Human Resource Management System


INTRODUCTION TO HUMAN RESOURCE MANAGEMENT SYSTEM

Task & Guidance


Tasks:
a)     Critically explain how you, as a manager, would develop a culture of professionalism, mutual trust, respect, and support within your area of responsibility. (50 marks)

b)    Critically discuss the extent to which effective leadership facilitates the achievement of strategic goals of the organisation.Discuss the challenges which impact on the HR Professionals ability to make an effective contribution at the strategic apex of the organisation.(50 marks)
                                                                      (100 marks)
Word limit:
3000 words + or – 10% (not including contents and reference list)
Reference List and resources
You need to support your work with reference to academic sources (e.g. books and journal articles) as well as examples of organisational good practice (e.g. practitioner magazine articles / websites – chosen carefully). Use Harvard referencing style (see the Learning Resources website: http://lrweb.beds.ac.uk/guides/referencing).
Submission:
The deadline for the assessment is10th of May 2018.  Reports are to be submitted via EMA link under Assessment and feedback section
Assessment Criteria:
Assessment will be undertaken using the attached rubric
Feedback:
Feedback and provisional grades will be available on Grade Centre before 28th of May 2018







Generic Learning Outcomes


70%+
60-69%
50-59%
40-49%
0-39%
Characteristics of student achievement per mark band →
Work of a distinguished quality
Work of a commendable category
Sound work
Broadly satisfactory work
Work that falls short of the threshold standards
Knowledge and Understanding
Knowledge and Understanding
Has detailed knowledge of well-established theories and concepts.
Demonstrates an awareness of different ideas, contexts and frameworks and recognises those areas where the knowledge base is most/least secure.
Provides a broad and detailed knowledge of major theories of the discipline(s) and a distinguished grasp of a variety of ideas, contexts and frameworks.
Provides a strong detailed knowledge of major theories of the discipline(s) and an assured grasp of a variety of ideas, contexts and frameworks.
Provides a firm and detailed knowledge of major theories of the discipline(s) and a sound awareness of a variety of ideas, contexts and frameworks with no serious inaccuracies.
Provides a broadly satisfactory knowledge of major theories of the discipline(s) and a broadly satisfactory awareness of ideas, contexts and frameworks with no serious inaccuracies.
Fails to display an adequate knowledge of relevant theories, ideas, contexts and frameworks. Work contains an unacceptable level of misunderstanding of key concepts, principles and theories.
Cognitive Skills
Conceptualisation and Critical Thinking
Identifies and communicates principles and concepts derived from underlying knowledge frameworks and approaches, and recognises competing perspectives.
Demonstrates a rigorous and broad grasp of relevant principles, concepts and competing perspectives and clearly identifies and communicates these effectively.
Demonstrates a strong grasp of relevant principles, concepts, and competing perspectives and clearly identifies and communicate these effectively.
Demonstrates a firm grasp of relevant principles concepts, and competing perspectives and the ability to identify and communicate these.
Demonstrates an adequate grasp of relevant principles and concepts.
Limited grasp of relevant principles and concepts.
Problem Solving, Research and Enquiry
Designs research to provide new information and/or explores new or existing data to identify patterns and relationships.
Uses appropriate theoretical models to judge the significance of the data collected.
Recognises the limitations of the enquiry.
Uses discipline-related resources in a confident and distinguished manner. Manages information (including referencing resources), collects appropriate data from an extensive range of resources and develops strong research and problem solving strategies.
Uses discipline-related resources a commendable manner.  Manages information (including referencing resources), collects appropriate data from a wide range of resources and develops strong research and problem solving strategies.
Uses discipline-related resources in a sound manner.  Manages information (including referencing resources), collects appropriate data from a range of resources and develops appropriate research and problem solving strategies.
Uses discipline-related resources but with some limitations.  Manages information (including referencing resources), collects appropriate data from a limited range of resources and develops appropriate research and problem solving strategies.
Fails to use discipline-related resources in an adequate manner. Fails to demonstrate an adequate ability to manage information (including referencing resources), collect appropriate data and undertake research tasks or solve problems.
Performance
Analyses work processes and suggest improvements to own and/or others’ performance.
Critically analyses work processes to identify and embed highly effective improvements for others and/or own performance
Analyses work processes to identify and instigate effective improvements for others and/or own performance.
Reviews work processes to identify clear improvements for others and/or own performance.
Reviews work processes to identify and describe a range of improvements for others and/or own performance.
Fails to review work processes or to describe improvements for others and/or own performance.

Ethical awareness and application

Is aware of the wider social and environmental implications of area(s) of study and debates issues in relation to general ethical perspectives.
Where appropriate demonstrates a very strong awareness of the wider social and environmental implications of area(s) of study and is able to debate these issues strongly and competently in relation to more general ethical perspectives.
Where appropriate demonstrates a commendable awareness of the wider social and environmental implications of area(s) of study and is able to debate these issues strongly in relation to more general ethical perspectives.
Where appropriate demonstrates a sound awareness of the wider social and environmental implications of area(s) of study and is able to debate these issues in relation to more general ethical perspectives.
Where appropriate demonstrates adequate awareness of the wider social and environmental implications of area(s) of study and is able to satisfactorily debate these issues in relation to more general ethical perspectives
Fails to demonstrate adequate awareness of the wider social and environmental implications of area(s) of study and is unable to debate these issues adequately.

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