LSC UoS BA in Business

Assignment Brief
Course/Programme: BA Business

Level: 5

Module Title: Human Resource Management

Module Leader: Dr Rajendra Kumar

Assignment titles: 1. Individual Assignment

Assignment number: 1

Weighting: Individual Assignment: 100 %

Date given out: October 2023

Submission date: 31st October 2023

Eligible for late submission (3 Yes

working days, with penalty)?

Method of submission: X Online only Online and paper

copy

Special instructions for

submission (if any):

Date for results and feedback:

Employability skills assessed: C1: Reading, selecting, analysing and synthesising

information from a range of sources
C2: Producing different types of document
 C3: Participating in discussions
IT1: Preparing information
N3: Presenting your findings
S1: Plan personal work schedules
WWO2: Working towards identified targets

Learning outcomes assessed: LO1: Examine the concepts of strategic HRM and
contrast this notion with that of strategic management.

LO2: Understand and evaluate the concept of an

organisations' Model of Employment, and the
organisational levers available to manage human
resources in such a way as to contribute to sustainable
competitive advantage.

LO3: Appreciate the distinction between Human Resource

Management and Talent Management by analysing
various HRM models and frameworks
LO4: Understand the significance of culture and the
impact of different regional and national culture to
organisational behaviour and international HRM practice
 TASK DESCRIPTION – (Individual Assignment 100 %)

TASK

As Storey et al. (2009:4) point out, unless HR activity can be shown to add
value to an organisation, there would be no point in devoting time and
resources to it except insofar as is necessary ‘to comply with prevailing
employment laws or to meet minimum operational requirements in hiring,
firing, labour deployment and the like’.
Choose a multinational company based in the UK or USA which has presence in an Asian/
African country (it can be a firm from any industry) and using that as a case study, critically
evaluate the statement by Storey et al. The following areas need to be addressed by using the
firm used as case study or by using other relevant corporate examples.
Do you agree or disagree with the statement? Give reasons for your response covering the
sub-tasks given below
A) With reference to the statement given above analyse using Storey’s 27 points of
difference between HRM and Personnel Management as a benchmark, and state
what is being practised by the firm in the Asian / African Country- HRM policies
or Personnel Management or both? (350 words)
B) Examine how value can be created to the firm by using HR strategies. Use of
concepts of strategic HRM should be evident. (350 words)
C) Use appropriate organisation’s model of employment and state the organisational
levers used by the firm to create value. (350 words)
D) Analyse the impact of regional and national culture on the practice of HRM. (350
words)
E) When it comes to hiring and firing do you consider the importance and
significance of local culture and HRM practice needs to be undertaken in general
and the practices need to carry out HRM in transnational/international-subsidiary.
(350 words)
F) Examine the differences in terms of employment laws when international HRM
changes local business systems. (350 words)

 Use appropriate corporate examples and literature to justify your stand. (300 words)
 Based on the discussion and debate what suggestions / recommendations would you
make to employers regarding HRM practices to ensure that the organisational
performance are high? (300 words)
See below for the full explanation of the marking criteria

The Topic/title
1. Feel free to discuss possibilities with your lecturer. It’s usually best to research a
company and study the one that offers most information about internal HRM policies
and management practices.
2. ‘Describe’ means ‘this is what happened’, ‘Analyse’ means ‘this is why it happened’.
3. Recommendations could relate to the future, or to what others could learn from this
situation.
Basic Format:
 A title page, a contents page, an introduction, a main section with sub-sections, and a
recommendation, conclusion and references. Clear headings are essential. Relevant
sources of information should be cited using the Harvard referencing system.
 Any areas of doubt need to be raised with your lecturer

The tasks A to F addresses all the learning outcomes.

LENGTH
REQUIRED

A maximum of 3000 words not including contents, appendices or list of references.

1. Introduction -300 words

2. Task A meets L01-350 words
3. Task B meets L02-350 words
4. Task C meets LO3-350 words
5. Task D meets L04-350 words
6. Task E meets L05-350 words
7. Task F meets L06-350 words
8. Corporate examples and Literature-300 words
9. Suggestions/ Recommendations-300 words
 FORMATTING AND
LAYOUT

Please note the following when completing your written assignment:

1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Document format: Report
4. Ensure a clear title, course, and name or ID number is on a cover sheet and a
reference using Harvard referencing throughout is also provided.
5. Research: Research should use reliable and relevant sources of information e.g.
academic books and journals that have been peer reviewed. The research should be
extensive.

The use of a range of information sources is expected – academic books, peer reviewed
journal articles, professional articles, press releases and newspaper articles, reliable
statistics, company annual reports and other company information. All referencing
should be in Harvard style.
 MARKING CRITERIA AND STUDENT FEEDBACK

This section details the assessment criteria. The extent to which these are demonstrated by
you determines your mark. The marks available for each criterion are shown. Lecturers use a
similar format to comment on the achievement of the task(s), including those areas in which
you have performed well and areas that would benefit from development/improvement.

Mark

Awa
Common Assessment Criteria Applied

Mar
avail
able

ks
s
1. Research-informed Literature
Extent of research and/or own reading, selection of credible
sources, application of appropriate referencing conventions.
Providing evidence of the appropriate reading/ references for 10
that form the basis of the insights in your essay.

2. Knowledge and Understanding of Subject

Extent of knowledge and understanding of concepts and
underlying principles associated with the discipline.
Demonstrating familiarity with the selected concepts/ models 20
used in your presentation.

3. Analysis
Analysis, evaluation and synthesis; logic, argument and
judgement; analytical reflection; organisation of ideas and
evidence
Demonstrating conceptual insights into the potential values of the 20
selected academic concepts/ models.

4. Practical Application and Deployment

Deployment of methods, materials, tools and techniques;
application of concepts; formulation of innovative and creative
solutions to solve problems.
Applying your conceptual insights to successfully address the 30
situations faced by your chosen organisation. Making
recommendations for future plans and strategies.
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative
working; deployment of appropriate media; presentation and
organisation.
Quality of the presentation. 20
Potential effectiveness in terms of getting your messages across
to your intended audience.
 10. TOTAL 100

Assignment Mark (Assessment marks are subject to

ratification at the UoS Assessment Board. These comments
%
and marks are to give feedback on module work and are for 72 Hour Late Submission
guidance only until they are confirmed. ) Penalties (tick if appropriate)
GENERIC ASSESSMENT CRITERIA

Level 5

In accordance with the Framework for Higher Education Qualifications, at the end of Level 5 students will be expected to have
developed sound knowledge and critical understanding of the well-established concepts and principles in their field of study, and
of the way in which those principles have developed. They will have learned to apply those concepts and principles more widely
outside the context in which they were first studied, including, where appropriate, the application of those principles in an
employment context. They will have knowledge of the main methods of enquiry in the subject area, and ability to evaluate critically
different approaches to problem solving. They will possess an understanding of the limits of their knowledge, and how this
influences their analyses and interpretations. They will be able to use a range of established techniques to initiate and undertake
critical analysis of information, and to propose solutions to problems arising from that analysis. They will be able to effectively
communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key
techniques of the discipline effectively. They will be able to undertake further training, develop existing skills and acquire new
competences that will enable them to assume significant responsibility within organisations. They will have the qualities and
transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.

Level 5 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)

Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%

Engagement Little or no Poor Engagement Engagement Engagement Engagement Exceptional

with evidence of engagement with a limited withan with a wide with an engagement
literature reading with essential range of appropriate range of extensive with an
(including and/or reading.No mostly range of literature, range of extensive
reading,
Level 5 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)

Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%

referencing, reliance on evidence of relevant and literature, including relevant and range of
academic
inappropriate wider credible including sources credible relevant and
conventions and sources. reading.Relia sources. sources retrieved literature. credible
nce on Some retrieved independently Consistently literature.
academic Views and inappropriate omissions independently . accurate High-level
honesty)
findings sources, and minor . Some over- application of referencing
mostly and/or errors. reliance on Selection of referencing. skills
unsupported indiscriminate texts. relevant and consistently
and non- use of Referencing Referencing credible applied.
authoritative. sources. conventions may show sources.
Heavily reliant evident minorinaccura Very good
Referencing though not cies use of
on or
conventions always referencing,
information inconsistencie
used applied with no/very
gained s.
incoherently accurately or few
through class
or largely consistently. inaccuracies
contact.
absent. or
Inconsistent
and weak use inconsistencie
of s.
referencing.

Knowledge Major gaps in Fragmentary Limitedbut Knowledge is Knowledge is Excellent, Exceptionally

and knowledge knowledge, adequate reasonably reasonably detailed detailed
understandi withunsatisfac with only knowledge detailed and extensive. knowledge knowledge
ng (Sound tory, superficial and critical accurate.A Exhibits very and highly and
knowledge and uncriticalunde criticalunderst understandin good critical competent critical outstanding
critical
understanding of
rstanding of anding. Some g of the well- understandin critical understandin critical
the well- the subject significant established g of the well- understandin g of thewell- understandin
Level 5 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)

Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%

established matter. Much inaccuracies concepts and established g of the well- established g of the well-
concepts and
principles in their
irrelevant and/or principles concepts and established concepts and established
field of study; material. irrelevant within the principles and concepts and principles of concepts and
knowledge of the Substantial material. subject area, the main principles of the subject principles of
main methods of
enquiry in the
inaccuracies. Incomplete or with a few methods of the subject and the main the subject
discipline.) Significantly partially gaps in the enquiry, with and the main methods of and the main
flawed flawed selection of minor gaps in methods of enquiry. methods of
understandin understandin material. A the selection enquiry. enquiry. May
g of the main g of the main narrow critical of material. Breadth and go beyond
methods of methods of understandin depth of established
enquiry in the enquiry in the g of the main knowledge. theories.
discipline. discipline. methods of
enquiry.
Cognitivean Wholly or
Largely Limitedattemp Some critical
Sound critical Excellent Outstanding
d almost wholly descriptive t atcritical evaluation
evaluation critical critical
intellectual descriptive work, with evaluation and analysis
and analysis evaluation evaluation
skills work. Little or
superficial and analysis of concepts
of concepts. and analysis and analysis
no critical
use of critical of concepts and Is selective in of concepts of concepts
(Critical
evaluation and
evaluation evaluation and principles,
the range of and principles and
analysis of and analysis and analysis principles, though evidence leading principles.
concepts and of concepts of concepts tending descriptive in
used and tological, Uses
principles;argume
nt and and and towards parts. synthesises evidence- evidence
judgement; the principles. principles. description. rather than based, exceptionally
limits of their Weak An emerging describes. reasoned well to
knowledge, and Failure to development Some awareness Ability to argumentsan connect
how this develop of arguments evidence to the limits of devise d judgements. ideas, and
influences their
analyses and arguments, and supportargum their argumentstha Explicit support highly
Level 5 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)

Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%

interpretations.) leading to judgements. ents and knowledge t show recognition of logical and
illogical or Information judgements and ability to awareness of other stances persuasive,
invalidjudgem accepted but these may use evidence different and a strong arguments
ents. uncritically, be to support the stances, and awareness of and
Unsubstantiat uses underdevelop argument use the limits of judgements.E
ed generalised ed, with a though with evidenceconv their vidence of
generalisation statements little some incingly,to knowledge. independent
s or opinion, made with inconsistency tendency to support thought and
made without scant / mis- assert/state appropriate A capacity for ability to ‘see
use of any evidenceand interpretation opinion rather and valid independent beyond the
credible unsubstantiat or failure to than argue on judgements. thought and question’,
evidence. ed opinions. fully the basis of ability to ‘see suggesting a
Ideas recognise reason and beyond the clear grasp of
sometimes limits of evidence. question’, the broader
illogical and knowledge. suggesting field and
contradictory. Mostly valid some grasp wider
arguments of the broader concepts.
and logical field and Perceptive
judgements. wider recognition of
concepts. the limits of
their
knowledge,
and how this
influences
their analyses
and
interpretation
Level 5 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)

Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%

s.

Practical Limited or no Rudimentary An adequate A good and A very good An advanced Exceptional
skills use of application of awareness appropriate application of application of levels of
established established and mostly application of a range of a range of application
(Apply underlying
concepts and
methods, methods, appropriate established established established and
principles more materials, materials, application of methods, methods, methods, deployment
widely outside the tools and/or tools and/or established materials, materials, materials, skills using
context in which
they were first
techniques. techniques methods, tools and/or tools and/or tools and/or established
studied; use a but without materials, techniques. techniques. techniques. methods,
range of Little or no consideration tools and/or materials,
established appreciation and techniques. Clear Very good The context tools and/or
techniques;
propose solutions of the context competence. appreciation consideration of the techniques.
to problems of the Flawed Basic of the context of the context application is Consistent,
arising from application. appreciation appreciation of the of the well accurate and
analysis.)
of the context of the context application. application, considered, logical
Limited of the Mainly with and insightful.
of the application of
understandin application. consistent, perceptive
application. theory to
g of the Theoretical accurate and insights. Consistent,
practice,
application of Weak knowledge logical Consistent, accurate and
making highly
theory to understandin and application of accurate and logical
developed
practiceormak g of the understandin theory to logical application of
links between
ing application of g applied in practice, application of theory to
the two.Can
appropriate theory to practice, but making theory to practice,
identify
links between practice, with not always appropriate practice, making well-
routine and
the two. only making links between making developed
non-routine
occasional logical links the two. appropriate links between
Very weak problems and
evidence of between the links between the two.Can
propose quite
Level 5 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)

Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%

problem- making two. Can identify the two.Can identify sophisticated,

solving appropriate problems and identify problems and creative
skillsoutside links between Can identify propose problems and propose solutionsoutsi
the context in the two. problems and mostly propose excellent,crea de the context
which they Weak propose basic appropriate appropriate tive in which they
were first problem- solutionsoutsi solutionsoutsi solutionsoutsi solutionsoutsi were first
studied. solving skills de the context de the context de the context de the context studied.
outside the in which they in which they in which they in which they
context in were first were first were first were first
which they studied. studied. studied. studied.
were first
studied. Evidence of
some
creativity.

Transferable Communicati Communicati Can Can Can Can Can

skills for life on medium is on medium is communicate communicate communicate communicate communicate
and inappropriate poorly in a suitable effectively in well, professionally with an
professional or misapplied. designed mediumfor a suitable confidently confidently exceptionally
practice and/or not the audience medium for and andconsistent high level of
Work is suitable for but with some the audience, consistently in ly in a professionalis
(Effectively poorly the audience. room for but may have a suitable suitable m, highly
communicate in a
variety of forms
structured, improvement. minor errors. medium for medium for suitablefor the
disorganised Work is the audience. the audience. audience.
to specialist and and/or poorly Mostly Mostly
non-specialist
audiences; the confusingly presented in ordered coherent, Work is Work is Work is
Level 5 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)

Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%

qualities and expressed. a disjointed presentation organised coherent, coherent, exceptionally

transferable skills
necessary for
Very weakuse manner. It is and structure work,in a fluent, well- very fluent coherent,
employment of language loosely, and in which suitable structured and is very fluent
requiring the and/or very at times relevant ideas structure and and presented and is
exercise of
personal
inappropriate incoherently, / concepts are is for the most organised.Ca proficiently.C presented
responsibility and style.Failure structured, reasonably part clearly n work very an work professionally
decision-making.) to work with expressed.W expressed.Ca well autonomously .Can work
effectively as information ork may lack n work autonomously with initiative. exceptionally
part of a and ideas coherence in effectively and/or as part Where well within a
group.Little or often poorly places. Can independently of a team, relevant can team,
no evidence expressed. work as part and/or as part with very work showing
of the skills Weak use of of a group, of a team, good professionally leadership
foremployme language meeting most with clear contribution to within a team, skills.Demons
ntrequiring and/or obligations to contribution to group showing trates
the exercise inappropriate others but group activities. leadership exceptional
of personal style. perhaps with activities. skills as skills for
responsibility Flawedappro limited Demonstrates appropriate, employment
and decision- ach to group involvement Demonstrates very and meeting requiring the
making. work, meeting in group the skills for goodskills for obligations.D exercise of
only partial activities. employment employment emonstrates personal
obligations to requiring the requiring the excellentskills responsibility
others.Limited Demonstrates exercise of exercise of for and decision-
evidenceof the basic personal personal employment making and
the skills for skills for responsibility responsibility requiring the an appetite
employment employment and decision- and decision- exercise of for further
requiring the requiring the making, with making, with personal development.
exercise exercise of some areas just responsibility
personal of strength occasional
Level 5 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)

Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%

ofpersonal responsibility and some of minor and decision-

responsibility and decision- minor weakness. making and
and decision- making, with weakness. an appetite
making. some areas for further
of minor development.
weakness.