WRIT 2 – COURSEWORK RESIT (50%)
- Describe and critically evaluate a human resources management activity used by an organization of your choice. Based on your analysis, suggests ways of improving the way the organization manages this activity. You will also need to review the organizations strategic plans and evaluate if the HR Activity under review is aligned with the strategic plans of the organization. (50 marks)
- In the constantly changing world, there are certain future directions that are anticipated for the field of human resources management as a profession. Conclude your answer by briefly mentioning which of these challenges may be the most challenging in the Greek context, specifically where high levels of labor unrest is commonplace. (50 marks)
(Total length of paper: 3,000 words)
Please use at least six (8) academic resources following the Harvard style. Your work will be tested for plagiarism via TurnitIn.
Learning Outcomes
Following successful completion of this module, the student should be able to:
- Evaluate key management theories, including Taylorism/ Scientific Management and the Human Relations approach.
- Identify key perspectives and concepts within organisational behaviour, including perception, motivation, communication, personality and group dynamics.
- Discuss the key areas within the HRM function, with reference to the CIPD Profession Map and its implications for personal and professional development.
- Explain the relationship between employees, managers, leaders, HRM professionals (and other stakeholders) and organisational change.
- Analyse the key components of career development and their contribution to individual and organisational performance.
Marking Criteria
For marking your work I shall take into account the following five main criteria: organisation and structure, research, analysis, subject knowledge, and presentation.
Organisation and Structure: The essay should be well organised and focused. It should have a clear structure (introduction, main body, and conclusion) and be coherent. It must demonstrate a logical development of the main ideas. You should make clear at the beginning what you are going to discuss and why, and adhere to this plan. (20 points)
Research: As essay should be engaging and should draw upon an appropriate number of textbooks, scholarly articles and resources recommended to you by your tutor. Your essay must show a strong understanding of IPE theories. (20 points)
Analysis: Your essay should demonstrate insightfulness, persuasiveness, and strong critical thinking, rather than simply describing some facts or recording information. You must use appropriate examples, case studies, etc., in support of your position. Evidence of originality of thought is needed to secure a high mark. (25 points)
Subject Knowledge: Your essay should reveal firm engagement and a high degree of familiarity with the subject. You must address all of the questions posed with convincing evidence. Everything written must be relevant to the topic and you should include your own points of view on the issue. (25 points)
Presentation: Your essay should be carefully written, with the fullest attention paid to clarity, accuracy of expression, layout, referencing, and proper use of paragraphs and punctuation. It should be free of spelling and grammatical errors. It must include a bibliography at the end, presented in alphabetical order. It is important that you print the word count at the top right of the title page. The word count should be the total number of words in the essay, including the title, but excluding the bibliography. (10 points)
UNDERGRADUATE/HIGHER NATIONAL PROGRAMMES – GENERIC CRITERIA
%
90 – 100 A quite exceptional and outstanding answer, providing insights which would not be available publicly, and would, with some editing, be publishable. In addition to the features of the next section, this range is distinguished by superior organisation, economic use of language and totally comprehensive, given the conditions of the exercise.
80 – 89 An answer which demonstrates an excellent understanding of the question and of the complexity of the issues involved. There is a sound basis of relevant factual knowledge and/or the theoretical issues involved. Most of the important issues are dealt with in a detailed, specific and systematic way. There is either some measure of original thinking in the answer or an accurate and comprehensive account is given in a way which demonstrates understanding, for example by structuring the material such that it could not have been based just on reproduction of lecture notes and programme material. Evidence of creativity, critical approach, and wide reading beyond the core subject matter.
70 – 79 As above but a slightly less consistently excellent level. Alternatively, this range of mark may be given for an answer which, while not having original insights, gives comprehensive and accurate coverage of the issues at a high level throughout the answer, without significant omissions or errors.
60 – 69 An answer which demonstrates a clear understanding of the question and grasp of the complexity of the issues involved. There is a sound basis of relevant factual knowledge and/or of theoretical issues involved, with few significant errors. The issues involved are dealt with in a systematic way. Some of the issues may be limited in critical approach, but organised to display a comprehensive understanding and factual information essentially complete.
50 – 59 An answer which demonstrates an understanding of the major or basic issues in the question. There is a basis of factual knowledge and/or of relevant theoretical issues. Although some errors may be present, the overall framework of the answer is sensible and accurate. Most of all the issues may be dealt with at the level of obviously available programme material given to the student. The answer shows planning in its construction, with a clear train of thought or development of argument present. Average competent performance, well presented, demonstrating understanding of most of the essential issues.
40 – 49 An answer which demonstrates a limited understanding of the major or basic issues in the question. There is some relevant factual knowledge and/or awareness of theoretical issues, but it is patchy. A few significant errors may be present. The answer is not well planned, with little development of argument, and often much irrelevant material is present. Lacks clarity of expression.
The lower range (40-45) would include an answer where relevant factual knowledge and/or awareness of theoretical issues is poor and confused, but not absent. Many significant errors may be present. The answer is poorly planned, with little clear train of thought or development of argument, and much of the answer may be irrelevant.
38 – 39 An answer which fails to demonstrate any appreciable understanding of the major issues or basic issues of the question. Relevant factual knowledge and/or awareness of theoretical issues, if present at all, is very poor and confused and very limited. Many significant errors may be present. Much or all of the answer may be irrelevant. Poorly organised and very limited in scope.
30 – 37 Attempts an answer, but relevant factual knowledge and/or awareness of theoretical issues is very poor and confused, and very limited with many significant errors.
10 – 29 Not clear that an answer is properly attempted. Only a few minor points made at all relevant to the answer and these may be superficial. Most material is irrelevant or incorrect.
1 – 9 An answer that is so short or irrelevant that only a few marks are justified. For example, one or two points may be made which show some peripheral awareness of certain possibly relevant issues.