ear or 0lanne! /or ne:t 'ear /i$ appropriate4 Encoura$e %ore .ac2$round readin$ ! More <ractical tas2s

E:ternal E:aminerHs Comments =tate module

hether the e'ternal e'aminer agreed the mar!s and8or commented on the

he e?ternal e?a%iner 5as $enerall( ha<<( 5ith the feed.ac2 and the %ar2in$ and a$reed all %ar2s a5arded!

Pa$e "&

Mo!ule +ui!e

A00en!i: $" Re9Assessment In/ormation

THIS INCORMATION ON,( APP,IES TO STUDENTS ?HO ARE UNSUCCESSCU, IN THEIR CIRST SUBMISSION DRACT DERSION M A?AITIN+ ENTERNA, ENAMINER APPRODA,
Assessment 1ill .e con/irme! .e/ore the re9assessment 0erio!
The re9assessment /or this mo!ule consists o/" Part T'0e o/ assessment As this assess%ent is indi'idual to the student K the student is onl( re*uired to re75or2 failed assi$n%ent accordin$ to feed.ac2 fro% %odule tutor! ?or! or Su.mission !ates time limit #>>> Resit <eriod@ t.c

,earning Outcome

Pa$e ")