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Session: 2022/23
Last modified: 06/01/2022 11:20:33
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Title of Module: The HR Function |
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Code: HURM08002 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Jude
Emelifeonwu |
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| Summary of Module |
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Hence, building on the fundamental understanding developed at level 7 (first year), this module further explores the role of HRM in an organisational context. This includes a critical discussion around the contribution HR departments make in order to support the achievement and exceeding of organisational performance as well as the meeting of organisational objectives.
Furthermore, the modules explores the extent to which the HR function has and will continue to evolve, as well as the degree to which it adds value, and how to measure such value in organisations.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Explain the purpose and key objectives of the HR function in contemporary organisations.
L2.
Describe how HR objectives are delivered in different organisations.
L3.
Define how the HR function can be evaluated in terms of value added and organisational performance.
L4.
Recognise the relationship between organisation performance and effective HR management and development. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Demonstrate and/or work with:
Knowledge that covers and integrates most of the principal areas,features, boundaries, terminology and conventions of HRM.
An understanding of the principal theories, concepts and principles.
Detailed knowledge and understanding in one or more specialisms some of which is informed by or at the forefront of HRM.
Knowledge and understanding of the ways in which the subject/discipline is developed, including a range of established techniques of enquiry or research methodologies. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Use a range of the principal skills, practices and/or materials associated with HRM.
Use a few skills, practices and/or materials which are specialised, advanced, or at the forefront of HRM.
Execute a defined project of research, development or investigation and identify and implement relevant outcomes.
Practise in a range of professional level contexts which include a degree of unpredictability and/or specialism. |
| Generic Cognitive skills |
SCQF Level 8.
Identify, define, and analyse professional level problems and issues.
Offer professional level insights, interpretations and solutions to problems and issues.
Review and consolidate knowledge, skills, practices and thinking in HRM.
Demonstrate some originality and creativity in dealing with professional level issues.
Make judgements where data/information is limited or comes from a range of sources. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a wide range of routine skills and some specialised skills in support of established practices in HRM, for example:
Make formal presentations about specialised topics to informed audiences.
Communicate with professional level peers, senior colleagues and specialists.
Use a range of software to support and enhance work at this level and specify refinements/improvements to software to increase effectiveness.
Interpret, use and evaluate a wide range of numerical and graphical data to set and achieve goals/targets. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in professional/equivalent activities.
Take significant responsibility for the work of others and for a range of resources.
Practise in ways which show a clear awareness of own and others’ roles and responsibilities.
Work effectively, under guidance, in a peer relationship with qualified practitioners.
Work with others to bring about change, development and/or new thinking.
Deal with complex ethical and professional issues in accordance with current professional and/or ethical codes or practices.
Recognise the limits of these codes and seek guidance where appropriate. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | Students must be enrolled on the BA(Hons) Business & HRM. |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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In line with UWS’ Curriculum Framework, providing a flexible and hybrid, student-centred and inclusive approach to learning and teaching, the module has been designed around the delivery of engaging, activity- and discussion-based workshops, nurtured by meaningful online content, including short videos, reading materials, quizzes, etc. This approach creates more flexibility for students, while also enhancing deeper learning through engagement with peers and teaching staff, both online and in the classroom. This is further supported by the assessment approach adopted, enabling students to develop both academic and employability-focused knowledge and skills within the human resource function — all aligned to the overarching purpose and aims of the programme.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Laboratory/Practical Demonstration/Workshop | 36 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Rees, G. and French, R. (2016) “Leading, Managing and Developing People”, 5th Edition, CIPD - Kogan Page, London
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of delivery in the module handbook and made available via Aula.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Management, Organisations & People |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Management, Organisations & People |
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| Moderator | Silvio Hofmann |
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| External Examiner | Linda Buchan |
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| Accreditation Details | |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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40% of the overall module mark will be accounted for by a group presentation.
Individuals who fail to pass this instrument of assessment will be required to undertake an individual written assessment of not less than 1,500 words. |
| 60% of the overall module mark will be accounted for by a an individual written report. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where required module assessment will be adapted to meet student requirements.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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