ASSIGNMENT INSTRUCTIONS
Assessment Coursework (Written Report)
Assessment code: 010
Academic Year: 2022/2023
Trimester: 1
Module Title: Managing Human Resources
Module Code: MOD003486
Level: 5
Module Leader: Saud Taj
Weighting: 70%
Word Limit: 3,000 words
This excludes bibliography and other items listed in rule 6.75 of the
Academic Regulations:
http:
web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
Assessed Learning
Outcomes
1 and 3
Submission
Deadline:
Please refer to the deadline on the VLE
WRITING YOUR ASSIGNMENT:
• This assignment must be completed individually.
• You must use the Harvard referencing system.
• Your work must indicate the number of words you have used. Written assignments
must not exceed the specified maximum number of words. When a written
assignment is marked, the excessive use of words beyond the word limit is reflected
in the academic judgement of the piece of work which results in a lower mark being
awarded for the piece of work (regulation 6.74).
• Assignment submissions are to be made anonymously. Do not write your name
anywhere on your work.
• Write your student ID number at the top of every page.
• Where the assignment comprises more than one task, all tasks must be submitted in
a single document.
• You must number all pages.
http:
web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
SUBMITTING YOUR ASSIGNMENT:
• In order to achieve full marks, you must submit your work before the deadline. Work
that is submitted late – if your work is submitted on the same day as the deadline by
midnight, your mark will receive a 10% penalty. If you submit your work up to two
working days after the published submission deadline – it will be accepted and
marked. However, the element of the module’s assessment to which the work
contributes will be capped with a maximum mark of 40%.
• Work cannot be submitted if the period of 2 working days after the deadline has
passed (unless there is an approved extension). Failure to submit within the relevant
period will mean that you have failed the assessment.
• Requests for short-term extensions will only be considered in the case of illness or
other cause considered valid by the Director of Studies Team. Please contact
XXXXXXXXXX. A request must normally be received and agreed by the
Director of Studies Team in writing at least 24 hours prior to the deadline. See rules
XXXXXXXXXX: http:
web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
• Exceptional Circumstances: The deadline for submission of exceptional
circumstances in relation to this assignment is no later than five working days after the
submission date of this work. Please contact the Director of Studies Team -
XXXXXXXXXX. See rules 6.112 – 6.141:
http:
web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
mailto: XXXXXXXXXX
http:
web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
mailto: XXXXXXXXXX
http:
web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
ASSIGNMENT QUESTION:
A multinational company has hired you as an HR Consultant to write a report of
3,000 words on its global recruitment and selection process to identify weaknesses
in the system and propose improvements. As part of your report, you are required
to answer the following questions:
Your core textbook (Hook and Jenkins, 2019, Ch.6) is your initial point of
eference
1. While explaining the strategic importance of a recruitment and selection
process, critically analyse some of the considerations an organisation should
make during staff recruitment. (30 Marks)
2. Discuss some of the recruitment methods, techniques and approaches the
firm can use to recruit staff from global labour markets. In your response,
you must also discuss innovative approaches to addressing skill shortages.
(30 Marks)
3. Interviews are an integral part of the selection process. What are some of
the variations of interview techniques your firm should use to select staff
from the global market. Your answer must clearly evaluate each of the
techniques while discussing their advantages and disadvantages. You must
also comment on the skills required by the interviewer to conduct interviews
effectively. (30 Marks)
4. Use co
ect academic writing technique, including effective structure,
grammar, spelling, use of in-text citations, and a full reference list, all of
which should use the Harvard referencing convention. (10 Marks)
Organisations (for Benchmarking)
When designing a HRM business proposal it is important that you benchmark your
plan and proposed methods. You can use any organisation of your choice as an
example of success and best practice. You must apply critical thinking in your
analysis in relation to your selected organisation against the areas outlined above.
Before selecting the organisation, you are strongly advised to discuss this with your
lecturer and ensure that there is sufficient online material available.
Suggested Reading
Your work must be fully supported with references (cited in the Harvard style).
Evidence should be used from appropriate sources, such as,
1. Hook., C., Jenkins, A., 2019. Introducing Human Resource Management. 8th
ed. Pearson.
2. Banfield. P., Kay. R., and Royles. D., 2018. Introduction to Human Resource
Development. 3rd Ed. Oxford: Oxford University Press.
3. For an extensive list and further suggested reading, please refer to the
module Sources and Reading List found on the VLE.
ASSESSMENT CRITERIA
To achieve success, the following is required:
• The majority of work should demonstrate your own original thinking, with
data, quotes, paraphrased opinions, and other evidence used where
appropriate to evidence and support your own, original debate.
• This should be delivered in a report format, consisting of:
o Cover Page
o Executive Summary
o Contents Page
o Introduction
o Findings Section – the main body of the report, separated into any
number of sub-sections as required.
o Conclusion
o Recommendations
o Reference List
o Appendices
• Students demonstrating higher level academic skills of analysis and
evaluation, and sophisticated use of evidence/sources, will score in the
higher grade-ranges.
• Referencing conventions and the credibility of sources is a vital aspect of
academic writing. Students demonstrating a higher level of academic rigour
in these areas will score in the higher grade-ranges.
ARU’s Generic Assessment Criteria and Marking Standards
Assessment criteria inform the assessment process by providing academic staff with a link
etween academic standards as set at the level of the award (these are defined in Section 2
of the Academic Regulations) and academic standards at module level. Assessment criteria
are written in a language that is both generic and general, reflecting the Generic Learning
Outcomes of ARU awards which, in turn, reflect the principal national reference point for
academic standards, the Frameworks for Higher Education Qualifications of UK Degree-
Awarding Bodies (FHEQ) (QAA, 2014).
Assessment criteria are not to be confused with marking schemes.
Assessment criteria identify student achievement of generic learning outcomes in the
oadest possible terms by co
elating three key variables - level of learning, marking
standards, and student achievement - in a taxonomy of statements about assessment.
• level is as identified in the FHEQ and ARU’s Academic Regulations, ranging from Level
3 (Access), through Levels 4-6 (Undergraduate) to Level 7 (Postgraduate). A separate
table is provided for each of the five levels.
• marking standards are identified by means of a percentage scale covering the mark of
0% (zero) and ten-mark bands: 1%-9%, 10%-19%, 20%-29%, 30%-39%, 40%-49%,
50%-59%, 60%-69%, 70%-79%, 80%-89% and 90%-100%. Marking standards are
expressed as rows in the following tables.
• student achievement consists of a hierarchy of descriptors which are used by markers
to distinguish between grades of student achievement:
Band (%) Principal Descriptor
90-100 Exceptional
80-89 Outstanding
70-79 Excellent
60-69 Good
50-59 Sound
40-49 Adequate
30-39 Limited
20-29 Little evidence
10-19 Deficient
1-9 No evidence
https:
www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf?sfvrsn=170af781_18
https:
www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf?sfvrsn=170af781_18
A marking scheme is used at module level to inform the first marking and internal and
external moderation of each item of assessment. Marking schemes identify the knowledge
and skills which students must demonstrate to achieve the learning outcomes of the module
and are used to calculate the total mark to be awarded for an individual item of assessment.
ARU’s generic assessment criteria are intended to advise the writing of marking schemes,
ensuring that they are
oadly comparable across the institution.
A module marking scheme customises the ARU’s generic assessment criteria to fit a specific
item of assessment for a module, identifying the basis on which marks are awarded. A
marking scheme may range from the fairly general to the highly specific. In relatively open-
ended assessments (e.g.: where students are asked to select one of a range of essay
questions) a Module Leader would not necessarily expect to provide a detailed marking
scheme specifying a ‘model answer’ to each specific essay question, but rather to provide a
general marking scheme which identifies the characteristics of a good essay and can be
applied to any of the essay questions set. The same would apply to many aspects of
practice, performance or studio work. In contrast, less open-ended assessment tasks such
as translation would require both a ‘model translation’ of the passage and a detailed marking
scheme adapted to the specifics of the passage translated.
To facilitate consistency first markers constantly refer to the marking scheme when marking
student work. They pass the marking scheme on to the internal moderato
second marker
and eventually to the external examiner with student scripts. This enables all parties to
understand the basis on which marks are awarded and lends a fundamental transparency to
the assessment process. It should always be clear to the internal moderator and external
examiner how marks have been determined.
7
Level 5 reflects continuing development from Level 4. At this level students are not fully
autonomous but are able to take responsibility for their own learning with some direction. Students
are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more
general intellectual context, and to demonstrate this through forms of expression which go beyond
the merely descriptive or imitative. Students are expected to demonstrate analytical competence in
terms both of problem identification and resolution, and to develop their skill sets as required.
Mark
Bands
Outcome
Characteristics of Student Achievement by Marking Band for
ARU’s Generic Learning Outcomes (Academic Regulations,
Section 2)
Knowledge &
Understanding
Intellectual (thinking), Practical,
Affective and Transferable Skills
90-
100%
Achieves
module
outcome(s)
Exceptional information
ase exploring and
analysing the discipline,
its theory and ethical
issues with extraordinary
originality and autonomy.
With some additional
effort, work may be
considered for internal
publication
Exceptional management of learning
esources, with a higher degree of autonomy/
exploration that clearly exceeds the
ief.
Exceptional structure/accurate expression.
Demonstrates intellectual originality and
imagination. Exceptional
team/practical/professional skills. With some
additional effort, work may be considered for
internal publication
80-
89%
Outstanding information
ase exploring and
analysing the discipline,
its theory and ethical
issues with clear
originality and autonomy
Outstanding management of learning
esources, with a degree of
autonomy/exploration that clearly exceeds the
ief. An exemplar of structured/accurate
expression. Demonstrates intellectual
originality and imagination. Outstanding
team/practical/professional skills
70-
79%
Excellent knowledge
ase, exploring and
analysing the discipline,
its theory and ethical
issues with considerable
originality and autonomy
Excellent management of learning resources,
with a degree of autonomy/exploration that
may exceed the
ief. Structured/accurate
expression. Excellent academic/ intellectual
skills and team/practical/professional skills
8
60-
69%
Good knowledge base;
explores and analyses
the discipline, its theory
and ethical issues with
some originality, detail
and autonomy
Good management of learning with
consistent self-direction. Structured and
mainly accurate expression. Good
academic/intellectual skills and
team/practical/ professional skills
50-
59%
Sound knowledge base
that begins to explore
and analyse the theory
and ethical issues of the
discipline
Sound use of learning resources. Acceptable
structure/accuracy in expression. Sound level
of academic/intellectual skills, going beyond
description at times. Sound
team/practical/professional skills. Inconsistent
self-direction
40-
49%
A marginal
pass in
module
outcome(s)
Adequate knowledge
ase with some
omissions and/or lack of
theory of discipline and
its ethical dimension
Adequate use of learning resources with little
self-direction. Some input to teamwork. Some
difficulties with academic/intellectual skills.
Largely imitative and descriptive