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Session: 2022/23
Last modified: 25/02/2022 12:41:03
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Title of Module: Leading and Managing People |
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Code: HURM11003 |
SCQF Level: 11
(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: | Catherine
Clark |
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| Summary of Module |
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This module is designed to meet the requirements of the CIPD Leading, Managing and Developing People module.
This module aims to provide students with a rigorous framework of knowledge and understanding concerning people management and development that they will require, regardless of the area of specialisation they later elect to follow.
The module seeks to familiarise students with major contemporary research evidence on employment and effective approaches to human resource (HR) and learning and development (L&D) practice. Research focusing on the links between people management practices and positive organisational outcomes is covered, as is research that highlights major contemporary changes and developments in practice.
The module introduces students to major debates surrounding theory and practice in the specific fields of leadership, flexibility and change management, the aim being to help students become effective managers as well as effective HR specialists, managing others fairly and effectively and increasing levels of engagement, commitment, motivation and performance.
The module also introduces the major aims of HR and L&D and explores how these are achieved in practice in different types of organisational scenario.
Finally, the module requires students to reflect critically on theory and practice from an ethical and professional standpoint and provides opportunities for applied learning and continuous professional development.
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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.
Review and critically evaluate contemporary research and debates in the areas of human resource management (HRM) and human resource development (HRD).
L2.
Critically discuss and evaluate the aims and objectives of the HRM and HRD functions and assess how a professional and ethical approach to these can be promoted in organisations.
L3.
Debate and critically evaluate the characteristics of effective leadership and the methods used to develop leaders in organisations.
L4.
Understand and analyse the role of HR and its contribution to managing contemporary business issues, flexible working, and effective change management in a variety of organisational contexts
L5.
Evaluate major theories relating to motivation, commitment and engagement at work and how these are put into practice by organisations. |
| 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 11.
Display a critical awareness of the key concepts of the roles and responsibilities of HRM and HRD professionals.
Demonstrate a critical understanding of the key theories, concepts and principles on HRM / HRD and particularly in the area of leading and managing people.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use and practice a range of continuous improvement tools relevant to analysing the context within which a business / HRM / HRD professional operate.
Use a significant range of specialised techniques and applications relevant to the skills required in leading and managing people. |
| Generic Cognitive skills |
SCQF Level 11.
Undertake critical analysis of complex ideas, concepts, information and issues within HRM and HRD.
Critically reviewing and consolidating knowledge, skills and practices and thinking relating to the leading and managing people in organisations.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Utilise a range of software and numerical skills to enhance synthesis and analysis of key data.
Understand the role and challenges of measurement in assessing the contribution of HRM/HRD to organisational effectiveness. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in learning through the course curriculum at a professional level. |
| 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: | |
| 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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| The learning and teaching activities developed for the module were crafted in accordance with the UWS Education Enabling plan in terms of providing variety in learning and assessment practice and engaging students in learning practices. The formative and summative learning and teaching activities and assessment instruments are adopted with the aim of providing learners with the opportunity to manage partnerships with fellow students in informal group activities and to develop autonomous engagement in the coursework. The instruments of assessment are combined to provide learners with externally facing workplace relevant knowledge that is enhanced by a commitment to scholarly practice that enriches competence and resilience. Students will gain core knowledge in interactive activities and apply that knowledge in student led tutorials. |
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 |
| Asynchronous Class Activity | 12 |
| Independent Study | 152 |
| 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., & FRENCH.R. (2016) Leading, Managing and Developing People 5th ed. London: Kogan Page.
Further suggested reading:
Armstrong, M., & Taylor, S. (2017). Armstrong’s Handbook of Human Resource Practice, 14th ed. London: Kogan Page.
Raynar, C. & Adam-Smith, D.W. (2009). Managing and Leading People 2nd ed. London: Kogan Page
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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 | Shuai Zhang |
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| External Examiner | S Tyrrell |
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| Accreditation Details | Chartered Institute of Personnel and Development |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Individual presentation worth 40% of the overall mark |
| Individual report worth 60% of the overall mark |
(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.
http://www.uws.ac.uk/equality/
UWS Equality and Diversity Policy
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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