HRMT20024 T XXXXXXXXXXAssessment 3 guidelines – Essay on Attracting and Retaining staff
Due date Week 12, Friday 1 June 2018, 5.00PM
Any requests for extension must be submitted through the CQU system at least
48 hours prior to the due date, with relevant supporting documents.
Late submissions without approval will result in a penalty of 5% (2.25 marks) per
day.
Weighting 45%
Length 2,500 words ± 10% (excluding title page and reference list)
Learning
outcomes
1, 2, 3, 4
Purpose Students have completed an annotated bibliography for Assessment 2, and that
material should be used towards Assessment 3.
Assessment 3 will assist students to apply their learning to a particular industry
sector, and tailor their argument to that sector’s specific challenges. It will give
students the opportunity to enhance their research, analysis, critical thinking and
written communication skills; particularly in the areas of argument development
and essay writing.
Before starting this assessment, please read the marking criteria (at the end of
this document).
Assessment
Task
For Assessment 2, you selected a sector to study (e.g. agriculture; construction;
financial services; health care; hospitality; manufacturing; mining; retail;
transport).
You will write an essay on the key challenges in attracting and retaining a
workforce in your selected sector.
Your essay will draw on at least five themes from Week 1 to Week 11 of this unit,
eing those most relevant to your selected industry sector.
Your essay will draw on the academic literature (including the annotated
ibliography you developed for Assessment 2), and develop an argument
applying that literature to your selected sector.
You must cite at least ten (10) relevant peer reviewed journal articles, and 3
chapters from the Kramar textbook. You can cite other academic references
such as books, conference papers, and book chapters but these will NOT be
counted as part of the 10 journal articles.
Referencing APA referencing. For more information, see : https:
www.cqu.edu.au/?a=14033
Submitting All assessments must be submitted through the Moodle site. No email
submissions will be accepted. All assessments submitted electronically through
Moodle must be through the Student Portal http:
my.cqu.edu.au • Failure to
submit electronically will be taken as a failure to submit and therefore a zero (0)
score will apply to the specific assessment.
https:
www.cqu.edu.au/?a=14033
http:
my.cqu.edu.au
Plagiarism Copy detection software (TurnitIn) is used in this course and work found in
contravention of the copying and plagiarism rules will be investigated. Penalties
apply in the case of proven instances of copying, plagiarism and academic
dishonesty. Please check the following links to know more about TurnitIn:
http:
turnitin.com/en_us/training/student-training/viewing-originality-reports
http:
turnitin.com/en_us/training/student-training/about-originalitycheck
TurnitIn is only a tool and judgement needs to be used when you view your
Originality Report. TurnitIn does not make a judgement as to what is referenced
properly, it highlights the non-original material in a piece of work. You should use
the similarity score as a guide only and must then check the originality report to
determine whether or not changes need to be made to the assessment.
Required Students must familiarise themselves with the following policies and procedures
at http:
policy.cqu.edu.au: Assessment of Coursework Policy; Assessment of
Coursework Principles; Assessment of Coursework Procedures
http:
turnitin.com/en_us/training/student-training/viewing-originality-reports
http:
turnitin.com/en_us/training/student-training/viewing-originality-reports
http:
turnitin.com/en_us/training/student-training/about-originalitycheck
http:
policy.cqu.edu.au
HRMT20024 Assessment 3 Ru
ic – Essay
Key Criteria Exceeds Expectations
(High Distinction XXXXXXXXXX%
Exceeds Expectations
(Distinction XXXXXXXXXX%
Meets Expectations
(Credit) 65 – 74%
Meets Expectations
(Pass) 50 – 64%
Below Expectations
(Fail) below 50%
Content Knowledge
40%
Demonstrates a balanced and
very high level of detailed
knowledge of core concepts by
providing a very high level of
analysis.
Demonstrates a balanced and
high level of knowledge of core
concepts by providing a high
level of analysis.
Demonstrates a good level of
knowledge of some of the core
concepts by providing some
level of analysis.
Demonstrates limited
knowledge of core concepts by
providing a limited level of
analysis.
Demonstrates little, if any,
knowledge of the core concepts
with extremely limited, if any,
analysis.
Utilises more than 10 excellent,
elevant and credible sources.
Utilises more than 10 very
good, relevant and credible
sources.
Utilises 10 cu
ent, relevant and
credible sources.
Utilises 10 mostly relevant and
credible sources.
Does not meet the requirement,
in terms of quantity or quality of
articles selected
Argument 30% Excellent introduction;
providing a very clear purpose
which ensures all areas
elevant to the topic are clearly
outlined.
Good introduction; providing a
mostly clear purpose which
ensures most areas relevant to
the topic are clearly outlined.
Fair introduction, addresses
some points, lacks some detail;
ensures some areas relevant to
the topic are outlined.
Poor introduction; addresses
limited points, lacks detail; of
which few areas are outlined.
Very poor or non-existent
introduction.
Excellent and logical argument
integrated throughout the work
Strong argument throughout
most of the work
Some argument linking ideas
throughout the work
Weak argument Little or no argument
The assessment presents a
detailed and focused summary
of the ideas presented; drawing
clear and well thought-out
conclusions.
The assessment presents a
fairly detailed and focused
summary of the ideas
presented; drawing fairly clear
and well thought-out
conclusions.
The assessment presents a
somewhat detailed and focused
summary of the ideas
presented; providing some
evidence of conclusions.
The assessment provides
limited detail with no clear
summary of the ideas
presented; drawing limited
conclusions.
The assessment fails to provide
any clear evidence of the ideas
presented; drawing no clear
conclusions.
Organisation or structure
15%
The ideas are a
anged in an
extremely logical, structured
and coherent manner.
The ideas are a
anged in a
fairly logical, structured and
coherent manner.
The ideas are a
anged in a
logical, some-what structured
and coherent manner.
The ideas appear less logical,
structured and presents in fairly
incoherent manner.
There is little, if any, coherent
structure to the document.
Presentation and quality of
writing
15%
Quality of writing at a very high
standard.
Paragraphs are coherently
connected to each other.
Co
ect grammar, spelling and
punctuation.
Quality of writing is of a high
standard.
Paragraphs are mostly well
structured. Few grammar,
spelling and punctuation
mistakes.
Quality of writing is of a good
standard.
Few grammar, spelling and
punctuation mistakes.
Some problems with sentence
structure and presentation
Frequent grammar, punctuation
and spelling mistakes. Use of
inappropriate language.
Quality of writing is at a very
poor standard so barely
understandable.
Many spelling mistakes. Little
or no evidence of proof
eading.
Late assessment penalty 5% per day x 45 marks = 2.25 marks per day