HRM

                                                                   HRM    

                                                          Learning Outcomes:

On completion of this assignment should be able to:

1.    To develop and demonstrate a broad understanding of the behavior of individuals and groups within organizations and factors that influence people’s behavior and performance in the workplace.

2.    Critically analyses and evaluate an organizations performance management systems and be able to effectively manage people and teams.

   Task and Guidance

Tasks:	REQUIRED: You have just been appointed to a new post in Human Resource Management in British Airways. You are asked, with the benefit of hindsight, to review and evaluate the changes of the past fifteen years and to assess the extent to which desired outcomes were achieved and maintained. Guidance:  The questions below are intended to help you locate your ideas in a theoretical framework and to help you to focus on some of the key issues BUT you are not directly answering these questions but the one above. §  What do you think were the ‘desired outcomes’ of the culture-change programme in British airways? §  What do you see as the main issues in the discussion between Mike, Deborah and Gillian? What views, if any, do they hold in common and what are the differences in their perspectives? What does this suggest about employee behaviour? §  Views are expressed about conflicts in work and in the relationship between work and non-work life. What are the main areas of conflict and are these alleviated or exacerbated by culture-change programmes §  Can the values of the corporate culture-change be reconciled with redundancies? Is Deborah right in suggesting it is hypocrisy of Mike in contending that it is not an issue? §  To what extent would it be true to say that culture-change programmes change appearances and promote conformity but do not affect the inner experience of employees?
Word limit:	3000 words + or – 10% (not including contents and reference list)
Reference List and resources	You need to support your work with reference to academic sources (e.g. books and journal articles) as well as examples of organisational good practice (e.g. practitioner magazine articles / websites – chosen carefully). Use Harvard referencing style (see the Learning Resources website: http://lrweb.beds.ac.uk/guides/referencing).
Assessment Criteria:	Assessment will be undertaken using the attached rubric.

	Generic Learning             Outcomes
			70%+	60-69%	50-59%	40-49%	0-39%
		Characteristics of student achievement per mark band →	Work of a distinguished quality	Work of a commendable category	Sound work	Broadly satisfactory work	Work that falls short of the threshold standards
Knowledge and Understanding	Knowledge and Understanding	Has detailed knowledge of well-established theories and concepts. Demonstrates an awareness of different ideas, contexts and frameworks and recognises those areas where the knowledge base is most/least secure.	Provides a broad and detailed knowledge of major theories of the discipline(s) and a distinguished grasp of a variety of ideas, contexts and frameworks.	Provides a strong detailed knowledge of major theories of the discipline(s) and an assured grasp of a variety of ideas, contexts and frameworks.	Provides a firm and detailed knowledge of major theories of the discipline(s) and a sound awareness of a variety of ideas, contexts and frameworks with no serious inaccuracies.	Provides a broadly satisfactory knowledge of major theories of the discipline(s) and a broadly satisfactory awareness of ideas, contexts and frameworks with no serious inaccuracies.	Fails to display an adequate knowledge of relevant theories, ideas, contexts and frameworks. Work contains an unacceptable level of misunderstanding of key concepts, principles and theories.
Cognitive Skills	Conceptualisation and Critical Thinking	Identifies and communicates principles and concepts derived from underlying knowledge frameworks and approaches, and recognises competing perspectives.	Demonstrates a rigorous and broad grasp of relevant principles, concepts and competing perspectives and clearly identifies and communicates these effectively.	Demonstrates a strong grasp of relevant principles, concepts, and competing perspectives and clearly identifies and communicate these effectively.	Demonstrates a firm grasp of relevant principles concepts, and competing perspectives and the ability to identify and communicate these.	Demonstrates an adequate grasp of relevant principles and concepts.	Limited grasp of relevant principles and concepts.
	Problem Solving, Research and Enquiry	Designs research to provide new information and/or explores new or existing data to identify patterns and relationships. Uses appropriate theoretical models to judge the significance of the data collected. Recognises the limitations of the enquiry.	Uses discipline-related resources in a confident and distinguished manner. Manages information (including referencing resources), collects appropriate data from an extensive range of resources and develops strong research and problem solving strategies.	Uses discipline-related resources a commendable manner.  Manages information (including referencing resources), collects appropriate data from a wide range of resources and develops strong research and problem solving strategies.	Uses discipline-related resources in a sound manner.  Manages information (including referencing resources), collects appropriate data from a range of resources and develops appropriate research and problem solving strategies.	Uses discipline-related resources but with some limitations.  Manages information (including referencing resources), collects appropriate data from a limited range of resources and develops appropriate research and problem solving strategies.	Fails to use discipline-related resources in an adequate manner. Fails to demonstrate an adequate ability to manage information (including referencing resources), collect appropriate data and undertake research tasks or solve problems.
	Performance	Analyses work processes and suggest improvements to own and/or others’ performance.	Critically analyses work processes to identify and embed highly effective improvements for others and/or own performance	Analyses work processes to identify and instigate effective improvements for others and/or own performance.	Reviews work processes to identify clear improvements for others and/or own performance.	Reviews work processes to identify and describe a range of improvements for others and/or own performance.	Fails to review work processes or to describe improvements for others and/or own performance.
	Ethical awareness and application	Is aware of the wider social and environmental implications of area(s) of study and debates issues in relation to general ethical perspectives.	Where appropriate demonstrates a very strong awareness of the wider social and environmental implications of area(s) of study and is able to debate these issues strongly and competently in relation to more general ethical perspectives.	Where appropriate demonstrates a commendable awareness of the wider social and environmental implications of area(s) of study and is able to debate these issues strongly in relation to more general ethical perspectives.	Where appropriate demonstrates a sound awareness of the wider social and environmental implications of area(s) of study and is able to debate these issues in relation to more general ethical perspectives.	Where appropriate demonstrates adequate awareness of the wider social and environmental implications of area(s) of study and is able to satisfactorily debate these issues in relation to more general ethical perspectives	Fails to demonstrate adequate awareness of the wider social and environmental implications of area(s) of study and is unable to debate these issues adequately.

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