Module Descriptors

This module is designed to meet the requirements of Reward Management and Performance Management, modules in the CIPD Advanced Level specifications.

The reward aspect examines reward in an organisational and international context and provides learners with the knowledge and understanding of environments in which reward professionals plan, implement and evaluate employee reward policies to support strategic organisational goals.

The performance management aspect provides learners with the knowledge and understanding of the role of performance management in supporting the strategic objectives of the organisation in different business environments; how the performance of people can be enhanced and inspired by leadership and direction and how it contributes to high-performance work organisations. Reward and performance management are inextricably bound and thus this will be the learning focus adopted by this module. Critical reflection on theory and practice from an ethical and professional standpoint and for continuous professional development is required.

The module has been designed with our HRM students in mind, where the roles HR staff, managers and others have in both measuring and managing performance and applying meaningful rewards is covered, such as line managers, consultants and HR specialists, leading to meeting the university’s ‘I am UWS’ graduate attributes:

• Universal: supporting students in becoming critical thinkers, who can demonstrate analytical and collaborative skills;
• Work-ready: developing motivated, ambitious and knowledgeable future professionals, with effective communication skills;
• Successful: helping our students to be autonomous, resilient and transformational individuals who have the drive to succeed in their future careers.

On successful completion of this module the student will be able to:

L1. Critically analyse the relationship between the environment, strategy and systems of performance and reward management.

L2. Critically evaluate the conceptual apparatus and theoretical debates informing performance and reward management in an organisational and international context

L3. Design, plan and communicate effective performance and reward management policies and practices to improve organisational and employee performance.

L4. Systematically decide and communicate strategic performance aims, objectives, priorities and targets.

Understanding and critical evaluation of Reward and Performance Management in an organisational and national context. Understand and critically evaluate the links between Reward and Performance Management, supporting strategic organisational goals, added value and competitive advantage in an organisational and national context.

Synthesis, interpretation and explanation of the key concepts of Reward and Performance Management contribution in organisations. Design internally consistent reward and performance structures that recognise labour market and equity constraints. Producing documents and presentations based on research from primary and secondary information drawn from a variety of reputable academic and business sources, including electronic journals and the CIPD website.

Critical analysis, evaluation and synthesis of the key concepts of Reward and Performance Management in contemporary organisations. Collating, analysing and interpreting information from a variety of sources, including academic research publications. Carrying out research from a variety of reputable academic and business sources. Presenting and evaluating information, arguments and ideas on the contemporary context and themes of Reward and Performance Management.

Using information technology applications to produce and deliver competent documents and presentations in an appropriate written and oral business format. Using numerical and graphical data, in the written report, where available and appropriate to describe and interpret Reward and Performance Managementthemes, organisational issues and impact. Utilising the VLE discussion board, or Twitter, in preparation for formative tutorial sessions.

Exercising independence and initiative in preparing assessed work, while systematically identifying and addressing their own learning needs. Planning, organising and prioritizing personal and group workload. Demonstrating initiative in carrying out research and participating in group work. Providing evidence of reflection on own role and contribution in formative group work.

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

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

1.04

1. More than one assessment method can be used to assess individual learning outcomes.
2. 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.