HRM Postgraduate Module Options

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HRM Postgraduate Module Options


2012/13



PG Dip HRM

MA HRM






Module Code

HRM4035

Module Title

Employment Relations and the Law


Level

4


Credit

30


Owning Subject

Human Resource Management


Level Restrictions



Aims

This module
aims to consider the motives, cases and underlying dynamics of contemporary
employment relations. It considers the processes and outcomes of the interactions between the main
actors within the employment relationship, with a particular focus on the legal i
nstitutions that govern
employment relations in the UK. This module matches the CIPD professional standards for Managing
Employment Relations and Employment Law.


Learning Outcomes

Knowledge

On completion of this module, the successful student will be able to:

1.

compare and contrast the dominant theoretical perspectives in the study of employment
relations

2.

critically analyse the factors shaping the conduct of employment relations in any single
organisational context

3.

critically evaluate the role played by the main actors and processes in the employment
relationship

4.

systematically evaluate the extent and scope played by employee voice

5.

critically evaluate the main concepts and mechanisms in the stu
dy of employment law

6.

critically evaluate the main issues in individual employment law (contracts, dismissal,
discrimination)

7.

critically evaluate the main issues in collective employment law (union rights, collective
consultation, transfer of undertakings).


Skills

This module will call for the successful student to:

8.

integrate theory and known organisation practices in employment relations in the form of a
presentation

9.

apply knowledge of employment relations issues into planning a negotiation

10.

apply knowled
ge in an employment tribunal scenario

Syllabus

• Understanding the employment relationship

• Parties to the employment relationship











• Employers and managers











• Employees and unions











• The state

• Employee voice and employ
ee engagement

• Collective bargaining

• Conflict at work

• Legal institutions

• Individual employment law











• Contracts











• Recruitment and termination


• Discrimination

• Collective employment law

Learning, Teaching and Assessment

Strategy

This module uses tutor
-
led workshops, applying theoretical concepts to known practices and where
possible students? own experiences. Directed reading, resource
-
based learning and online tutorial
guidance as primary supports. Students are expecte
d to engage in self
-
managed learning activities,
especially in researching, preparing and participating in the evaluation of group
-
based presentations.

Assessment Scheme

Formative feedback will be provided face to face throughout the course and, followin
g the
presentation activities, and other learning activities such as maintaining a CPD record will be
integrated into the module.

Summative assessment consists of three of components selected in order to ensure students
demonstrate an overall understanding

of relevant concepts and techniques as well as the ability to
apply and critique them in appropriate contexts.

The three assessment components are:

i.
Group presentation
(20%)

This will address learning outcomes 2, 3, and 8.

ii.
Individual report
(30%
)

considering the management implications of an aspect of employment law and its impact on
employee relations practices. (2,500 words)

This will address learning outcomes 5, 6, and 7.

iii.
Unseen essay
-
based exam
(50%)

covering all topics. This will add
ress learning outcomes 1
-

7

Assessment Weighting

Group Presentation: 20% Individual Report: 30% Unseen Essay
-
Based Exam: 50%




Module Code

HRM4040

Module Title

Total Reward


Level

4


Credit

30


Owning Subject

Human Resource Management


Level Restrictions



Aims

The aim of this module is to introduce learners to the concept and practice of Total Reward. Total
reward is a strategy that organisations adopt to motivate staff by financial and non
-
financial means,
whilst aiming for high
performance. All the usual pay and benefits subjects will be covered, together
with a substantial input on performance management. The module matches the CIPD professional
standards of Performance Management and Reward Management.


Learning Outcomes

Knowl
edge

On completion of this module the successful student will be able to:

1.

critically evaluate how Total Reward (TR) and

performance Management (PM) can motivate
staff and retain them within an organisation

2.

analyse how TR and PM integrates with organisati
onal and HR strategy

3.

explain how PM can improve individual performance and thus the performance of the
organisation

4.

understand the importance of cost and value with respect to FR

5.

explain and critically assess the subjects listed in the syllabus below.

Ski
lls

This module will call for the successful student to:

6.

work in a team to analyse the financial and non
-
financial reward in an organisation, develop a
TR strategy and policies and write an effective report to senior management

7.

.take the lead in introduc
ing PM within an organisation, gaining senior management support
and ensuring PM works successfully

8.

successfully conduct an appraisal interview as an appraiser and as an appraisee to achieve
ones objectives

9.

persuade senior management that non
-
financial rew
ard (NFR) can be highly motivational in
engaging staff, giving good examples of its successful use.



Syllabus



Total Reward (TR) definitions, benefits and integration with business and HR



TR processes, organisations that use TR and requirements for success



Non
-
financial reward (NFR) topics such as motivation, leadership, culture change, employee
development, and working environment



Examples of organisations that successfully use NFR



Fina
ncial reward (FR) strategies and policies, how it links to business and HR



Job evaluation, pay structures and pay progression.


Equity and market positioning



Contingent pay, reward for different groups, international pay



Benefits and pensions



Appraisal

and Performance Management (PM).


Definition and processes



Objective setting and performance assessment



The performance review meeting, role of manager and employee

Learning, Teaching and Assessment Strategy

This module will consist of highly interacti
ve lectures, small case studies, DVDs and students carrying
out mock appraisal interviews as either appraiser or appraisee.


Some sessions will be presented by
eminent outside speakers from the public, private and third sectors.


Groups will do a major ass
essed
case study on Total Reward with the module leader or colleague acting in a consultancy role.

Assessment Scheme

Formative feedback will be provided after each lecture by the module team or colleague who will act
as consultants to groups doing their gr
oup coursework. Individuals and groups also have the
opportunity to question and receive feedback from eminent outside speakers.

Summative assessment has three components:



50 question multi
-
choice in
-
class test on FR and TR (33%)


This will address learn
ing outcomes 1
-

5.



An unseen short
-
answer individual exam on PM and NFR (33%)

This will address learning outcomes 1
-

3, 7, 9.



Group coursework (33%)


A case study assessing and applying Total Reward in an organisation. This will address
learning outco
mes 6, 7, 9.

Students must achieve a minimum mark in each component to pass the module.

Students must also conduct both a mock appraiser and mock appraisee interview, and observe and
critique interviews by other students.


Formative feedback will be given

after each interview.


Every
student will then submit two learning logs.


If these are not submitted the student will fail the
module.


these interviews, feedback and reflection will address learning outcome 8.

Assessment Weighting

Multi
-
Choice in
-
class

Test on FR and TR Unseen Short Answer Individual Exam on PM and NFR
Group Coursework




Module Code

HRM4045

Module Title

Employee Relations and Engagement


Level

4


Credit

30


Owning Subject

Human Resource Management


Level Restrictions



Aims

The module will develop students’ ability to critically evaluate employment relations strategies and
their relationship to employee engagement and their links to organisational performance. Students will
consider how engagement is measured and embedded in
organisational cultural to promote high
levels of individual and organisational performance. Students will be provided with opportunities to
participate and reflect on their experiences of employee relations processes. This module matches
the professional
CIPD standard for employment relations, and employee engagement.


Learning Outcomes

Knowledge

On completion of this module, the successful student will be able to:

1.

critically evaluate the importance and contribution of employee

relations and engagement
processes to individual and organisational

achievement

2.

critically review the integration and fit between and within

employment relations and engagement strategies and processes

3.

critically analyse the impact of local, national and global contexts

on how emp
loyee relations and engagement is shaped and evolved

4.

understand, analyse and critically evaluate different theories on

employee relations, its different parties and the nature of control and

management of the employment relationship

5.

critically analyse the
concept of employee engagement and its

relationship to other concepts that are seen to drive organisational

performance e.g. involvement, commitment, high performance working

6.

understand and critically evaluate employment relations and

engagement practices
that support organisational performance and

mitigate risk

Skills

This module will call for the successful student to be able to:

7.

design employee relations and engagement policies, practices and

procedures

8.

develop effective action plans for employee relatio
ns and

engagement

9.

reflect on the experience of participating in key employee relations

practices

Syllabus



Theories and perspectives underpinning the employment relationship



Employee Relations stakeholders and the contexts in which they

operate



Organisatio
nal justice: Discipline, Grievance



Collective conflict and dispute resolution, including negotiation



Dismissal and redundancy



Discrimination, Difference and Diversity



Involvement, Participation and Communication



The contribution of employment relations to
sustainable organisational performance



Building the idea of employee engagement: Research and evidence for

employee engagement



The role of leadership and the strategic narrative



The role of Line manager behaviour in engagement



The effective and empowered
voice



Consistency, integrity and building trust in the organisation



Taking the pulse: measuring engagement for a purpose.

Learning, Teaching and Assessment Strategy

This module uses tutor led sessions that use a variety of methods appropriate to the natur
e of the
delivery, and is supplemented and supported by directed learning activities for individuals and groups.
Students are expected to and encouraged to follow the topics and bring current issues to the group
for peer analysis and debate, and explore an
d analyse their experiences.

UniHub will be used to
provide appropriate learning materials, share and support, with potential for greater use as the
technology advances. Class presentations provide further opportunity to learn from and through their
peers

Assessment Scheme

Summative assessment is based on 4 separate components and is designed to encourage
engagement with the topics and cover knowledge and application that is valuable for professional
practice

The four assessment components are:

i.
Group

Presentation
(20%)

Practice, process and issues in specific employment relations and engagement topics are researched,
analysed. This will address learning outcomes 6, 7, and 9

ii.
Individual reflection on Negotiation exercise and Group presentation
(10
%)

A short reflective paper looking at the experience of the topics, and how the individual contributes to
organisational performance through these. This will address learning outcome 9

iii.
Individual report
(30%)

An organisation based assessment of em
ployee relations and engagement in practice, including
analysis and recommendation, showing how these will impact on organisational performance. This will
address learning outcomes 2, 3, 5, 7, and 8.

iv.
Final Examination
(40%)

A pre assigned case scenar
io and non case based questions. This will address learning outcomes 1,
3, 4, 5, and 7)

Assessment Weighting

Group Presentation: 20% Individual Reflection on Negotiation Exercise and Group Presentation: 10%
Individual Report: 30% Final Examination: 40%



Module Code

HRM4050

Module Title

Resourcing and Management
Development


Level

4


Credit

30


Owning Subject

Human Resource Management


Level
Restrictions




Aims

This module aims to develop students’ awareness of strategic and operational aspects

of recruitment,
selection, retention and development of employees with a focus on managers. It equips learners with
the knowledge and skills required for resourcing and management development within a global
context. Planning to enable an organisation to
meet its future demands for skills is an increasingly
important HR role and this is central to this module. The module encompasses the development of
leadership and management at all levels and draws on the established body of knowledge and theory
in both
leadership and management and learning and development. This module matches the
professional CIPD standards talent management and resourcing, and leadership and management
development.


Learning Outcomes

Knowledge

On completion of this module, the successful student will be able to:

1.

critically analyse and evaluate the major features of national and international employment
markets from and the ways in which these markets evolve or change

2.

critically evaluate all the

stages in the resourcing process

3.

understand how to play a leading role in the development and evaluation of resourcing and
management development strategies, diversity management and flexible working initiatives

4.

critically analyse the concepts of leadersh
ip and management, and their application in an
organisational, social, environmental and multicultural context

5.

understand and evaluate the role of leadership and management development in enhancing
and developing organisational competence

6.

critically assess

and evaluate approaches to the assessment and development of leadership
and management in organisational and global contexts

Skills

This module will call for the successful student to be able to:

7.

develop and manage effective recruitment, selection, induct
ion and retention activities
effectively, lawfully and professionally

8.

evaluate, rationalise and select and apply a range of approaches to identify and assess
leadership and management development needs in differing organisational contexts

9.

act ethically and

professionally in group activities and review team and own learning

Syllabus



Employment markets and the implications for organisations and the role of national and
international employment market competitors and the positioning of organisations in the
ma
rket place



Human resource planning, resource constraints, enhancing flexibility, work life balance
initiatives, employer branding, job analysis and design, managing diversity and ethical
working practices.



Trends in recruiting and selecting people in nat
ional and international settings; job advertising,
employment agencies, reliability and validity of different selection methods; psychometric
testing, selection interviews, assessment centres, effective staff induction.



Concepts of leadership and manageme
nt; the differing models of leadership; occupational
and professional standards and qualifications for managers and the organisational context of
leadership and management.



How managers learn and the role of stakeholders in analysing needs; formal and inf
ormal
learning, experiential learning, reflective practice and competency frameworks; and the
impact of leadership and management development on individual, teams and organisations.



Major trends, policies and practices in relation to managers in Europe an
d international
countries and its implication for management development.

Learning, Teaching and Assessment Strategy

This module utilises a learner
-
centred approach, employing directed reading, resource
-
based
learning, group work, lectures and tutorial guidance as primary supports. Students are expected to
engage in self
-
managed learning activities and use the online lea
rning management system, UniHub.

Assessment is fully integrated into the learning process and is designed to reinforce learning which
reflects the rationale, values and beliefs behind this module. It includes self
-
assessment and reflective
logs to develop

participants as thinking performers. The assessment for this module is based wholly
on a wide range of coursework.

The module is centred on responses to current issues in organisations, supported by lectures,
directed reading from the core text and recomm
ended articles. Students analyse the issues and
present solutions; they receive formative feedback from tutors and review their proposal accordingly.
The course is highly participative, requiring students to interact in action learning groups and create
th
eir own learning organisational contexts.

Assessment Scheme


The assessment scheme includes a range of formative activities carried out during the year with end
of year summative assessment that aims to consolidate practical and theoretical development.

Summative assessment consists of two components selected in order to ensure students
demonstrate an overall understanding of relevant concepts and techniques as well as the ability to
apply and critique them in appropriate contexts.

The two assessment com
ponents are:

i.
Individual Report

(100%)

Part 1: A written report outlining a resourcing strategy for leaders and managers that also identify
leadership and management development needs and appropriate development strategies relating to
management devel
opment theory. (3,500 words) (60%). This will address learning outcomes 1, 2, 3,
5, 6, 7 and 8. Part 2: An essay (2,500 words) (40%) on the individual student’s personal position on
leadership and management development drawing upon reflections from their
personal logs,
discussion with action learning groups, formative assessment, models and frameworks. This will
address learning outcomes 4, 5, 6, 8, 9. ii. Group viva with unseen questions. This assessment will
assess the fundamental knowledge and understan
ding of the breadth of the syllabus. (Week 24). This
will address learning outcomes 1
-

6. (zero weighted)

Assessment Weighting

Individual Report: 100%



Module Code

HRM4055

Module Title

Individual Learning and Development


Level

4


Credit

30


Own
ing Subject

Human Resource Management


Level Restrictions




Aims

This module aims to promote an evidence based approach to enabling the development of
intellectual, social and professional skills necessary to design and implement effective and
fit
-
for
-
purpose learning and development interventions to support personal and performance development
of individuals in organisations. The module will develop the professional knowledge and skills required
to perform effectively in specialist roles associ
ated with design, delivery and evaluation of learning
and development. The module will provide students with the experience of a range of learning and
development interventions with a specific focus on coaching and mentoring as a management
development too
l in organisations.


Learning Outcomes

Knowledge

On completion of this module, the successful student will be able to:

1.

Evaluate and critically analyse the internal and external contextual

factors impacting on the design, delivery and assessment of
learning

plans and interventions in organisations

2.

Critically evaluate a range of learning and instructional designs

theories and principles and apply them to select and justify

appropriate learning and development methods and delivery channels with

the eng
agement and support of other professionals and managers

3.

Understand how to evaluate, select and apply a range of approaches

and processes for establishing learning and development needs at

organisational, group/team, occupational and individual levels in

co
llaboration with relevant stakeholders

4.

Critically assess a range of models and frameworks of coaching and

of mentoring

5.

Critically evaluate psychological theories and concepts informing

the design and use of coaching and mentoring, including a range of

theo
ries related to learning, emotional intelligence and personal and

organisational change and development

6.

Compare and contrast the designs and implementation of appropriate

evaluation methods to assess the success and effectiveness of learning

interventions
including coaching and mentoring programmes.

Skills

This module will call for the successful student to be able to:

7.

Design and deliver learning plans and interventions to meet

identified needs in a timely, feasible and cost
-
effective way

8.

Design and apply
organisation
-
based coaching and mentoring

strategies and programmes, taking account of a range of contextual

factors

9.

Act ethically and professionally with a demonstrated commitment to

equality of opportunity and diversity in group activities and review of

team and own learning.

Syllabus



The role and impact of external factors such as economic and legislative conditions and
internal factors such as organisational plans and priorities, learning climate, resource
availability, development in ICT and the oppor
tunities and limitations in the design and
delivery of L&D



Theories of individual and collective learning including cognitive, behavioural, social and
constructivist; models, framework and methods of designing L&D activities; range and types
of delivery c
hannels; approaches to engaging others in design and delivery of learning and
development



The role of stakeholders in identifying learning and development plans and needs;
approaches to and methods of building support amongst stakeholders; factors determi
ning
planning, designing and managing feasible learning interventions and events.



Definitions and meanings attached to coaching and mentoring; connections and relationship
of the two concepts; types and contexts of coaching and mentoring; developments in
coaching and mentoring frameworks



Individual and organisational factors influencing application of coaching and mentoring
strategies and programme; selection and application of appropriate models and frameworks.



Approaches to and methods and techniques o
f validation and evaluation of learning
interventions



Implications for and application in professional practice associated with design and delivery of
learning and development and coaching and mentoring.

Learning, Teaching and Assessment Strategy

This m
odule utilises a learner
-
centred approach, employing directed reading, resource
-
based
learning, group work, lectures and tutorial guidance as primary supports. Students are expected to
engage in self
-
managed learning activities and use the online learning
management system, Unihub.

Assessment is fully integrated into the learning process and is designed to reinforce learning and
confirm that it has been undertaken to both the required depth and the breadth. It includes self
-
assessment and reflective logs t
o develop participants as thinking performers. The assessment for
this module is based wholly on a wide range of coursework, which reflects the rationale, values and
beliefs behind this module.

The module is centred on responses to Learning and Developmen
t issues in organisations, supported
by lectures, directed reading from the core text and recommended articles. Students will be expected
to take responsibility for their own learning and that of others in the context of working in Action
Learning Sets, on
e
-
to
-
one coaching and where appropriate in Learning & Development Consultant
groups to plan, deliver and evaluate learning and development activities. The course is highly
participative requiring student to engage and reflect on individual learning and dev
elopment
processes. It is also an essential part of the learning process; it provides participants with quality
feedback on their performance, a record of their achievement and

an opportunity to develop self
-
critical

Assessment Scheme


The assessment sche
me includes a range of formative activities carried out during the year with end
of year summative assessment that aims to consolidate practical and theoretical development.
Summative assessment consists of three of components selected in order to ensure s
tudents
demonstrate an overall understanding of relevant concepts and techniques as well as the ability to
apply and critique them in appropriate contexts.

The three assessment components are:

i.
Group work

(40%). This requires groups of students to plan

and deliver a learning event for their
peers in a seminar group. This will require the group to make use of relevant learning methods
including relevant technology to facilitate the learning event. A portfolio of evidence will be produced
against a number

of key criteria to support the learning event and in particular demonstrate individual
and group learning. The group delivery of the learning event and the portfolio will be assessed. This
will address learning outcomes 1, 2, 3, 6, 7, 9.

ii.
Individual r
eport

(60%).

Part 1
: A written report (2,500 words) on the individual student’s personal position on practice and
development as learning and development professional.

Part 2
: A proposal paper to senior management on a coaching and mentoring programme ba
sed on
organisational context (2,500 words). This will address learning outcomes 4, 5, 6, 8.

iii.
Group viva

with unseen questions. This assessment will assess the fundamental knowledge and
understanding of the breadth of the syllabus. This will address l
earning outcomes 1, 2, 3, 4, 5, 6. (zero
weighted)



Module Code

HRM4060

Module Title

Learning and Management
Development


Level

4


Credit

30


Owning Subject

Human Resource Management


Level
Restrictions




Aims

This module aims to develop a
critical understanding of the potential and limitations of the contribution
of learning, management and talent development policies and strategies to formulating and achieving
objectives at national, organisational, group and individual levels. The module
will enable the
development of intellectual, social, professional and personal skills to perform effectively in the
associated professional roles. The module encompasses the development of leadership and
management at all levels and draws on the establishe
d body of knowledge and theory in both
leadership and management and learning and development and thus enable learners to develop a
critical understanding of the complexities and contested nature of leadership and management
development. The module provide
s an opportunity to reflect critically on theory and practice from a
professional and ethical standpoint and thus provides opportunities for Continuous Professional
Development.


Learning Outcomes

Knowledge

1.

On completion of this module, the successful student will be able to:

2.

Critically analyse the concepts of leadership and management and their application in an
organisational, social, environmental and multicultural context

3.

Critically analyse and evaluate
the potential and appropriateness of a range of learning,
management and talent development strategies, policies, interventions and methods with
reference to relevant contextual factors

4.

Assess and evaluate the role of learning and management development in

enhancing and
developing organisational competence

5.

Understand how to work effectively and collaboratively with key internal and external partners
and stakeholders to diagnose and manage learning and management development
responses to problems and issues
and ensure clarity of role and contribution to agreed
responses

6.

Critically assess the role and influence of politics of learning and management development
policy and practice in a range of contexts

7.

Critically assess and evaluate approaches to the developm
ent of leadership and management
in international and global context

Skills


At the end of this module the successful student should be able to:

8.

Evaluate, select and apply a range of approaches to identifying leadership and management
development needs i
n differing organisational contexts

9.

Lead the initiation, development and implementation of learning and talent and management
development strategies, interventions and activities

10.

Act ethically and professionally in group activities and review team and own
learning

Syllabus



Concepts of leadership and management; occupational and professional standards and
qualifications for managers and the organisational context of leadership and management.



How managers learn and the role of stakeholder in analysing nee
d; formal and informal
learning, experiential learning, reflective practice and competency frameworks and the impact
of leadership and management, talent development on individual, teams and organisations.



Strategic HRD and its connection with learning, t
alent and management development;
contextual meaning of Talent management and its application to key employee groups such
as graduates, managers, professionals, women, international managers etc



Contextual, historical, economic, social, cultural, sector a
nd organisational factors that
influence policy and practice in learning and management & talent development.



Stakeholder theories, including models of stakeholders? analysis, models of partnership
working, diagnostic tools and processes, including politi
cal systems, sources and skills of
influences and strategies to increase influence on decision makers and decision making
processes.



Trends, policies and practices in relations to managers in Europe and international countries
and its implication for mana
gement development.



Ethics, equality and diversity; professionalism and professional practice and its application in
learning and management development context; rationales and processes for CPD and a
range of CPD methods.

Learning, Teaching and Assessme
nt Strategy

This module utilises a learner
-
centred approach, employing directed reading, resource
-
based
learning, group work, lectures and tutorials guidance as primary supports. Students are expected to
engage in self
-
managed learning activities and use
the online learning management system Unihub.

Assessment is fully integrated into the learning process and is designed to reinforce learning and
confirm that it has been undertaken to both the required depth and the breadth. It includes self
-
assessment and reflective logs to develop participants as th
inking performers. The assessment for
this module is based wholly on a wide range of coursework, which reflects the rationale, values and
beliefs behind this module. It is also an essential part of the learning process: it provides participants
with qualit
y feedback on their performance, a record of their achievement, an opportunity to develop
self
-
critical capacity and reflective thinking and, supports learner autonomy and learning leadership.

The module is centred on responses to current issues in organi
sations, supported by lectures,
directed reading from the core text and recommended articles. Students analyse the issues and
present solutions; they receive formative feedback from tutors and review their proposal accordingly.
Students are required to att
end classes, carry out background reading, undertake research and apply
their theoretical learning to organisational contexts. The course is highly participative, requiring
students to interact in action learning groups and create their own learning organi
sational contexts.


Assessment Scheme


The assessment scheme includes a range of formative activities carried out during the year with end
of year summative assessment that aims to consolidate practical and theoretical development.

Summative assessment c
onsists of three of components selected in order to ensure students
demonstrate an overall understanding of relevant concepts and techniques as well as the ability to
apply and critique them in appropriate contexts.

The three assessment components are:

i
. Group performance

in the business simulation (40%). This requires groups of students to make
relevant organisational learning proposals to address management and talent development issues as
well as providing appropriate justifications for these. Feedbac
k in terms of the outcome of decisions
will be provided following decisions made. (Weeks 15, 18) This will address learning outcomes 2, 3, 4,
5, 6, 7, 8 and 9.

ii. Individual report

(60%)

Part 1: A written report (2,500 words) on the individual student’s

personal position on learning and
management development drawing upon reflections from their personal logs, self assessment,
discussion with action learning groups, formative assessment and models in handouts.

Part 2: A written strategy outlining a manag
ement and talent development learning programme in
relation to a case study of a current organisation ( their own or organisation of their choice) which
reflects the principles outlined in Part 1. (2,500 words) This will address learning outcomes 1, 2, 3,
4,
5, 6, 7 and 8.

iii. Group viva

with unseen questions. This assessment will assess the fundamental knowledge and
understanding of the breadth of the syllabus. (Week 24). This will address learning outcomes1, 2, 3,
4, 5, and 6. (zero weighted)



Module
Code

HRM4065

Module Title

Organisational Learning and
Development


Level

4


Credit

30


Owning Subject

Human Resource Management


Level
Restrictions




Aims

This module aims to enable learners to develop a critical understanding of the theory of
organisation
design, concepts of knowledge management, organisational learning development and the principles
and practice of their implementation to promote competitive advantage. The module requires critical
reflection of theory and practice from an ethi
cal and professional standpoint and thus provides
opportunities for applied learning and continuous professional development. This module is matches
the CIPD professional standards of organisational design and development, and knowledge
management and orga
nisational learning.


Learning Outcomes

Knowledge

On completion of this module, the successful student will be able to:

1.

Understand and critically review the historical and theoretical basis of organisational design
and development and evaluate available

design options regarding organisational structures
and relationships and their value and contribution to organisational life

2.

Critically evaluate methods, systems, processes and procedures pertaining to organisational
development and change management and
their re
-
alignment outcomes and review their
strategic impact

3.

Critically evaluate the meanings attached to the concepts of knowledge management and
organisational learning and analyse and critique a range of applications of the concepts in
organisational
practice

4.

Design and develop organisation
-
based knowledge management strategies and programmes
that promote, facilitate and exploit processes of organisational learning, in a variety of
contexts

5.

Critically review the implementation of knowledge management s
trategies and processes to
support and facilitate organisational learning and the importance of organisational culture,
engagement and support of other professionals and managers

6.

Critically evaluate the importance of the HR role in organisational learning
and development
and ensuring ethical and professional behaviour and commitment to equality of opportunity,
diversity and to continuous personal and professional development.

S
kills

This module will call for the successful student to:

7.

Demonstrate resourc
efulness in the face of obstacles to delivery, in order to deliver the
intended outcomes to others and meet deadlines

8.

Demonstrate ethical and professional behaviour in group activities and in reviewing team and
individual learning

9.

Design and develop organi
sation
-
based Knowledge Management strategies and processes to
support and facilitate organisational learning and development

Syllabus



Historical and theoretical perspectives of organisational design and development, and their
contribution to organisationa
l life.



Theories and implementation of organisational learning, knowledge management and
development



The strategic importance of organisation development and organisational learning



Change management and organisational development strategies and activit
ies.



Theories of organisational, culture, learning, and norms and behaviours.



Knowledge management concepts, applications and practices



The HR role in advising on, organisational design and development choices, supporting the
implementation of, change,
learning and development strategies professionally and ethically.

Learning, Teaching and Assessment Strategy

This module utilises a learner
-
centred approach, employing directed reading, resource
-
based
learning, group work, lectures and tutorials guidance

as primary supports. Students are expected to
engage in self
-
managed learning activities and use the online learning management system, Unihub.

The module is centred on responses to real business issues supplied by existing companies.
Students undertake
research and apply their theoretical learning to these issues in organisational
contexts. The course is highly participative, requiring students to interact in action learning groups and
create their own learning organisational contexts.

Assessment Scheme


Formative feedback will be provided through a variety of mediums throughout the learning
experience, and thus facilitate development of a CPD record.

Summative assessment consists of three of components which are:

i. Group performance

in the business s
imulation (presentation) (40%). This requires groups of
students to make relevant organisational learning proposals to address business issues as well as
providing appropriate justifications for these. This will address learning outcomes 2, 5, 6, 7, 8, 9.

ii. Individual report

(60%).


This will be an

agreed case study report on organisation learning and
development report analysing appropriate knowledge management, design, development and
learning choices available. (3,500 words) This will address learning outcomes 1, 2, 3, 4,
5, 6, 7.

iii. Group viva

with unseen questions.


This assessment will assess the fundamental knowledge and
understanding of the breadth of the syllabus. This will address learning outcomes 1, 2, 3, 4, 5, 6. (zero
weighted)



Module Code

HRM4070

Module T
itle

People Management for the Diverse
Workforce


Level

4


Credit

30


Owning Subject

Human Resource Management


Level
Restrictions



Aims

This module aims to enhance a student’s abilities to manage confidently and effectively in
international HRM,

with a special emphasis on people resourcing and talent management issues in
the UK. It does this through developing critical understanding about: the link between resourcing
initiatives and strategy, the use of resourcing and talent management tools, wit
h related English
employment law, cultural differences/ similarities and skills of cross cultural analysis, psychological
and structural influences on behaviours, the cultural, structural and supra
-

national regulatory aspects
that determine human resource

management strategy in an international context.


Learning Outcomes

Knowledge

On completion of this module, the successful student will be able to:

1.

Critically evaluate the link between business strategy and the HRM role in an international
context

2.

Identify, evaluate, compare and contrast differing approaches to resourcing and talent
management

3.

Critically evaluate the cultural dimension of managing people beyond national boundaries

4.

Critically evaluate differing approaches to human resource planning
, recruitment, selection,
corporate socialisation, performance management, retention and termination

5.

Critically evaluate issues relating to expatriation and repatriation

6.

Analyse ethical aspects of decisions in international HRM

7.

Critically evaluate the majo
r features of national and international labour markets including the
role of a supra national body influencing work and employment practices

Skills


This module will call for the successful student to be able to:

8.

Contribute to: i) the design, developmen
t, implementation and review of resourcing and talent
management methods; ii) decisions on organisation structuring

9.

Operate with enhanced appropriate sensitivity and responsiveness in cross cultural situations
with individuals and across national interface
s

10.

Independently research relevant issues

11.

Make a creative presentation co
-
operating with others and articulate arguments

Syllabus



Definitions of "international HRM";



International business growth strategies and organisation structural responses



The cultu
ral and cross
-

cultural dimension of resourcing and talent management:



Staffing in multinational enterprises;



Expatriation and repatriation;



HR planning;



Recruitment and selection process



Performance management of talent
-

and the not so talented, inc
luding exit



Outline of English employment law issues related to resourcing, talent management and
termination



Employee relations aspects of managing across national boundaries;



Labour markets and the influence of WTO, UN, ILO, World Bank, Transparency International,
EU, OECD and similar



Ethics theory and issues relating to international HRM

Learning, Teaching and Assessment Strategy

This module aims to develop independent lear
ners, knowledgeable about resourcing and talent
management issues, especially in the UK, but who are also capable of operating and co
-
operating
within an international HRM cross
-

cultural context.

This aim will be met through; independent student research
and reading; directed reading interactive
workshops with a mixture of tutor and student input, the balance and nature of which will vary
between sessions, but is likely to include case study, debate, group presentation, exercises,
discussions and, where ap
propriate, visiting specialists.

Unihub materials will also be developed for the students’ use.

Formative assessments take the form of a group presentation on a supra national body influencing
work and employment practices and a debate.

Students who are

unable to be in class to participate in these activities will be asked to submit written
work on the topic.

Assessment Scheme


The summative assessment will be in

the form of three elements:

i. Group Presentation (20%).

"Give the audience insights into t
he culture of the country you have
been asked to focus upon so that they would be able to operate more effectively, sensitively and
confidently if they had to do business in that country / deal with nationals of that country in their future
jobs."


This wi
ll address learning outcomes 3, 7, 9, 10, and 11.

ii. Individual Written Coursework (30%).


"Imagine you are an international business consultant in
'managing people' who has been called in to an organisation to advise them on aspects of their
globalisati
on."


This will address learning outcomes 1, 2, 3, 4, 8, and 10

iii. Unseen 2 hour Examination (50%).


This will address learning outcomes 2, 3, 4, 5, 6 and 8

Exam Duration

Examination, 2 hours




Module Code

HRM4075

Module Title

The Resilient
Workplace: building
wellbeing at work


Level

4


Credit

30


Owning Subject

Human Resource Management


Level
Restrictions



Aims

This module offers a new area of study and expertise to promote wellbeing and resilience in today's
workplace. In the con
text of recession, wellbeing and mental health are under pressure and there is a
clear need to build resilient workplaces and skilled professionals to manage them. Interest in and
research about the link between work and mental health is developing in the
UK, including the
Foresight Repoet, New Horizons' Work Recovery and Inclusion, and the Black Report, Working for a
Healthier Tomorrow. The CIPD’s recent research on stress in the workplace is part of an increasing
body of evidence about both the importance

of mental health in relation to absence and sick leave,
and also the immense difficulty that organisations continue to face in handling this issue. It is also the
case that recent attempts to scale up psychological therapies (IAPT) are tied closely to the

objective
of getting people back into work, based on research carried out by Richard Layard from the London
School of Economics (LSE)

Learning Outcomes

Knowledge

On completion of this module, the successful student will be able to:

1.

Critically evaluate
concepts of wellbeing, resilience and decent work

2.

Critically evaluate psychological states, mental illness and treatment

3.

Compare and contrast legal and equal opportunities frameworks that apply to mental health

4.

Synthesise responsibilities and the potenti
al role of employers in improving wellbeing at work

Skills

This module will call for the successful student to:




5.

Manage interpersonal relationships at work more effectively

6.

Solve problems in relation to wellbeing at work more effectively

7.

Take a leader
ship role in the promotion and development of wellbeing awareness and
initiatives at work

8.

Reflect on the deeper psychological, philosophical and ethical issues involved in managing
people at work

9.

Demonstrate an essential people management skill
-
set

10.

Demonst
rate competence in postgraduate and reflective study skills

Syllabus



Induction & Contextualisation: Introduction to teaching methods, observation skills, basic
concepts in the employment relationship, UK socioeconomic and health profile, absence and
prese
nteeism at work, recession and the resulting mental health climate.



Resilience, Wellbeing & Happiness
:

introduction to current and different perspectives on
resilience, wellbeing and happiness and how this relates to the world of work.



The Resilient Work
place
:

current thinking on the role of organisations to manage and promote
wellbeing, theories of individual and workplace resilience, processes and provision, stigma
and resistance.



Workplace Skills
:

using activities based on positive psychology and resi
lient workplace
training programmes



Basic introduction to mental health & services: physical and mental states, age, sex, birth and
death, mental health disorders, depression, stress, addiction and work life balance.


Overview
of current mental health pro
vision in the UK, different therapeutic models and processes,
issues around diagnosis and medication. Emphasis will be placed on the importance of
employment on mental health and links between debt and unemployment and depression.



The Legal Aspect: The la
w relative to discrimination and the 2010 Equalities Act. Employer
duties for positive action and reasonable adjustments. Case study of an employment tribunal



Meeting the professionals
:

External speakers will be invited from industry and the public
sector

to introduce their resilience programmes as well as mental health practitioners

and
service users.





W
o
rk Life Balance: Research, implications and resilient workplace policies relating to WLB.



Group Relations: introduction to the tradition of human relat
ions and its links to employment
relations, psychodynamic theories and the unconscious at work.



International aspect
:

session on the impact of international regulation and standards on
national practices.

Learning, Teaching and Assessment Strategy

Each topic could be allocated between 1
-
3 two
-
hour sessions depending on the complexity of the
issue, with a reflective activity taking place either during each session or periodically during each
semester. Resource people for the teaching will include Law

and HRM professors from the business
school, as well as external speakers. External speakers will include a mental health practitioner, HR
Managers from companies carrying out resilience programmes and representatives from mental
health organisations acti
ve in workplace programmes.

This module would also be an opportunity to use more experiential and participatory education
methods such as role play, discussion groups, peer feedback and workplace observations. Workplace
Observation Groups will be set up w
here small groups, facilitated by a tutor, would discuss individual
students' workplace observations they have carried out during the course. This model of teaching is
used both in trade union education and also therapeutic training, to help students under
stand their
own organisations/the workplace and learn to think reflectively about this material. In the first week
there will be an induction day where students are introduced to the learning theory behind this
module, the theoretical basis for adult and e
xperiential learning and the methods used.



As part of the course students will be asked to observe one or more local Employment Tribunals to
reflect on the mental health and stress issues for working people where difficulties or grievances have
arisen
www.employmenttribunals.gov.uk


Assessment Scheme

This module will be assessed by:

i) A 3,000 word theory paper, focussing on a specific aspect of the theory taught during the
course.


Six set essay
questions will be provided to the students in the handbook, to give sufficient
time for reading and reflection (50%).


This will address learning outcomes 1, 2, 3 and 9.

ii)

A 3,000 word reflective practice essay, based on their workplace observations, the

Workplace
Observation Group discussions, feedback from tutors and the theory provided in the course
(50%).


This will address learning outcomes 1, 4, 5, 6, 7 and 8.

Assessment Weighting

100% Coursework


Module Code

HRM4080

Module Title

Sustainability
and Human Resource
Management


Level

4


Credit

30


Owning Subject

Human Resource Management


Level
Restrictions




Aims

This module aims to introduce students to the emerging concepts and practices in Sustainable HRM.
It provides students with an
understanding of the role of HRM in managing an organisations impact on
the triple bottom line (social, environmental and economic performance). The module requires critical
reflection on theory and practice from an ethical and professional standpoint and
provides
opportunities for applied learning and continuous professional development. For example, it will help
students to formulate sustainable human resource strategies and to develop appropriate HR tools.


Learning Outcomes

Knowledge

On completion of
this module, the successful student will be able to:

1.

understand and critically review the theoretical basis of Sustainable HRM

2.

analyse the social, environmental and economic context in which human resource strategy
operates

3.

critically evaluate available o
ptions regarding sustainable HRM structures and relationships

4.

critically evaluate the importance of the HR role in advising on these design and development
choices and supporting their implementation

5.

critically evaluate the meanings attached to the concept
s of knowledge management and
organisational learning and analyse their application in practice

Skills




This module will call for the successful student to be able to:





6.

be resourceful in the face of obstacles to delivery, finding a way round or throug
h in order to
deliver the intended outcomes to others and to deadlines

7.

act ethically and professionally in group activities and review team and own learning

8.

analyse business issues from a Sustainable HRM perspective and design and develop
Sustainable HRM
strategies and processes to support and facilitate corporate social
responsibility and sustainability strategies with the engagement and support of other
professionals and managers




Syllabus



Understand, analyse and critically evaluate the theoretical basis of Sustainable HRM in its
context in terms of value and contribution to organisational life.



Understand, analyse and critically evaluate the available Sustainable HRM options regarding
theo
ries, resources, impact, structures and relationships.



Understand, analyse and critically evaluate the processes and systems that need to be in
place to maintain such structures and relationships.



Understand, analyse and critically evaluate the importanc
e of the HR role in advising on these
design and development choices and supporting their implementation.


Learning, Teaching and Assessment Strategy

This module utilises a learner
-
centred approach, employing directed reading, resource
-
based
learning, gro
up work, lectures and tutorial guidance as primary supports. Students are expected to
engage in self
-
managed learning activities and use the online learning management system, UniHub.

Assessment is fully integrated into the learning process and is designe
d to reinforce learning and
confirm that it has been undertaken to both the required depth and breadth. The assessment for this
module is based wholly on coursework, which reflects the rationale, values and beliefs behind this
module.

The module is centre
d on responses to real business issues, supported by lectures, directed reading
from the core texts and recommended articles. The real time business issues are supplied by existing
companies. Students analyse the issues and receive formative feedback and r
eview their
proposals.


Students are required to attend classes, carry out background reading, undertake
research and apply their theoretical learning to organisational contexts.

Lectures supported by directed reading from the recommended texts and articl
es are used to address
and brief students on the syllabus and tutors are continuously available to students for reference.


The
course is highly participative, requiring students to create their own learning organisational contexts.





Success in the asse
ssment is a requirement for successfully achieving the module. It is also an
essential part of the learning process: it provides participants with quality feedback on their
performance, a record of their achievement, an opportunity to develop self
-
critical

capacity and
reflective thinking and, supports learner autonomy and learning leadership.

Assessment Scheme




Formative feedback will be provided face to face and on
-
line, following the organisational learning
simulation activities and other learning act
ivities such as maintaining a CPD record will be integrated
into the module.


The programme includes further opportunities to engage with organisations and
these are detailed in the programme handbook.





Summative assessment consists of two components se
lected in order to ensure students
demonstrate an overall understanding of relevant concepts and techniques as well as the ability to
apply and critique them in appropriate contexts.





The two assessment components are:



i.


Individual case study asses
sment (50%).



A written report (2,500 words) which clearly outlines
the current position and practices in the area of HR sustainability for an agreed organisation. This will
address learning outcomes 1
-

6.

ii.



Individual critical review assignment (50
%).


This 2,500 word report identifies and explains the
rationale for appropriate feasible HR sustainability recommendations for the case study
organisation.


This will address learning outcomes 2

and

5
-

8.

Assessment Weighting

Coursework: 100%


Module Code

HRM4085

Module Title

Human Resource Management and
Public Policy


Level

4


Credit

30


Owning Subject

Human Resource Management


Level
Restrictions




Aims

The aim of this module is to consider the social, political and economic
context that shapes HR
decision making in organisations. It examines, more specifically, the role of public policy in shaping
both organisational strategies and also the influence of national
-
level social, political and economic
factors in shaping dominant

management paradigms.


Learning Outcomes

Knowledge

On completion of this module, the successful student will be able to:

1.

critically evaluate the role of the state in influencing HR policy choices

2.

critically evaluate the role of the macroeconomic factors and economic policy choices
affecting HR policy choices

3.

compare and contrast the differing national business systems and their influence on HR policy
choices

4.

critically evaluate how demographic fa
ctors influence HR policy choices

5.

critically evaluate active labour market policy and its impact on the skill base

6.

critically evaluate trends in the public and not
-
for
-
profit sectors

Skills

This module will call for the successful student to be able to:


7.

work in a group to deliver a coherent presentation to peers

8.

conduct a critical analysis, in writing, of contemporary government intervention in the area of
human resource management

Syllabus

• The external environment as shaper of HR practice

• The rol
e of the state

• Economic factors

• Comparative employment policy

• Demographics

• The international dimension: supranational regulation

• The international dimension: varieties of capitalism

• The labour market in coordinated market economies

• The

labour market in liberal market economies

• National paradigms in welfare regimes

• Employment and unemployment

• Training and active labour market policies

• HRM in the public sector

• HRM in the third sector


Learning, Teaching and Assessment Stra
tegy

This module uses tutor led sessions that use a variety of methods appropriate to the nature of the
delivery, and is supplemented and supported by directed learning activities for individuals and groups.
Students are expected to and encouraged to foll
ow the topics and bring current issues to the group
for peer analysis and debate, and explore and analyse their experiences.

UniHub will be used to
provide appropriate learning materials, share and support, with potential for greater use as the
technology
advances. Class presentations provide further opportunity to learn from and through their
peers.

Assessment Scheme


Summative assessment is based on 3 separate components and is designed to encourage
engagement with the topics and cover knowledge and appl
ication that is valuable for professional
practice.

The four assessment components are:

i. Group Presentation (30%)

Evaluate how one aspect of government policy affects HR management decision
-
making. This will
address learning outcomes 1, 3 and 8

ii. In
dividual report (30%) Evaluate the national policy agenda in a specific national context. This will
address learning outcomes 1, 3, 5, 7 and 9

iii. Final Examination (40%)

Essay
-
based questions covering the whole knowledge syllabus. This will address lea
rning outcomes
1
-
6


Module Code

HRM4370

Module Title

Globalisation and Work


Level

4


Credit

30


Owning Subject

Human Resource Management


Level Restrictions



Aims

This module aims to examine new ways of working and new production paradigms in an
internationalised economy, expressed through country and sectoral case studies. Changes in the
international division of labour will be studied and government, employer, NGO
, international financial
institutions and trade union responses recorded. Particular attention will be focused on debates and
controversies surrounding corporate social responsibility and international labour standards.


Learning Outcomes

Knowledge


On completion of this module, the successful student will be able to:

1.

Critically evaluate the impact of globalisation on work organisation and employment;

2.

Critically evaluate recent developments in the international location of investment and its
consequ
ences for the international division of labour;

3.

Critically assess the effectiveness of alternative state strategies for competitiveness;

4.

Understand the contextual and historical factors which shape employment systems;

5.

Critically evaluate recent developm
ents in government and European Union policy towards
employment relations;

6.

Evaluate the importance of international labour standards and appreciate the role and
influence of supra
-
national institutions.

Skills


This module will call for the successful st
udent to demonstrate:

7.

The ability to write clearly and concisely

8.

The ability to engage in critical analysis of the subject

9.

The ability to apply theoretical knowledge to current developments in policy and practice

10.

The ability to undertake independent resea
rch

Syllabus



Global perspectives on employment



New production paradigms



The new international division of labour



Alternative models of capitalism



Case studies of advanced western economies, developing economies and economies in
transformation



Role of the State and the European Union



Role of supra
-
national institutions such as World Bank, WTO, ILO in shaping employment
systems



International regulation of labour conditions, and corporate social responsibility

Learning, Teaching and Assessment S
trategy

Students will be assessed by means of an unseen examination paper (50%) and a written assignment
(50%). The written assignment provides students with an opportunity to carry out a relatively in
-
depth
piece of work on one particular topic.


The exa
mination is intended to supplement this piece of work
by providing a means of assessing the breadth as well as the depth of a student's understanding of
the subject matter covered in the module. The examination will require students to answer two
questions

from a selection.


The assignment will be in essay format and be selected by students from
a choice of titles provided in the module handbook.

Guidance on the preparation of assignments is
given later in this handbook.

Assignments and examination answers

will be marked in accordance with the criteria for postgraduate
modules detailed in your copy of the University Guide and Regulations.


It should be noted that there
is no requirement that both elements of the assessment are passed.

Assessment Weighting

Coursework: 50% Unseen Examination: 50% Formative assessment provided and students given
feedback on performance on practical activities in the module.

Exam Duration

Examination, 2 hours





Module Code

LEX4175

Module Title

Discrimination and the Law


Level

4


Credit

30


Owning Subject

Legal Studies


Level Restrictions



Aims

This module aims to provide a basic knowledge and understanding of anti
-
discrimination law in
relation to gender, race, disability, religion or belief, sexual orientation and age. The relevant laws and
regulations will be introduced, as will the practical,

social and philosophical context in which these
operate. Attention will be given to the limitations of laws in these areas. Students should gain an
overview of this field of law and an in
-
depth knowledge of a specific aspect, chosen by the student in
cons
ultation with the tutor.


Learning Outcomes


Knowledge


On completion of this module, the successful student will be able to:




1.

demonstrate a basic knowledge of the law relating to discrimination in the UK and the EU

2.

an understanding of important
concepts such as the meaning of direct and indirect
discrimination, harassment and victimisation

3.

an understanding of the importance of anti discrimination legislation and active measures to
promote equal

opportunities

4.

an in
-
depth knowledge of the legal iss
ues in relation to a specific aspect of the syllabus

Skills


This module will call for the successful student to:


5.

reflect critically on the issues raised by the need to legislate to protect individual human rights

6.

locate and extract the relevant law and
principles from both the printed material and electronic
sources and critically evaluate these

7.

read critically and assess the validity of competing arguments on the issues surrounding
discrimination

8.

communicate the legal principles and the analysis of lega
l issues effectively in writing

9.

demonstrate critical analytical skills

10.

show awareness of the wider context and comment critically on contemporary academic
debates about discrimination

Syllabus



Introduction to the principles governing discrimination



Introduction to legislation against discrimination



Definitions of key concepts, protected characteristics and


areas of discrimination



Non
-
standard and precarious working



Key legal cases at national and international level



In
-
depth study of one aspect
of the subject, chosen in consultation with the tutor


Learning, Teaching and Assessment Strategy

Seminars



The module will be taught via weekly 2 hour

teaching sessions. Each session will consist of whole
class teaching together with individual and
group work. Prior to each session students

will be given
reading and research activities, so students will be expected to prepare for the seminars and
participate in the discussions.



Part of the teaching period will

consist of student preparation for the

part one assessment and a class
presentation.




Students will be expected to use myUniHub to access course materials.




Assessment







Students' knowledge and understanding is assessed in two ways:



20% of the overall mark will depend on successful c
ompletion of the work totalling 2,000 words set
during the course. This will consist of group presentations and written work on a subject to be given
by the module leader. The mark will be given for making

a satisfactory presentation and for the quality
of

the written work. 80% of the overall mark will be based on a 4,000 word piece of coursework on the
subject which the student has studied. Students will be expected to display their research and
reflection on the subject matter they have studied.



Assess
ment Weighting

20% of the overall mark for the part one assessment of a presentation and written work (2,000 words);
A further 80% of the overall mark will be given for a 4,000 word piece of coursework.