UK College of Business and Computing - Grading Scheme

Unit Name HUMAN RESOURCE MANAGEMENT (RQF)

Unit No 3
Unit Level 4
Block start date 2/12/2019
Hand out date 2/12/2019
Submission deadline 24/2/2020
Module Leader Ann Clark
ASSIGN- ASSESSMENT ASSIGNMENT QUESTION EVIDENCE TO ACHIEVE TASK
MENT CRITERIA
SECTIONS
Part 1 Compile a section for an
Induction Pack which:
Activity 1
1a To achieve P1 Explains the purpose and Explanation of the HR function within LV= (look on its website to get a clear
functions of HRM within picture (e.g. take into account the size of the organisation, nature of
part
LV= business), refer to the individual elements which make up HRM eg training,
recruitment, etc.
1b To achieve P1 Assesses how these Given size of the business you would expect specialist areas within HR.
functions relate to Link these various areas to workforce planning (think about nature of roles
part
workforce planning and needed within the organisation, the skills required, also consider the
resourcing with LV= and business’ longer term plans)
therefore its importance to
the organisation as a
whole
1a) & b) To achieve Answer for both a) and b) Coverage of the range of HRM needed here (planning, resourcing, training
is developed further to and development, reward, performance management, employee relations)
Merit criterion
consider how talent and but these MUST be related to providing talent and skills for business
(M1) skills may be developed for objectives e.g. selecting the right people in terms of
 the future qualifications/experience, have a focus on customer service, recognising
talent and finding enrichment opportunities in order to retain them (e.g.
shadowing/mentoring, entering competitions etc.).
1c) To achieve P2 Critically evaluates the Consider how effective the process is in respect of selecting the best
strengths and weaknesses person for the role. At Pass level the coverage is required at ‘Explanation’
part
of LV=’s Recruitment and of the R & S approach level. This coverage would be based against best
Selection approaches (per practice as identified by ACAS, CIPD or other academic sources.
Appendix 1).
1c) To achieve Answer is developed At the merit level it would be expected that students will look in more depth
further to evaluate the at the pros and cons of each and their appropriateness for the given
Merit criterion
methods noted organisation. Consideration should be made of alternative methods, which
(M2) might improve the quality of decision making in the R & S methods
All of Task To achieve The focus here is on Students undertaking D1 should be advised not to complete merit then
providing a critical distinction but just cover both elements at this higher level. The additional
1 Distinction
evaluation, supported by point here is to consider longer term implications of the strengths and
criterion (D1) specific examples weaknesses e.g. on employer brand and reputation (product quality and
design, becoming an employer of choice and improving retention); costs of
selecting the wrong person, etc. Students should consider alternative
methods that might improve the quality of the process. All of the points
must be developed from the process in Appendix 1, supported by further
research on LV=, as a whole and therefore include specific, appropriate
examples.
Activity 2 To achieve Produce a summary report
(which uses Appendices 2
P7:
and 3)
2a P7 part Create a person The job description in Appendix 2 MUST be used to complete this activity.
specification for the The ACAS person spec. could be used (available within the module
achieved
Personal Assistant role as content of ulearn) or a similar structure e.g. Rodgers 7 point plan, as long
provided in Appendix 2 as coverage of key features has been provided: job title; skills; UK
qualifications; experience; characteristics (e.g. professional, service
oriented etc.). All aspects should link clearly to the job description. It would
be useful to see essential and desirable aspects noted, but not essential.
Students should be advised of the equality implications of asking for certain
 characteristics or other requirements (re. direct or indirect discrimination),
which must be justified.
2b P7 part Review the 3 CVs provided This activity MUST be based on the student’s person specification (created
in Appendix 3 and go in 2a) and specifically refer to each of the three CVs provided in Appendix
achieved
through a shortlisting 3. There should be clear decisions made as to whether a CV would be
process using the person shortlisted or would not and this decision must be justified (linking to
spec. created in 2a) requirements within the person spec, or given the nature of the role as a
whole or the type and nature of the organisation). Reference could be
made to the job description in Appendix 2 to provide evidence to support
points being made, along with material from the LV= website.
2c P7 part Produce at least 6 These questions must i) be written in competency style ii) be relevant to the
competency-based student’s person specification and the job description (Appendix 2).
achieved
questions for the interview Questions that are generic (e.g. ‘why do feel you are the best person for
the job’) would not be appropriate and must not be included. Students
must consider appropriateness/relevance of content as well as equality
aspects in the phrasing of the questions.
All of Task To achieve Provides a clear rationale Clear rationale for the contents of the person specification, shortlisting and
for points made the interview questions. Consideration should be made in relation to
2 Merit criterion
equality aspects (and possible indirect discrimination) and how these
(M5) processes would help to improve the decision making process within LV=.
All of Task To achieve Critically evaluates HRM At this level it is important to provide greater depth to their answer for M5,
practices that influence looking at how the activities undertaken could improve decision making, bu
2 part
decision making then take into account other approaches to the process of person
Distinction specification design, shortlisting and questions set for interview, which
might make the process more effective. Alternative selection methods
criterion (D3)
could be critiqued here to demonstrate how further improvements could be
made.
Activity 3 To achieve A summary report which The whole section needs to put into context organisational performance
covers learning and and effectiveness
P3/P4:
development and rewards
and benefits
3a P3/P4 part Assess and critically Use of appropriate sources on LV= must be evidenced. The range of
evaluate the effectiveness learning and development opportunities should be explained briefly. The
 achieved of learning and
development opportunities
in LV= for staff, from both
an organisation and staff
perspective, providing a
range of specific
examples, with specific
reference to raising
organisational profit and
productivity
3b P3/P4 part Assess and critically
evaluate the effectiveness
achieved
of rewards and benefits
provided by LV= for its
staff, from both an
organisation and staff
perspective, with specific
reference to raising
organisational profit and
productivity
To achieve Explore different methods
used in HRM practices,
All of Task Merit criterion
with specific examples
3 (M3)
All of Task To achieve Critically evaluate HRM
practices, using a range of
3 Distinction
specific examples.
criterion (D2)
evaluation of its effectiveness must cover both the organisation (inc. profit
and productivity) and employees and reflect the nature of the business and
its culture and long term business growth as well as how an employee
would benefit (e.g. development of skills, organisational experience and
understanding, qualifications, career development, etc.). References of
best practice and appropriate theory (eg motivation theory) should be used
to support the evaluation.
Identify and explain the range outlined by the information provided on
LV=’s website and any other research carried out. . The evaluation of its
effectiveness must cover both the organisation (inc. profit and productivity)
and employees and reflect the nature of the business and its culture and
long term business growth as well as how an employee would benefit
References of best practice and appropriate theory (such as motivation)
should be used to support the evaluation.
When answering all of the tasks here, students should extend the range of
evidence to consider wider reasons for LV= adopting the training or
development schemes it has and implications of its systems of
reward/benefits. Evidence of this wider research must be provided via
appropriate citations.
At distinction level students must provide a critical evaluation of the HR
practices noted in the whole of task 3. Students may consider best
practice and that adopted by other organisations to provide more in depth
coverage and extend research to include flexible working practices, reward
practices and its approach to learning in a wider context. The business
implications for LV= and its mission/vision and the role that HR practices
would play here in their achievement, should also be considered.
Task 4 To achieve Provide a briefing paper
which:
P5/P6
4a To achieve P5 Explains what is meant by
the term employee
relations. Then you should
go on to analyse and
critically evaluate the
importance of effective
employee relations in
respect of influencing HRM
decision making within
LV=, with specific
reference to the role of
leadership as defined by
LV= on its website, in
maintaining effective
employee relations within
the organisation
4b To achieve P6 Identifies the key elements
of UK employment
legislation, critically
evaluating how they
influence human resource
decision making (such as
recruitment, training and
development and reward)
A sourced definition should be provided, with an explanation. Some
examples may also be given to demonstrate this understanding. The
answer should be applied to the nature of the business and therefore
critically evaluate the importance of positive employee relations to the
organisation.
The web link must be used to ensure coverage of how LV= sees the role
and importance of leadership and then relate this role to achieving effective
employee relations. Citations from the LV website or suitable academic
sources are required
It is expected that students will cover at least key parts of Equality Act 2010
(please NOTE: all of the previous equality legislation was repealed and
replaced by this, therefore stating the sex discrimination act for e.g. is not
demonstrating up to date information), The General Data Protection
Regulation, 2018, Health and Safety at Work 1974 and may go onto
include later regulations on national minimum wage, working hours,
Employment Rights Acts re contractual terms (inc. for eg redundancy).
Students must use UK legislation and not US, since this is not appropriate
and not, therefore, meeting the criterion.
The key part of this question is how it influences HR decision making. This
must be linked to LV=. Examples may include: keeping records of workers
hours (working hours regs); monitoring equality data (eg recruitment and
selection). All points made must be relevant in terms of employment
legislation and also related to HR decision making in LV=.
All of Task To achieve You will have to evaluate
the key aspects of
4 Merit criterion
employee relations
(M4) management and
employment legislation
that affect HRM decision-
making in LV=
All of Task To achieve You will critically evaluate
employee relations and
4 Distinction
the application of HRM
criterion (D3) practices in LV= that
inform and influence their
- part
decision-making.
M4 should be written by addressing P5 and P6 and M4 in one go,
expanding answers to provide an evaluation of points covered. For
example for P5 a pass answer might explain the leadership role in LV= and
a Merit go on to consider how LV=s preferred leadership approach differs
from other leadership approaches and why its approach may be more or
less effective, as a result. For P6 a pass answer might identify that the
Equality Act (2010) requires monitoring data to demonstrate fair treatment,
whilst the merit answer may evaluate the ways in which monitoring could
be carried out in recruitment and selection eg observing interviews.
Answers must clearly make links with HR decision making in LV= and so
must be pertinent to the nature of the organisation and should include
additional appropriate research.
At distinction level the same approach could be taken as a merit, in that the
student should identify the range of points and then cover M4 and D3 in
one go, by the depth of evaluation here. Points at this level might include
changing reward or training and development policies and, these might
inform investment decisions in appropriate HR software for monitoring and
tracking data (e.g. equality, accidents). Distinction for this criterion is more
about the way in which a student develops the points made and links them
together to clearly consider more strategic approaches rather than
informing day to day decision making.