23; 24 25 2023

MODULE NAME: MODULE CODE:

HUMAN RESOURCE MANAGEMENT HURM5122/d/p
LOCAL GOVERNMENT HUMAN RESOURCE MANAGEMENT LGHM5112/d/p

ASSESSMENT TYPE: TAKE-HOME TEST (PAPER ONLY)

TOTAL MARK ALLOCATION: 60 MARKS
TOTAL TIME: This assessment should take you 1 Hour to complete, however,
you have 21 Hours (midnight to 9PM on the same day) to
submit. This additional time has been allocated to allow for the
download, completion, and upload of your submission.
By submitting this assessment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.

INSTRUCTIONS:
1. Please adhere to all instructions. These instructions are different from what is normally
present, so take time to go through these carefully.
2. Independent work is required. Students are not allowed to work together on this
assessment. Any contraventions of this will be handled as per disciplinary procedures in The
IIE policy.
3. No material may be copied from original sources, even if referenced correctly unless it is a
direct quote indicated with quotation marks.
4. All work must be adequately and correctly referenced.
5. You should paraphrase (use your own words) the concepts that you are referencing, rather
than quoting directly.
6. Marks will be awarded for the quality of your paraphrasing.
7. This is an open-book assessment.
8. Assessments must be typed unless otherwise specified.
9. Ensure that you save a copy of your responses.
9.1. Complete your responses in a Word document.
9.2. The document name must be your name. student number. Module Code.
9.3. Once you have completed the assessment, upload your document under the
submission link in the correct module in Learn.

© The Independent Institute of Education (Pty) Ltd 2023

Page 1 of 5
23; 24 25 2023

Referencing Rubric
Providing evidence based on valid and referenced academic Markers are required to provide feedback to students by indicating
sources is a fundamental educational principle and the (circling/underlining) the information that best describes the
cornerstone of high-quality academic work. Hence, The IIE student’s work.
considers it essential to develop the referencing skills of our
students in our commitment to achieve high academic Minor technical referencing errors: 5% deduction from the overall
standards. Part of achieving these high standards is referencing percentage – the student’s work contains five or more errors listed
in a way that is consistent, technically correct and congruent. in the minor errors column in the table below.
This is not plagiarism, which is handled differently.
Major technical referencing errors: 10% deduction from the overall
Poor quality formatting in your referencing will result in a percentage – the student’s work contains five or more errors listed
penalty of a maximum of ten percent being deducted from the in the major errors column in the table below.
percentage awarded, according to the following guidelines.
Please note, however, that evidence of plagiarism in the form If both minor and major errors are indicated, then 10% only (and not
of copied or uncited work (not referenced), absent reference 5% or 15%) is deducted from the overall percentage. The examples
lists, or exceptionally poor referencing, may result in action provided below are not exhaustive but are provided to illustrate the
being taken in accordance with The IIE’s Intellectual Integrity error
Policy (0023).
Required: Minor errors in technical correctness Major errors in technical correctness of referencing
Technically correct referencing of referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-text
• The same referencing format consistent, but there are one or two and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of referencing
references and in the referencing and/or in the have been used.
bibliography/reference list. bibliography. • For example, the format for direct quotes (in-text)
• For example, page numbers for direct and/or book chapters (bibliography/ reference list) is
quotes (in-text) have been provided different across multiple instances.
for one source, but not in another
instance. Two book chapters
(bibliography) have been referenced
in the bibliography in two different
formats.
Technical correctness Generally, technically correct with Technically incorrect.
• Referencing format is some minor errors. • The referencing format is incorrect.
technically correct • The correct referencing format has • Concepts and ideas are typically referenced, but a
throughout the submission. been consistently used, but there are reference is missing from small sections of the work.
• The correct referencing one or two errors. • Position of the references: references are only given
format for the module’s • Concepts and ideas are typically at the beginning or end of large sections of work.
discipline has been used, i.e., referenced, but a reference is missing • For example, incorrect author information is provided,
either APA, OR Harvard OR from one small section of the work. no year of publication is provided, quotation marks
Law. • Position of the references: references and/or page numbers for direct quotes missing, page
• Position of the reference: a are only given at the beginning or end numbers are provided for paraphrased material, the
reference is directly of every paragraph. incorrect punctuation is used (in-text); the
associated with every • For example, the student has bibliography/reference list is not in alphabetical order,
concept or idea. incorrectly presented direct quotes the incorrect format for a book chapter/journal article
• For example, quotation (in-text) and/or book chapters is used, information is missing e.g. no place of
marks, page numbers, years, (bibliography/reference list). publication had been provided (bibliography);
etc. are applied correctly, repeated sources on the reference list.
sources in the
bibliography/reference list
are correctly presented.
Congruence between in-text Generally, congruence between the in- A lack of congruence between the in-text referencing
referencing and bibliography/ text referencing and the bibliography/ and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies between the
• All sources are accurately • There is largely a match between the in-text referencing and the bibliography/reference list.
reflected and are all sources presented in-text and the • For example, sources are included in-text, but not in
accurately included in the bibliography. the bibliography and vice versa, a link, rather than the
bibliography/ reference list. • For example, a source appears in the actual reference is provided in the bibliography.
text, but not in the bibliography/
reference list or vice versa.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are incorrectly
references is accurate and are correctly reflected and included in a reflected and/or not included in reference list.
complete. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
....................................................................................................................................................................................................................................................................................................
....................................................................................................................................................................................................................................................................................................

© The Independent Institute of Education (Pty) Ltd 2023

Page 2 of 5
23; 24 25 2023

Test Outcomes ____

At the end of this assessment, students should be able to:
• Differentiate between training and development.
• Define the term “human resource management”.
• Discuss the performance management process.
• Explain performance management appraisals process.
• Differentiate between training and development.
• Define IHRM.
• Explain the process of induction and orientation programme.

Question 1 (Marks: 10)

Give a thorough explanation of the human resource management terms listed below. Give
examples of how they might be utilised to improve the HR department’s efficiency.

Q.1.1 Development. (2)

Q.1.2 Self-orientation. (2)

Q.1.3 Goal alignment. (2)

Q.1.4 Legal and compliance factors. (2)

Q.1.5 National HR Management Systems. (2)

Question 2 (Marks: 20)

Read the following extract and answer the question that follows.
Your subordinate’s performance was recorded as average during the performance management
process. Using the six phases of the training design and development phase, create a personalised
training program for your subordinate. As a basis for your response, only use relevant
steps/aspects.

© The Independent Institute of Education (Pty) Ltd 2023

Page 3 of 5
23; 24 25 2023

Question 3 (Marks: 10)

A variety of variables contribute to the importance of international human resource management.
Describe the significance of HRMI and how it helps organisations.

Question 4 (Marks: 20)

Despite the fact that performance appraisals are crucial to the effectiveness of performance
management, they are frequently disliked and viewed as a negative activity that managers and
employees wish to avoid. Discuss three (3) issues that may occur during a performance appraisal.

END OF PAPER

© The Independent Institute of Education (Pty) Ltd 2023

Page 4 of 5
23; 24 25 2023

Essay Rubric
Marking Does not meet the Meets the required Exceeds the required standard
Criteria required standard standard

Content • One or more of the • A comprehensive • A comprehensive

required steps is theoretical explanation theoretical explanation of
Skill: Use of missing, or; of the steps has been the steps has been included
relevant • All steps have been included in the student’s in the student’s own words;
examples included but are own words; • Detailed, insightful
poorly explained; • Relevant examples used application of examples;
• No examples but needs work; • Critical discussion
[15 Marks] provided or examples • More critical discussion evidenced;
are not relevant or needed; • Good balance of breadth
are incorrect; • Attempt at balancing and depth in
• Answer lacks critical breadth and depth in argumentation.
discussion; argumentation.
• Answer lacks balance
of breadth and depth
in argumentation.
0 – 7 Marks 8–11 Marks 12-15 Marks
Structure, • No introduction or • Relevant introduction • Engaging introduction and
grammar conclusion to the and conclusion provided conclusion that successfully
and spelling essay, or what is that adds value to the sums up the essay;
provided is essay; • Essay is well structured with
incoherent or • Essay is well structured suitable headings and
[5 Marks] incohesive and adds with headings and paragraphs that flow well;
little to no value to paragraphs; • No spelling, grammar and
the essay; • Minor spelling, punctuation errors;
• More than 5 spelling, grammar or • Academic writing and
grammar or punctuation errors; register are consistently
punctuation errors • Essay flows in a logical applied;
throughout the essay; order. • Essay flows in a logical
• No headings and/or order with good transitions.
paragraphs;
• Lacks academic tone;
• Poor flow or illogical
order.
0 – 2 Marks 3 Marks 4-5 Marks

© The Independent Institute of Education (Pty) Ltd 2023

Page 5 of 5