This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 28/03/2022 16:04:41
|
Title of Module: Introduction to Human Resources |
|---|
|
Code: LNDN07004 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Business & Creative Industries |
|---|
| Module Co-ordinator: | Claire
English |
|---|
| Summary of Module |
|---|
Many organisations claim that their employees are their most valuable asset. And for this reason, effective management of human resources is essential for every company. Human resources helps in structuring teams, it builds the organisations culture and it helps people with engagement and development. Human resource management creates a lot of difference in enhancing the productivity, general happiness and overall wellbeing of employees.
Importantly, the module assumes that managing people is something that all managers do – it is not simply a specialist function left to what used to be called the ‘personnel department’. Indeed, survey evidence reveals managers at all levels and within all functional specialisms are having to take much more direct responsibility for people management issues. This means that line managers (from supervisors upwards) are performing many of the tasks that traditionally were once seen as ‘specialist’ and undertaken only by personnel officers. For instance, all managers are likely to play a central part in the selection of their staff, appraising them, deciding on their development needs, setting their pay levels, and disciplining and dismissing them. These are key areas of people management that require knowledge because getting it wrong is costly to all concerned: the employee, the manager and the organisation.
- Throughout the module you will be encouraged to evaluate critically the theories and practices that you encounter in the lectures, seminars and recommended reading.
- Do not take anything at face value – question the reasons and motivations behind particular points of view, and think of alternative explanations.
- To use these critical skills is precisely the reason you are at University.
- Your role is to inquire, question, evaluate the evidence and decide which theories, ideas and views you are most convinced by.
- This helps train your analytical skills and is the hallmark of an excellent student.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Explain the basic underpinning Human Resource Management and its importance to organisational success
L2.
Identify the main operational functions of HRM, including recruitment and selection, employee engagement, induction and learning and development
L3.
Interrogate some of the main issues in HR management (how to ensure positive equality and diversity outcomes, how to set targets that fit with organisational strategy and ensure they are met etc)
L4.
Apply the concepts taught in class to case study examples in order to solve human resource problems |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 7.
Developing awareness and understanding of the foundations and operational functions of HRM in changing work contexts. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Using frameworks and techniques to describe and explain real-life work situations nationally and globablly. |
| Generic Cognitive skills |
SCQF Level 7.
The ability to present and assess arguments about different approaches to HRM foundations and operational functions. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Use of relevant information technology applications to produce and present documents in an appropriate form and to communicate with peers in group exercises and lead on student led classes. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Use initiative and discretion in the production of work both individually and collectively within classes. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| 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 international business — all aligned to the overarching purpose and aims of the programme. |
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) |
| Lecture/Core Content Delivery | 36 |
| Independent Study | 164 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Leatherbarrow, C. and Fletcher, J., (2018), "Introduction to Human Resource Management: A Guide to HR in Practice", (4th 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 VLE.
|
|
(**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)
|
| Engagement Requirements |
|---|
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 |
[Top of Page]
Supplemental Information
| Programme Board | Marketing, Innovation, Tourism & Events |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | TBC |
|---|
| Moderator | TBC |
|---|
| External Examiner | TBC |
|---|
| Accreditation Details | |
|---|
| Version Number | 1 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| 30% of the overall module assessment will be accounted for by a series of online class test. |
| 70% of the overall module assessment will be accounted for by an individual written essay |
(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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|