Assessment Brief – Stage 3 - Undergraduate Module Code: HRM325 Module Title: Strategic Human Resource Management SunSpace/ JIRA Deadline: Tuesday 11th July at 16:00 Assignment: First Sit 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 recommendations as appropriate to those who run the business on where 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 analyse the internal and external environment for your chosen organisation, 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. (A minimum of two is required).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. 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. Word limits for assignments The word count is to be declared on the front page of your assignment. The word count does not include:  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 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.Assessment Brief – Stage 3 - Undergraduate 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 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.  The document should be submitted via SunSpace for Turnitin and JIRA for marking.  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.Assessment Brief – Stage 3 - Undergraduate 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. For further information on academic integrity and misconduct see https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collections-8155Assessment 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 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-todate 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.Assessment Brief – Stage 3 - Undergraduate 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.