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Managing People

Module Handbook – Semester 2

Module Code: 20/21-BS2542, 2567, 2583

2021-2022

INDEX

Table of Contents

INDEX. 2

Course Team and Contact Details. 3

Teaching Dates. 3

Aims of the Module. 3

Learning Outcomes. 3

A.    Knowledge and Understanding: 3

B.    Intellectual Skills: 3

C.    Discipline-Specific Skills: 4

D.    Transferable Skills: 4

E:  Public value attributes. 4

. 5

Module Delivery. 5

Course Outline and Reading List. 6

Week 1 – 31st January: Performance Appraisals. 6

Week 2 – 7th February – Work and life balance. 7

Week 3 – 14th February: Organisational Culture and Feedback Session. 7

Week 4 – 21st February: Involvement and Participation. 7

Week 6 – 7th March: Diversity and Inclusion. 7

Week 7:  14th March: Employee Relations. 8

Week 8 – 21st March: Managing the Gig Economy. 8

Week 9 – 28th March: Gender Pay Gaps. 8

Week 10 – 25th April – Q&A – preparing for the assignment. 8

Week 11 – 2nd May: Assignment time. 8

Week 12 – 9th May: Revision Week. 8

Preliminary Reading List. 9

Key textbooks. 9

Additional useful texts. 9

Recommended Journals and Websites: 10

Online Submission Deadline: 11

Exceeding word limits: 11

SEMESTER 2 – ASSESSMENT 1. 12

Case study report. 12

Taff Business School (TBS), Southeast Wales. 12

Context. 12

ASSIGNMENT INSTRUCTIONS: 12

Case Study Assignment marking criteria. 13

SEMESTER 2 – ASSESSMENT 2. 14

Essay Questions. 14

Essay marking criteria. 14

Useful links. 15

Cardiff Academic Study Skills and Mentoring. 15

University Library Service. 15

Aberconway Library enquiries. 15

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Course Team and Contact Details

Module Coordinator:

Dr Alison Parken | email: parkena@cardiff.ac.uk

Teaching Team:         Zoë-Lisa Blackler

Luciana Zorzoli

 

 


Teaching Dates

Spring – Semester 2:              31st January 2022 – 9th May 2022

Please note that during the “reading weeks”, there are no recorded or online classes taking place. This time is given to catch up with study materials and assessment.

As ensuring the safety and welfare of Cardiff staff and students is the University priority, changes might be needed in the timetable. Every student can be reassured that there is close monitoring of the coronavirus (COVID-19) situation. Updates can be found here (https://www.cardiff.ac.uk/coronavirus).


Aims of the Module

This module aims to provide students with the knowledge and skills needed to manage people in contemporary organisations. The programme of study will develop understanding of (1) the core people management practices or ‘toolkit’ used in managing people; (2) how people management can support organisational performance and employee wellbeing; (3) how human resource (HR) models and practices can be applied to address contemporary issues in people management. The module is also designed to enhance students’ career prospects.

 


Learning Outcomes

On completion of the module, students should be able to:

A.  Knowledge and Understanding:

Demonstrate understanding of the key issues involved in managing people.

Undertake evidence-based choices when applying theory and practice to address these issues.

Identify and understand the principal debates in the field of Human Resource Management.

B.    Intellectual Skills:

Compare and contrast theoretical explanations.

Discuss the relevance of theory on the basis of empirical research.

Use empirical evidence to debate how approaches to management practice can be applied.

Analyse and synthesise information.

Sustain a logical argument and defend conclusions.

C.  Discipline-Specific Skills:

Consider a broad range of views in dealing with contemporary people-management issues.

Analyse organisational context to make informed decisions.

Anticipate the impact of decisions on employee performance and wellbeing. Recognise potential implementation issues facing managers.

D.  Transferable Skills:

Find, manage, appraise and utilise information and data. Develop effective oral and written skills.

Communicate effectively to managerial audiences in formal and informal settings.

E:  Public value attributes

Awareness of social and individual costs to achieving work-based outcomes. Develop a sense of empathy for others at work.

Consider the broader implications of process change on society and the environment. Application of dignity and respect for all regardless of demographic, social or religious affiliation.

Develop a holistic view of employees’ lives, ensuring ‘space’ is provided to meet family, individual and social needs.

By the end of each term and the academic year students should be able to:

Evaluate how key people-management practices can be appropriately utilised in contemporary organisations.

Undertake management research to make evidence-informed decisions on people- management practices.

Apply reflective learning techniques to better manage people. Demonstrate employability skills.


Module Delivery

The module will be delivered following the university’s ‘Principled Approach to Online Learning’ focusing on quality, providing clarity and structure, and ensuring accessibility. Our blended approach provides access to recorded content and regular face-to-face interactions, offering students a Weekly Module Map containing all the details for each week’s work and materials.

All module materials will be available on Learning Central, including the module announcements, the module overview, the reading list, and assessment criteria plus each semester schedule.

Lectures

The course will be delivered weekly, asynchronous, through videos available at Learning Central. Each week will present and address one topic of interest. Please view these on a Monday (or before the Thursday engagement hour).

A weekly Face to Face engagement hour will explore the topic in greater detail and may include additional information. Engagement Hour – Thursdays @ 16.00 in the Julian Hodge Lecture Theatre.

We will also address live and Forum questions. These sessions aim to give all students the chance to discuss any concerns and queries.

Tutorials:

Following the course outline, students will work on two synchronous tutorials in Semester 2. These sessions aim is to deliver live interactive group/cohort-based activities.

Additional support:

Students are always welcome to discuss any points of concern by in the Module Discussion Board in Learning Central. Questions posted to the message board are often frequently asked questions, therefore answers will be available to the whole cohort on the message board.

Module Weekly Planner

 


Course Outline and Reading List

Syllabus overview Spring (Semester 2) – Weekly Outline:

WeekDateTopic  Led by
131/01/22Performance AppraisalsZoë-Lisa Blackler/Alison Parken
207/02/22Work and life balanceZoë-Lisa Blackler /Alison Parken      
314/02/22Organisational Culture / Feedback Session  Zoë-Lisa Blackler/Alison Parken  
421/02/22Involvement and Participation   TUTORIAL 1 – TBCZoë-Lisa Blackler/ Alison Parken      
528/02/22Reading Week
607/03/22Diversity and InclusionLuciana Zorzoli /Alison Parken
714/03/22Employee RelationsLuciana Zorzoli /Alison Parken
821/03/22Managing the ‘Gig Economy’  Luciana Zorzoli /Alison Parken  
928/03/22Q and A for Assignment/Essays   TUTORIAL 2 – TBCAlison Parken
  Easter Recess 4th-24th April
1025/04/22Gender Pay GapsAlison Parken
1102/05/22Assignment Time 
1209/05/22Revision Week 

Week 1 – 31st January: Performance Appraisals

In this Lecture, key developments in the practice of performance appraisal will be reviewed, departing from a brief history of performance appraisal to then present current practice.

Preliminary reading:

Brown, M. and Redman, T. (2017). ‘Performance Appraisal’ in Redman, T. and Wilkinson, A. eds. Contemporary Human Resource Management: Text and Cases (Chapter 7)

Week 2 – 7th February – Work and life balance

The Lecture considers the work-life balance issues (concerning work, private life and family life) departing from a presentation of work-life balance discourses and key aspects.

Preliminary reading:

Kirton, Gill ‘Work-Life balance: National regimes, organisational policies and individual choices’ (2017).in Wilkinson, A., Redman, T. and Dundon, T. eds. Contemporary Human Resource Management: Text and Cases (Chapter 13).

Gregory, A., and Milner, S. (2009). ‘Work-life Balance: A Matter of Choice? Gender, Work and Organization Vol. 16 (1): 1-13.

 

Week 3 – 14th February: Organisational Culture and Feedback Session

The Lecture considers theory and research in organisational culture, discussing the links between culture and human resource management.

Preliminary reading:

Cheyne A. and Loan-Clarke J. (2017) ‘Organisational and Corporate culture’ in Redman, T. and Wilkinson, A. eds. Contemporary Human Resource Management: Text and Cases (Chapter 9).

 

Week 4 – 21st February: Involvement and Participation

The Lecture will define Employee Involvement and Participation (EIP), the importance of its contextual factors and the types of schemes used in practice.

Preliminary reading:

Dundon, T. and Wilkinson, T. (2017). ‘Employee Involvement and Participation’ in Wilkinson, A., Redman, T. and Dundon, T. eds. Contemporary Human Resource Management: Text and Cases (Chapter 16).

Text Box: Week 5 (28th February  )	READING WEEK

 

Week 6 – 7th March: Diversity and Inclusion

This Lecture presents the principles behind the managing diversity approach and examines key issues and tensions around diversity debates. Following Cassell’s chapter, the principles of managing diversity strategies are discussed, together with some of the techniques and tools that managers can use to this end.

Preliminary reading:

Cassell, C. (2017). ‘Managing Diversity’ in Wilkinson, A., Redman, T. and Dundon, T. eds. Contemporary Human Resource Management: Text and Cases (Chapter 12).

Week 7:  14th March: Employee Relations

This Lecture will present the study of Employment Relations, its actors (employers, employees and their organisations, and third parties -as the State); and issues as employee rights at work, collective bargaining, and conflict.

Preliminary reading:

Geraint, H. and Turnbull, P. ‘Employee Relations’ (2017). in Wilkinson, A., Redman, T., and Dundon, T. eds. Contemporary Human Resource Management: Text and Cases (Chapter 8).

Rose, E.  (2001).  Chapter 1: ‘The nature and  context  of  employment  relations’    in Employment Relations, Pearson Education.

Week 8 – 21st March: Managing the Gig Economy

This Lecture will present some of the issues associated with the emergence of the ‘gig economy’ while examining the impact that ‘algorithmic management’ has on the working relationship between ‘gig workers’ and platforms.

Preliminary reading:

Duggan, Sherman, Carbery, McDonnell (2020). ‘Algorithmic management and app‐work in the gig economy: A research agenda for employment relations and HRM’. Human Resource Management Journal. Vol 30: pp.114– 132.

 

Week 9 – 28th March: Q&A – preparing for the assignment

 

Easter Recess 4th April – 24th April

Week 10 – 25th April – Gender Pay Gaps

                This lecture will discuss causes of the gender pay gap, recent regulations at the    UK        and county level to address inequalities and how they have been applied in the           workplace.

            Preliminary Reading: Jones, L. and Bazeley, A. (2021). Gender Pay Gap Reporting:             A Comparative Analysis. London: Thomas Reuters Foundation

https://www.kcl.ac.uk/giwl/assets/gender-pay-gap-reporting-a-comparative-analysis.pdf

Week 11 – 2nd May: Assignment time

Week 12 – 9th May: Revision Week


 


Preliminary Reading List

In each semester, students will be provided with a list of key and advanced readings for each Lecture. We recommend that you first become familiar with the recommended textbook chapters, which tend to offer a general overview of the topic. Thereafter, select those papers of interest to you. In some cases, you may simply read the abstract, introduction and concluding sections of the recommended articles.

For those who wish to achieve a good grade classification, you will need to undertake an in-depth review of the recommended articles, reading the whole of the paper, noting the research context and limitations of the evidence provided. You will also need to grasp some of the more challenging readings on the list.

Try and ‘get to know’ the names of key scholars in each subject area. Some students find that visualising writers can help them remember key names (if you can – do a web search to see what key authors look like). Providing appropriate reference support is one of the important aspects of achieving a good classification when writing essays and submitting assignments.

Recorded Lectures are developed from a basic foundation. However, it is important students do the preliminary readings to follow the week work properly. In addition, specific references will be provided at the end of each Lecture to help students to develop their understanding in each one of the covered topics.

Key textbooks

  1. Wilkinson, Adrian, Tom Redman, and Tony Dundon, eds. (2017).  Contemporary Human Resource Management: Text and Cases (Fifth Edition), Pearson Education.

This is the key text for this module. It provides a good overview of HRM and illustrates the main issues concerning contemporary organisations.

Additional useful texts

It is not recommended that you read all these texts, but they will provide a useful starting point should you wish to research a particular topic in greater depth.

            Human Resource Management: A Contemporary Approach, 8th Edition (2017).   Julie Beardwell and Amanda Thompson. Pearson.

            Key Concepts in Human Resource Management, John Martin, (2010). A   dictionary        of HRM terms and meanings.

            An introduction to Human Resource Management, 2nd Edition (2013). Nick Wilton

            Strategic Human Resource Management, Edition) Jeffrey Mello, Cengage                Learning.

Recommended Journals and Websites:

Students may also find the following journals and websites of interest during the     semester and when researching their assignments:

CIPD’s resources – LINK

Employee Relations – LINK

Harvard Business Review – LINK

Human Resource Management (US) – LINK

Human Resource Management Journal – LINK

International Journal of Human Resource Management – LINK

Institute of Employment Studies – LINK

People Management

Personnel Review – LINK

Society of HRM – LINK

Assessment Details

The Managing People module is assessed as follows: Semester 1 (50%), Semester 2 (50%). Please see details below for term two.

Semester 2 Assessments:

  • Assessment 1: Case study report (50% of Semester 2 module mark). Word limit 1000.
  • Assessment 2: Choice question, essay-based section (50% of Semester 2 module mark). Word limit 1000.

Online Submission Deadline:

Your assignment should be submitted electronically using the ‘Assignments’ folder on Learning Central BEFORE 11 am 11th May 2021.

Exceeding word limits:

NOTHING BEYOND THE FIRST 1000 WORDS WILL BE GRADED.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


SEMESTER 2 – ASSESSMENT 1

 

Case study report

Taff Business School (TBS), Southeast Wales.

-Please note that: Taff Business School is a fictitious organisation-

Context

Taff Business School (TBS) is a leading UK Business School with 4,500 students (2,500 Undergraduates (UG) and 2,000 Postgraduate Taught (PGT) and Postgraduate Research (PGR). TBS has 250 staff (150 academic and 100 professional services). The school is based 5 miles from the Prince of Wales crossing, off junction 23 in the city of Ffidrac which has a population of 300,000 residents.

35% of the school’s academic staff and 1% professional services are of overseas origin, with 5% of staff registered as having a physical disability. TBS attracts 4% of its UG student population from overseas, whereas 80% of PGT students are overseas and 15% registered physically disabled.

Some UG programmes attract fewer than 15% female students and are taught by male academics (95% of teaching staff on these programmes are male).

To date, TBS has NO data on staff or student sexuality, religion, non-physical disabilities or their preferred pronouns.

Although TBS congratulates itself on being an ‘inclusive organisation’, the emerging trends suggest the reality is very different. For instance, staff and student surveys provide

evidence that both students and staff are not being treated with dignity and respect, with the turnover rate of minority groups (both staff and students) increasing. Hence, TBS has prioritized the development of a diversity and inclusion policy designed to attract and retain staff and students.

At the outset, TBS acknowledges this is a very ambitious assignment. The senior management team and Head of School (Professor Seymour) has agreed to work very closely with the consulting organisation commissioned to address these issues.

ASSIGNMENT INSTRUCTIONS:

1) Please, write a 1000-word report including recommendations:

  1. State the report’s aims.
  2. Provide TBS’s mission statement and values.
  3. Then, based on principles learnt from studying Managing People, draw up recommendations on how to address EACH of the following two issues:

Your recommendations should include a short formal policy along with detailed operational instructions which are supported by best practice case studies and research.

Your recommendations should largely be based on the Diversity and Inclusion materials that were covered in-class along with some supplementary research materials. Bear in mind that your recommendations should promote student and staff well-being, commitment and motivation to engage.

Include an evaluation method:

Suggest 2 approaches to evaluate the success of your recommendations. Include details of the processes and the measures to be used.

You should include:

  1. a questionnaire survey along with one other process based on the following
  1. interviews or
    1. focus groups or
    1. informal discussions.

The questionnaire should include 2 validated measures based on prior HR research

You should use the adequate reference system and list of references. The reference list is NOT included in the word count. If in doubt, please check a short online tutorial made by the library titled Why, When, How: Citing and Referencing’ (https://xerte.cardiff.ac.uk/play_4216)

 

 


Case Study Assignment marking criteria

Students will be assessed on how able they are in presenting a report that:

  • Demonstrate a clear understanding of the context presented for this assignment and diversity and inclusion policy issues.
  • Present a coherent, logical and well-structured report with clear recommendations, evaluation measures and presentation.

Please note:

  • Higher marks will be achieved by those showing a high-level of understanding of the importance of diversity and inclusion policies and its practical implications with a well- written, well-structured and informed report that includes clear recommendations, evaluation measures and presentation (70%+).
    • Very good answers will be those presenting a coherent report, with clear recommendations, evaluation measures and presentation (60%-69%).
    • Good answers will demonstrate general knowledge, but with limited explanation and critic (50%-59%).
    • Satisfactory answers will be discursive with limited understanding (40%-49%).

 

 


SEMESTER 2 – ASSESSMENT 2

 

Essay Questions

Please, answer ONE of the following essay questions drawing on the sources mentioned in the module handbook and within the preliminary reading. You must limit your answer to 1000 words.

  1. Present the key elements of Performance Appraisal development and practice and discuss why its usefulness is under debate.
  • Identify the parties to employment relations and their functions and evaluate today’s challenges affecting Employment Relation

 


Essay marking criteria

Students will be assessed on how able they are in:

  • Demonstrate an understanding of the key issues of the selected topic.
  • Present a well-structured text, with a cohesive and clear argument that rely on the literature discussed on the module. Examples are welcomed but they must be clearly associated with the theoretical views on the topic.

Please note:

  • Higher marks will be achieved by those showing the importance of the topic to the reader with a well-written, well-structured and informed essay drawing from examples, evidence sources and expanding the literature (70%+).
  • Very good answers will be detailed and organised. They will show a good level of understanding of the topic and debates using relevant literature in a coherent, well-organised and logical presentation (60%-69%).
  • Good answers will demonstrate general knowledge, but mainly descriptive with limited explanation and discussion (50%-59%).
  • Satisfactory answers will be discursive with limited understanding (40%-49%).

You should use the adequate reference system and list of references. The reference list is NOT included in the word count. If in doubt, please check a short online tutorial made by the library titled Why, When, How: Citing and Referencing’ (https://xerte.cardiff.ac.uk/play_4216)

 


Useful links

Cardiff Academic Study Skills and Mentoring

skillscentre@cardiff.ac.uk

+44 (0)29 2087 4231

University Library Service

library@cardiff.ac.uk

+44 (0)29 2087 4818

Ask A Librarian chat service

Aberconway Library enquiries

abcyliby@Cardiff.ac.uk

+44 (0)29 2087 4770

@cardiffunilib

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