Posted: May 15th, 2022

HRM325 – Strategic Human Resource Management

Assessment Brief–Stage 3 –
Undergraduate

Module Code:

HRM325

Module Title:

Strategic Human Resource Management

Hand in Date:

Friday 15th April 2016

Assignment:

First Sit

Location

Off-Campus

2015-16

Introduction to Task:

Select
an organisation with which you are familiar to be the focus for your case
study. This could be:

•
your
current employer

•
a
previous employer

•
an organisation that you have or have had
contact with, possibly through work experience or through a family member or
close friend, or
• an
organisation you have an interest in that has readily available information on
its structure, the ways in which they manage their staff and how the company
organises its HRM activities and functions.

The size and the structure of your chosen
organisation is not important since all organisations employ people and,
therefore, manage their ‘human resources’ in some way. What is important,
however, is that you have some knowledge and understanding of the approach
the company uses to strategically manage HRM to recruit, retain and manage
their staff and how they organise their HRM activities and functions.

You
will use this knowledge to produce a 3000 word report [+ 10%] in which
you will critically assess existing HRM practices within the
organisation, making recommendationsas appropriate to those who run the
business onwhere and how improvements can be made. It is strongly
suggested that each task represents a sub-section of your report and that you
also include a brief introduction to the organisation, conclusion
and recommendations.

Task 1–25 Marks

Critically
analysethe internal and external environment for your chosenorganisation,
making reference to appropriate literature sources.

Task 2–25 Marks

Using appropriate concepts and models of
strategic Human Resource
Management
critically evaluate a variety of human resource policies and procedures.

Assessment
Brief–Stage 3 –
Undergraduate

Task 3–50 Marks

Make
recommendations relating to the attraction and retention of talent to support
the future performance of your chosen organisation. This may be the adoption of
new approaches to HRM or new methods of managing the human resources of the
organisation. In this section you should also demonstrate awareness of barriers
to implementation which may include cultural differences alongside different
working practices and legislation.

Guidance

Complete
all the tasks in order. Consult with your tutor if you are uncertain about any
aspect of the assignment.
.gif”>
Instructions on
Assessment:

You
will need to research appropriate 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.
.gif”>
Word limits for
assignments

The
word count is to be declared on the front page of your assignment. The word
count does not include:
.gif”>
•
Title
and Contents page

•
Executive
Summary

•
Glossary

•
Reference
List

•
Bibliography

•
Appendices

•
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 compressingthe information in your assignment into the
word limit is one of the skills that students are expected to acquire,
and demonstrateas part of the assignment process.
.gif”>

Assessment Brief–Stage 3 –
Undergraduate

Submission of Assessment:
.gif”>
•
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 3000 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.
• Students
are required to submit their assignments through JIRA. Only assessments
submitted through JIRA will be marked. Any other submission including
submission to your study centre in hard copy will be treated as a
non-submission.
•
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
.gif”>
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.
.gif”>

Assessment
Brief–Stage 3 –
Undergraduate

Academic Integrity
and Misconduct:
.gif”>
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 referencesmust
be submitted as prescribed in the assessment brief).
.gif”>

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.

For
further information on academic integrity and misconduct see https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collections-8155
.gif”>

Assessment Brief–Stage 3 –
Undergraduate

HRM325 Specific Assessment Criteria
.gif”>.gif”>.gif”>
HRM325-Strategic HRM

Criteria

Referred

Referred

3rd

2:2

2:1

1st

1st

(0-19)

(20-39)

(40-49)

(50-59)

(60-69)

(70-79)

(80-100)

Awareness of

No evidence of

Very little,

Some evidence of

Good evidence of

Very good

Excellent evidence

Outstanding

Topical Issues

research or

inadequate

appropriate

appropriate

evidence of

of appropriate

evidence of

Critically identifies

reading.

research and

research and

research and

appropriate

research and

appropriate

strategic HRM

reading

reading, but lacks

reading giving a

research and

reading giving an

research and

academic

well-balanced

reading giving a

insightful and well-

reading giving an

issues as

argument.

overview.

well-balanced

balanced overview

insightful and well-

presented in the

overview

balanced overview

case study

Little evidence of

Shows a good

Shows an

organisation,

preparation and

knowledge and

Shows very good

excellent

Shows an

prioritises these

heavy reliance on

understanding of

awareness and an

awareness of the

outstanding

and applies topic

few sources.

the subject.

ability to discuss

subject and an

awareness of the

specific concepts

Evidence of some

key points in a

ability to discuss

subject and an

in a critical

research beyond

critical way.

key points in a

ability to discuss

manner.

core material.

critical and

key points in a

insightful way

critical and

insightful way

Analysis and

Wholly descriptive

Wholly descriptive

Engages with key

Predominantly

Predominantly

Analytical and

Outstanding

Evaluation

with many key

and failing to

issues but in a

descriptive but

analytical with

comparative with

analytical and

Systematic

omissions.

mention key

descriptive way

some evidence of

good links to

substantive links

comparative work

interrogation of the

points.

analytical thought

research

to research

with substantive

publications and

publications and

links to research

Case Study

Some key points

development of a

development of an

publications and

organisation.

and arguments

coherent academic

excellent

excellent academic

Extracts essential

considered but not

discussion.

academic

discussion of these.

elements of HRM

fully developed

discussion.

practice for

Evidence of an

Outstanding critical

discussion and

appreciation of

Critical

appreciation of

relates to the
wider

conflicting points

appreciation of

conflicting points of

contexts, model

of view

conflicting points

view and how they

and perspectives

of view and how

relate to each other

they relate to each

in relation to

other

strategic Human

Resource

Assessment Brief–Stage 3 –
Undergraduate

Management.

Integration of

No evidence of

Very little,

Some

Clear evidence of

Significant,

Significant

Outstanding

Theory and

understanding or

inadequate,

understanding and

understanding and

relevant

relevant and

significant relevant

Practice

integration and

evidence of

integration and

application of

understanding and

correct

and correct

Able to filter theory

application of

understanding or

application of

integration and

integration and

understanding and

understanding and

relevant theory

integration and

relevant theory but

relevant theory,

application of

integration and

integration and

and critique into

application of

with errors

largely correct with

relevant theory

application of

application of

coherent and

relevant theory

minor errors of

with few very

relevant theory in

relevant theory in

consistent

detail

minor errors of

an insightful and

an insightful and

arguments. Shows

minor detail

critical way

critical way

evidence of

undertaking

relevant reading

and backs up

discussions with a

credible evidence

base in order to

consider the

issues raised by

the assignment.

Practical

No conclusion and

Conclusion

Conclusion is

Conclusion relates

Conclusion relates

Conclusion is

Conclusion

Implications and

/ or

unrelated to the

relevant but

to the identified

clearly and

concise and

demonstrates

Conclusion

recommendations

preceding

unclear in some

topic and to the

logically to the

insightful; relates

outstanding insight

Clearly identifies

discussion or

aspects, requires

preceding

identified topic and

clearly and

and

to the assignment

further
justification

discussion with

to the preceding

logically to the

comprehensiveness

the consequences

brief.

reasonable

discussion; well

identified topic and

in addition to the

of case issues and

Recommendations

justification

justified and

to the preceding

other good qualities

considers the

Recommendations

are limited

explained with

discussion;

mentioned

impact of solutions

are limited and / or

Some articulation

mention of

excellent

in practice.

largely unrelated

recommendations

limitations

justification and

Extremely detailed

Acknowledges the

Recommendations

discussion of

and well justified

feasibility of

limitations

recommendations

recommendations

are detailed and

Well justified

and produce a

relevant and

justified

recommendations

clear and justified

conclusion.

Assessment Brief–Stage 3 –
Undergraduate

Generic Assessment Criteria –
Undergraduate
Bachelor’s degree
These should be interpreted according to the
level at which you are working

Categories

Grade

Relevance

Knowledge

Analysis

Argument and
Structure

Critical Evaluation

Presentation

Reference to
Literature

.gif”>.gif”>.gif”>.gif”>.gif”>.gif”>.gif”>86 – 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

100% 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
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.
70 – 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
75% 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.

Directly relevant to

A substantial

Good analysis,

Generally coherent
and

May contain some

Well written, with

Critical appraisal
of up-to-

60 –

the requirements

knowledge of

clear and orderly

logically
structured, using

distinctive or

standard spelling

date and/or
appropriate

69%

of the assessment

relevant material,

an appropriate mode of

independent thinking;

and grammar, in a

literature. Recognition of

showing a clear

argument and/or

may begin to

readable style with

different
perspectives.

Pass

grasp of themes,

theoretical mode(s)

formulate an

acceptable format

Very good use of
source

questions and

independent position

material. Uses a
range of

issues therein

in relation to theory

sources

and/or practice.

Some attempt to

Adequate

Some analytical

Some attempt to
construct

Sound work which

Competently

Uses a variety of
literature

50 –

address the

knowledge of a fair

treatment, but

a coherent argument, but

expresses a coherent

written, with only

which includes some

59%

requirements of

range of relevant

may be prone to

may suffer loss of
focus

position only in
broad

minor lapses from

recent texts and/or

the assessment:

material, with

description, or to

and consistency,
with

terms and in
uncritical

standard grammar,

appropriate
literature,

may drift away

intermittent

narrative, which

issues at stake
stated only

conformity to one or

with acceptable

though not
necessarily

from this in less

evidence of an

lacks clear

vaguely, or theoretical

more standard views

format

including a substantive

focused passages

appreciation of its

analytical

mode(s) couched in

of the topic

amount beyond
library

significance

purpose

simplistic terms

texts. Competent use
of

source material.

40 –

Some correlation

Basic

Largely

A basic argument is

Some evidence of a

A simple basic style

Some up-to-date
and/or

49%

with the

understanding of

descriptive or

evident, but mainly

view starting to be

but with significant

appropriate
literature

requirements of

the subject but

narrative, with

supported by
assertion

formed but mainly

deficiencies in

used. Goes beyond
the

the assessment

addressing a

little evidence of

and there may be a
lack

derivative.

expression or

material tutor has

but there are

limited range of

analysis

of clarity and coherence

format that may

provided. Limited use of

instances of

material

pose obstacles for

sources to support a
point.

irrelevance

the reader

Assessment
Brief–Stage 3 –
Undergraduate
.gif”>.gif”>.gif”>.gif”>.gif”>

Fail

35 –

Relevance to the

A limited

Heavy

Little evidence of coherent

Almost wholly

Numerous

Barely adequate use of

39%

requirements of

understanding of a

dependence on

argument: lacks

derivative: the
writer’s

deficiencies in

literature. Over
reliance

the assessment

narrow range of

description,

development and may be

contribution rarely

expression and

on

may be very

material

and/or on

repetitive or thin

goes beyond

presentation; the

material
provided by the

intermittent, and

paraphrase, is

simplifying

writer may achieve

tutor.

may be reduced to

common

paraphrase

clarity (if at all)
only

its vaguest and

by using a

least challenging

simplistic or

terms

repetitious style

Check Price Discount

Study Notes, Research Topics & Assignment Examples: Prison Riots and Violence »FOREIGN DIRECT INVESTMENT