Module on Delivering Key HR Objectives and Effective Thinking Performance

Key Objectives for Students

This module is this not just about theory – it is about you. As this is a third-year module you will be expected to evidence higher level academic writing and referencing skills.  These level-6 skills include those of organising and presenting complex ideas in writing in order to be informative, concise and persuasive. They include finding and using good quality academic sources, putting the ideas of others into your own words and referencing your work accurately and in line with cite them right. It is important not just to show what you know but to show that you can use what you know to good effect.

At the end of this module, students will be able to:

1.Demonstrate an understanding of how key HR objectives are delivered to add value in an organisational context.

2.Recognise the attributes, behaviours and attitudes demonstrated by effective ‘Thinking Performers’.

3.Reflect and understand what is required to be an effective and efficient HR professional.

Subject-based practical skills

4.Demonstrate an ability to carry out appropriate investigation which utilises suitable data collection instruments, sources of information and presents data in meaningful ways. 

Skills for life and work (general skills)

5. Show an understanding of HR contribution to organisational performance.

6. Be able to apply CPD techniques to construct, implement and review a personal development plan.

Of course you can still fail, even if you do meet the deadlines. Common causes of failure include:

·Leaving everything to the last minute and rushing it. How will you make sure the work gets done in a timely way?

·Corrupted files, lost files or submitting the wrong file (yes this does happen!). Make sure you back up your files – but do not get confused over what is the latest version of the assignment.

Not reading ‘good’ material. Many students have got into the habit of relying on Google to do the work of finding relevant pieces. While this is quick and easy the trouble with this is that it does not work well in academic work at degree level. What we academics consider ‘good’ material is usually published by academic publishers. They subject work to rigorous review and editing standards. This applies both to books and academic journals – most of ·which a Google search will not give you access to for copyright reasons (the publishers are protecting their commercial interests!).  These days you can get most academic journals online, via the UEL library databases (you have to be a UEL student or member of staff to access these and access is protected by use of your UEL password and email account details). There are also an increasing number of e-books available via the UEL library website. The reading list we supply in this guide is a good starting point for your reading, so make use of it.

Demonstrating Understanding of HR Objectives in Organizational Context

·Committing academic misconduct by copying other people’s work and presenting it as your own (plagiarism).

·Not explaining things very well. We do not insist on perfect grammar and spelling (although you may lose a few marks if these are not good) but we do need to be sure of your meaning. If your English is not good do not be tempted to copy the work of others (even published sources). You will only improve your English by working on it. Give yourself time to review and modify your work as well as using others or the spell-checks and grammar-checks in Word to help you (but beware of relying too much on the latter – they are by no means perfect).

·Not understanding what is being read. This is probably the least common source of failure but it does happen. Sometimes this might be avoided if the student spends more time re-reading the material or finding other sources that might explain things in a simpler way.

It is very easy to want to do well; it is harder to achieve it. Students who do very well usually have the following characteristics:

·They were good at selecting good quality, relevant published sources.

·They read widely - mostly the things we recommended, but sometimes going beyond that, too.

·They were good at explaining things, striking a good balance between giving enough explanation and justification, while being concise.

·They did what we asked of them in each assignment - they did not stray off into irrelevancies or fail to make clear the connection between what they said and what the question or assignment asked for.

·They gave themselves enough time to do justice to the work.

This module is designed to enable the learner to develop a sound understanding of the knowledge, skills and behaviours required by Human Resources (HR) professionals, whether in a generalist or specialist role, and as described in the CIPD Professional Map. The module embraces the ‘thinking performer’ perspective and covers the competencies needed by the HR professional in a personal capacity, when collaborating with and working with others, and when functioning efficiently and effectively in an organisational context. It will enable learners to assess their own strengths an identify a Continuing Professional Development (CPD) plan, based on the capabilities required for the ethical, business-focused and interpersonal professional contact.

·Personal skills audit

·Introduction to professional competency frameworks, including CIPD’s HR profession map

·The organisational context: stakeholder theory, cultural and institutional aspects

·The HR function and HR activity

·HR and organisational performance

·Personal and professional ethics

·Interpersonal and group behaviours

·Project management

·HR evaluation and the contribution to change management

·Drawing conclusions and scoping options for change

·Continuing professional development (CPD)

At the end of this module, students will be able to:

5.Demonstrate an understanding of how key HR objectives are delivered to add value in an organisational context.

6.Recognise the attributes, behaviours and attitudes demonstrated by effective ‘Thinking Performers’.

7.Reflect and understand what is required to be an effective and efficient HR professional.

Subject-based practical skills

8.Demonstrate an ability to carry out appropriate investigation which utilises suitable data collection instruments, sources of information and presents data in meaningful ways.

Skills for life and work (general skills

5. Show an understanding of HR contribution to organisational performance.

6. Be able to apply CPD techniques to construct, implement and review a personal development plan.