Human Resource Management – HR Practice
Order Description

Page 1 of 5
Graduate Diploma in Human Resource Management
Human Resource Practice
Written Assignment
Date for Submission: 21st October 2015 (13:59 BST)
Page 2 of 5
Assignment Brief
As part of the formal assessment for the Graduate Diploma in Human Resource Management you are required to submit an H R Practice module assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.
Learning Outcomes:
After completing the module you should be able to:
1. Critically analyse the role of the HR practitioner.
2. Demonstrate the contribution of HRM to business performance and efficiency.
3. Analyse methods to assess the performance of HRM.
4. Adapt HR processes in response to international operations.
Assignment Task
Read the case study regarding The Big Lottery Fund [TBLF] (Boylan 2009) – attached.
Consider the situation and circumstances in which TBLF operates; focus on the content and theory of module 1 regarding Human Resource Practice to answer the following:
a. Consider the role an HR practitioner may adopt to contribute to an organizations overall business performance and efficiency? Analyse how this support may enable TBLF to achieve a productive and motivated workforce (25%)
b. Analyse how TBLF may assess the contribution of its own HR function in relation to supporting its business performance and efficiency, to include creating a productive and motivated workforce.
(25%)
c. TBLF presently operates solely within the UK how would the HR processes need to be developed should the operations be extended to include Europe?
(25%)
d. Summarize the key elements of your observations a, b and c regarding TBLF – construct a persuasive recommendation for other organizations that illustrates how improved business performance may be achieved by adopting strategic HRM practices, such as supporting a strategic goal of employee engagement.
(25%)
References:
Boyal J. The Big Lottery Fund 2009 [online]. London: The Big Lottery Fund
Page 3 of 5
Guidelines:
You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the Harvard system. The My Study Skills Area contains the following useful resources; Study Skills Guide (containing a Harvard Referencing section) and a Harvard Referencing Interactive Tutorial. You must use the Harvard Referencing method in your assignment.
Additional notes:
Word count: 2500 words (maximum)
Please note that exceeding the word count will result in a reduction in grade proportionate to the number of words used in excess of the permitted limit.
The word count excludes the title page, executive summary, reference list and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count. Printed words include those contained within charts and tables. See ‘Word Count Policy’ on the homepage of this module for more information.
Assignments submitted late will be marked as a 0% fail, unless you have withdrawn your intent to submit for this module in advance of the deadline.
Your assessment should be submitted as a single word or pdf file. For more information please see the “Guide to Submitting an Assignment” document available on the module page on iLearn.
You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is on the homepage of your module and also in the Induction Area).
Page 4 of 5
Assessment Criteria (Learning objectives covered – all)
Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Mark Bands Outcome Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2) Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills Characteristics of Student Achievement by Marking Band 90-100%
Achieves module outcome(s) related to GLO at this level
Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. Work may be considered for publication by either RDI or the validating partner
Exceptional management of learning resources, with a higher degree of autonomy/exploration that clearly exceeds the assessment brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills. Work may be considered for publication by either RDI or the validating partner 80-89%
Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy
Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the assessment brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding team/practical/professional skills 70-79%
Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ethics of discipline with considerable originality
Excellent management of learning resources, with degree of autonomy/research that may exceed the assessment brief. Structured and creative expression. Very good academic/ intellectual skills and practical/team/professional/problem-solving skills 60-69%
Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ethics of discipline with some originality
Good management of learning resources, with consistent self-directed research. Structured and accurate expression. Good academic/intellectual skills and team/practical/ professional/problem solving skills 50-59%
Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ethics of discipline
Satisfactory management of learning resources. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic/ intellectual skills going beyond description at times. Satisfactory team/practical/professional/problem-solving skills 40-49%
A marginal pass in module outcome(s) related to GLO at this level
Basic knowledge base with some omissions at the level of theoretical/ethical issues. Restricted ability to discuss theory and/or or solve problems in discipline
Basic use of learning resources with little autonomy. Some difficulties with academic/intellectual skills. Some difficulty with structure/accuracy in expression, but evidence of developing team/practical/professional/problem-solving skills 30-39%
A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Satisfies qualifying mark
Limited knowledge base. Limited understanding of discipline/ethical issues. Difficulty with theory and problem solving in discipline
Limited use of learning resources. Unable to work autonomously. Little input to teams. Weak academic/ intellectual skills. Still mainly descriptive. General difficulty with structure/accuracy in expression. Practical/professional/ problem-solving skills that are not yet secure 20-29%
Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available
Little evidence of knowledge base. Little evidence of understanding of discipline/ethical issues. Significant difficulty with theory and problem solving in discipline
Little evidence of use of learning resources. Unable to work autonomously. Little input to teams. Very weak academic/ intellectual skills. Work significantly descriptive. Significant difficulty with structure/accuracy in expression. Little evidence of practical/professional/problem-solving skills 10-19%
Inadequate knowledge base. Inadequate understanding of discipline/ethical issues. Major difficulty with theory and problem solving in discipline
Inadequate use of learning resources. Unable to work autonomously. Inadequate input to teams. Extremely weak academic/intellectual skills. Work significantly descriptive. Major difficulty with structure/accuracy in expression. Inadequate practical/professional/ problem-solving skills
Page 5 of 5
1-9%
No evidence of knowledge base; no evidence of understanding of discipline/ethical issues. Total inability with theory and problem solving in discipline
No evidence of use of learning resources. Completely unable to work autonomously. No evidence of input to teams. No evidence of academic/intellectual skills. Work wholly descriptive. Incoherent structure/accuracy and expression. No evidence of practical/professional/ problem-solving skills 0%
Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes