Department of Computer Science: Data Communication and Networking

Module Code:HRM325Module Title:Strategic Human Resource Management

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.   

Guidance

 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.Introduction.Main body.Conclusion.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 pageExecutive Summary.   Reference ListAppendicesAppropriate 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

HRM325-Strategic HRMCriteriaReferred (0-19)Referred (20-39)3rd (40-49)2:2 (50-59)2:1 (60-69)1st (70-79)1st (80-100)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 readingSome 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 wayOutstanding 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 wayAnalysis 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 developedPredominantly 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 otherOutstanding 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 otherIntegration 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 theoryVery little, inadequate, evidence of understanding or integration and  application of relevant theorySome 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 detailSignificant, relevant understanding and integration and  application of relevant theory with few very minor errors of minor detailSignificant relevant and correct understanding and integration and  application of relevant theory in an insightful and critical wayOutstanding significant relevant and correct understanding and integration and  application of relevant theory in an insightful and critical wayPractical 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 recommendationsConclusion 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 limitedConclusion relates to the identified topic and to the preceding discussion with reasonable justification   Some articulation recommendationsConclusion 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 justifiedConclusion 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 recommendationsConclusion 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

 Categories GradeRelevanceKnowledgeAnalysisArgument and StructureCritical EvaluationPresentationReference to LiteraturePass86 – 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 assessmentA substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues thereinGood analysis, clear and orderlyGenerally 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 formatCritical 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 passagesAdequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significanceSome analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purposeSome 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 termsSound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topicCompetently written, with only minor lapses from standard grammar, with acceptable formatUses 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 materialLargely descriptive or narrative, with little evidence of analysisA basic argument is evident, but mainly supported by assertion and there may be a  lack of clarity and coherenceSome 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.Fail35 – 39%Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging termsA limited understanding of a narrow range of materialHeavy dependence on description, and/or on paraphrase, is commonLittle evidence of coherent argument: lacks development and may be repetitive or thinAlmost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphraseNumerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious styleBarely adequate use of literature.  Over reliance on material provided by the tutor.