|Module Title:||Strategic Human Resource Management|
On and Off-Campus
Introduction to Task:
You are now in the Growth phase of your new business venture and aim to enhance your competitive advantage by explaining how you will compose a new Human Resource Development Strategy.
You will produce an academically authoritative paper, of 2500 words, that will explain the relevance and importance of Strategic Human Resource Development, (SHRD), to your business.
You will critically evaluate how SHRD can create a competitive advantage for your business.
You will explain how you will evaluate the transfer of learning, developed by your Human Resource Development Strategy.
Consult with your tutor if you are uncertain about any aspect of the assignment.
Instructions on Assessment:
You will need to research appropriate authoritative and reliable academic literature and make use of both lecture and seminar input. Use examples and in particular any organisational comparisons that may be appropriate. Always reference your work using the correct conventions.
All of your work will be supported with authoritative and reliable academic sources throughout!
Presentation and Word limits for assignments
The presentation for this assignment will be:
- Front Sheet. (Provided).
- Contents page.
- Executive Summary.
- Main body.
- Appendices, if needed.
- Reference List.
The word count is to be declared on the front page of your assignment.
The word count does not include:
|· Front Sheet, (provided).
· Contents page
· Executive Summary.
|· Reference List
· Appropriate tables, figures and illustrations
Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count.
Summarising and compressing the information in your assignment into the word limit is one of the skills that students are expected to acquire and demonstrate as part of the assignment process.
Submission of Assessment:
A single electronic document containing all reports and other documentation (i.e. explanations, output reports and page images of graphic tools etc. pertaining to all tasks).
Font size should be at least 11, and 1 ½ line spacing should be used.
The word count is 2500 words [+/- 10%] not including any appendices.
The document should be properly structured with a table of contents, reference list (online and literature sources) and appendices (where necessary).
Produce clear and specific reasoning to justify answers.
Work containing viruses, or work that cannot be opened, will result in a fail grade being awarded for this assessment.
The document should be submitted via JIRA for Campus International Option A students and by e-mail for re-sit student(s).
It is advisable to retain a copy of your assignment for you own records.
Your mark and feedback will be made available to you electronically once the internal moderation process has taken place, you should note that at this stage marks are still subject to external examiner and academic board approval.
Referencing your work
In this institution the Harvard method of referencing is used.
The Harvard method of referring to publications and of arranging references uses the author’s name and the date of the publication. References are listed at the end of the text in alphabetical order by author’s name. The general format of a journal reference is shown below:
Smith, J. (1999) How to succeed! Journal of Entrepreneurs , 1(2), p. 34-56
Author’s name and initials are listed first, followed by year of publication in brackets. Then there is the title of article and the journal where article appears, which is underlined or in italics. Finally, state the volume and issue Number (in brackets) along with the pages where article can be located.
A short guide to Harvard referencing will also be available on the Sunspace site under the module assessment navigation button.
Academic Integrity and Misconduct:
Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS, WHICH IS INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a full bibliography and/or a list of references must be submitted as prescribed in the assessment brief).
Please note that this is intended to be an individual piece of work. Action will be taken where a student is suspected of having cheated or engaged in any dishonest practice. Students are referred to the University regulations on plagiarism and other forms of academic irregularity. Students must not copy or collude with one another or present any information that they themselves have not generated.
(Some basic instruction if required here)
For further information on academic integrity and misconduct see https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collections-8155
(please enter cross where appropriate)
HRM325 Specific Assessment Criteria
|Awareness of Topical Issues
Critically identifies strategic HRM issues, prioritises these and applies topic specific concepts in a critical manner.
|No evidence of research or reading.||Very little, inadequate research and reading||Some evidence of appropriate research and reading, but lacks academic argument.
Little evidence of preparation and heavy reliance on few sources.
|Good evidence of appropriate research and reading giving a well-balanced overview.
Shows a good knowledge and understanding of the subject. Evidence of some research beyond core material.
|Very good evidence of appropriate research and reading giving a well-balanced overview
Shows very good awareness and an ability to discuss key points in a critical way.
|Excellent evidence of appropriate research and reading giving an insightful and well-balanced overview
Shows an excellent awareness of the subject and an ability to discuss key points in a critical and insightful way
|Outstanding evidence of appropriate research and reading giving an insightful and well-balanced overview
Shows an outstanding awareness of the subject and an ability to discuss key points in a critical and insightful way
|Analysis and Evaluation
Systematic interrogation of the theoretical models of SHRM. Extracts essential elements of HRM practice for discussion and relates to the wider contexts, model and perspectives in relation to strategic Human Resource Management.
|Wholly descriptive with many key omissions.
|Wholly descriptive and failing to mention key points.
|Engages with key issues but in a descriptive way
|Predominantly descriptive but some evidence of analytical thought
Some key points and arguments considered but not fully developed
|Predominantly analytical with good links to research publications and development of a coherent academic discussion.
Evidence of an appreciation of conflicting points of view
|Analytical and comparative with substantive links to research publications and development of an excellent academic discussion.
Critical appreciation of conflicting points of view and how they relate to each other
|Outstanding analytical and comparative work with substantive links to research publications and excellent academic discussion of these.
Outstanding critical appreciation of conflicting points of view and how they relate to each other
|Integration of Theory and Practice
Able to filter theory and critique into coherent and consistent arguments. Shows evidence of undertaking relevant reading and backs up discussions with a credible evidence base in order to consider the issues raised by the assignment.
|No evidence of understanding or integration and application of relevant theory||Very little, inadequate, evidence of understanding or integration and application of relevant theory||Some understanding and integration and application of relevant theory but with errors
|Clear evidence of understanding and application of integration and relevant theory, largely correct with minor errors of detail||Significant, relevant understanding and integration and application of relevant theory with few very minor errors of minor detail||Significant relevant and correct understanding and integration and application of relevant theory in an insightful and critical way||Outstanding significant relevant and correct understanding and integration and application of relevant theory in an insightful and critical way|
|Practical Implications and Conclusion
Clearly identifies the consequences of case issues and considers the impact of solutions in practice. Acknowledges the feasibility of recommendations and produce a clear and justified conclusion.
|No conclusion and / or recommendations||Conclusion unrelated to the preceding discussion or
to the assignment brief.
Recommendations are limited and / or largely unrelated
|Conclusion is relevant but unclear in some aspects, requires further justification
Recommendations are limited
|Conclusion relates to the identified topic and to the preceding discussion with reasonable justification
Some articulation recommendations
|Conclusion relates clearly and logically to the identified topic and to the preceding discussion; well justified and explained with mention of limitations
Recommendations are detailed and relevant and justified
|Conclusion is concise and insightful; relates clearly and logically to the identified topic and to the preceding discussion; excellent justification and discussion of limitations
Well justified recommendations
|Conclusion demonstrates outstanding insight and comprehensiveness in addition to the other good qualities mentioned
Extremely detailed and well justified recommendations
Generic Assessment Criteria – Undergraduate Bachelor’s degree
These should be interpreted according to the level at which you are working
|Grade||Relevance||Knowledge||Analysis||Argument and Structure||Critical Evaluation||Presentation||Reference to Literature|
|Pass||86 – 100%||The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.|
|76-85%||The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality|
70 – 75%
|The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly articulated t evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.|
60 – 69%
|Directly relevant to the requirements of the assessment||A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein||Good analysis, clear and orderly||Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)||May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.||Well written, with standard spelling and grammar, in a readable style with acceptable format||Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources|
50 – 59%
|Some attempt to address the requirements of the assessment: may drift away from this in less focused passages||Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance||Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose||Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms||Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic||Competently written, with only minor lapses from standard grammar, with acceptable format||Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material.|
|40 – 49%||Some correlation with the requirements of the assessment but there are instances of irrelevance.||Basic understanding of the subject but addressing a limited range of material||Largely descriptive or narrative, with little evidence of analysis||A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence||Some evidence of a view starting to be formed but mainly derivative.||A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader.||Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point.|
|Fail||35 – 39%||Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms||A limited understanding of a narrow range of material||Heavy dependence on description, and/or on paraphrase, is common||Little evidence of coherent argument: lacks development and may be repetitive or thin||Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase||Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style||Barely adequate use of literature. Over reliance on
material provided by the tutor.