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Strategic Human Resource Management
Seminar 4 May 2017
Page 2 of 30
Contents Welcome .....................................................................................................................................................................3
Section A Seminar Content .......................................................................................................................................4
Learning Outcome ..................................................................................................................................................4
Comprehensive Learning Outcome ........................................................................................................................4
Methods of Facilitating Learning ................................................................................................................................5
Assessment Strategies ................................................................................................................................................5
Required Text .............................................................................................................................................................6
Recommended Reading .............................................................................................................................................6
Section B Assessment ................................................................................................................................................8
1. Rationale .................................................................................................................................................................8
1.1 Assessment Policy.............................................................................................................................................8
Brief Description of Rationale/Purpose ..................................................................................................................9
1.2.1 Class Contribution .....................................................................................................................................9
1.2.2. Group Case Study Presentations ........................................................................................................... 11
2. Case study Analysis Guideline ............................................................................................................................. 11
2.1 Some general issues ...................................................................................................................................... 12
2.2 Guidelines for Performing Case Study Analysis ............................................................................................. 12
2.3 Problem Solving Case Report Format ........................................................................................................... 16
Section C Assessments ........................................................................................................................................... 19
Assessment Task 1 ............................................................................................................................................... 19
Assessment Task 2 ............................................................................................................................................... 21
Section D Marking Rubrics ................................................................................................................................... 23
Case Study ........................................................................................................................................................... 23
Group Presentation Assessment Marking Sheet ................................................................................................. 24
Newsletter Marking Rubric.................................................................................................................................. 26
Section E .................................................................................................................................................................. 27
Course Schedule Activities and Assessments .......................................................................................................... 27
Page 3 of 30
Welcome
Welcome to the seminar: STRATEGIC HUMAN RESOURCES MANAGEMENT; we hope you will find the
seminar enjoyable and stimulating. The aim of this handbook is to provide you with detailed information about the
seminar. There are several integrated elements that, together, make up the course. These are the facilitation
sections, case studies, assessments and assigned readings –applied research papers. Each of these elements is
integral to your mastery of this topic and if you expect to do well in this seminar, you should apply yourself to these
equally. The course is based on student-centered paradigm, a new approach to learning where the learner takes
accountability for his/her learning process, through active involvement and questioning and pursuing knowledge.
Faculty member and Seminar Leader: Prof Ana Martins
Contacts
Phone: 031260 ext 1493
Email: martinsa@ukzn.ac.za
Office Location: University of Kwazulu-Natal GSB&L, Room #62
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Section A Seminar Content
Learning Outcome
Assess critically how human resource management contributes to long term organisational effectiveness and
competitiveness through the development of an integrated knowledge, conceptual framework and tools for dealing
with strategic issues of human resources management within an organisation.
This seminar focuses essentially on the strategic component of HRM. After this seminar you will be
cognizant with:
The role of Human Resource Management in the organisation, and the importance of business;
1. partnering between HR and line management is examined, with a focus on the critical people;
2. processes involved in sourcing and recruiting talent, maintaining and encouraging engagement of
employees in the business;
3. the learning and development pipeline for individuals within the organisation;
4. the concept of employer brand value is also explored.
Comprehensive Learning Outcome
Assess critically how human resource management contributes to long term organisational effectiveness and
competitiveness through the development of strategy and human resource management; International
SHRM; and Evaluating SHRM; analyse how this complexity influences the conceptual development
and practical application of SHRM and the specific key 10 HRM levers.
Topic areas include:
1 – Strategy and Human Resource Management
2 - Strategic Human Resource Management (SHRM): a vital piece in the jigsaw of organisational
success?
3 – SHRM in a changing and shrinking world: internationalisation of business and the role of SHRM.
4 - Evaluating Strategic Human Resource Management: why bother and does it really happen in
practice?
5 – The role of organisational structure in SRHM: the basis for effectiveness?
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6 - Relationships between Culture and Strategic Human Resource Management: do values have
consequences?
7 - Strategic Human Resource Planning – the weakest link?
8 - Strategic Recruitment & Selection: much ado about nothing?
9 - Performance Management: so much more than annual appraisal
10 - Strategic Human Resource Development (SHRD): pot of gold or chasing rainbows?
11 - Strategic Reward Management: Cinderella is on her way to the ball
12 - Managing the Employment Relationship: Strategic Rhetoric and Operational Reality
13 - Diversity Management: concern for legislation, concern for strategy?
14 - Downsizing: proactive strategy or reactive workforce reduction?
Methods of Facilitating Learning
The seminar will be based on selected case studies applied research papers on a 1-day seminar. One group
presentation will also be required within the seminar and one individual newsletter written in the follow up to
conclude the seminar.
Assessment Strategies
(Please consult Section B of this guide for more details)
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Required Text
Millmore, M., Lewis, P., Saunders, M., Thornhill, A., & Morrow, T. (2007). Strategic Human Resource
Management: Contemporary Issues. London: Prentice Hall.
Recommended Reading
Alnıaçık, E., and Alnıaçık, U. ( 2012 ). Identifying dimensions of attractiveness in employer branding:
effects of age, gender, and current employment status Procedia - Social and Behavioral Sciences 58, pp.
1336 – 1343.
Berthon, p., Ewing, M., & Hah, L. (2005). Captivating company: dimensions of attractiveness in
employer branding. International Journal of Advertising, Vol. 24, No. 2, pp.151-172.
Brown, T. (2009) Corporate innovation at Southwest Airlines: An interview with Herb Kelleher,
Founder & Former Chair & CEO Business Horizons, Vol. 52, pp. 409-412.
Franca, V. (2012). The Strength of the Employer Brand: Influences and Implications for Recruiting.
Journal of Marketing and Management, Vol. 3, No.1, pp. 78-122.
Kramar, R. 2014Beyond strategic human resource management: is sustainable human resource
management the next approach? The International Journal of Human Resource Management, Vol. 25,
No. 8, pp. 1069–1089.
Love, L. F., Singh, P. (2011) Workplace Branding: Leveraging Human Resources Management
Practices for Competitive Advantage Through ‘‘Best Employer’’ Surveys. Business Psychology, Vol.
26, pp. 175–181.
Martin R. Edwards, (2009). An integrative review of employer branding and OB theor., Personnel
Review, Vol. 39, No.1, pp. 5 – 23.
Maxwell, R., & Knox, S. (2009). Motivating employees to "live the brand": a comparative case study of
employer brand attractiveness within the firm, Journal of Marketing Management, Vol. 25, Nos. 9-10,
pp. 893-907.
Miles Jeanquart, S., & Mangold, G. (2004). A Conceptualization of the Employee Branding Process.
Journal of Relationship Marketing, Vol. 3, Nos. 2-3, pp, 65-87.
Miles,S.J., and Mangold, W.G. (2007). The employee brand: Is yours an all-star? Business Horizons,
Vol. 50, pp. 423–433.
Miles,S.J., and Mangold, W.G. (2005). Positioning Southwest Airlines through employee Branding
Business Horizons, Vol. 48, pp. 535-545.
Page 7 of 30
Mitchell, R., Obeidat, S., and Bray, M. (2013). The effect of strategic human resource management on
organizational performance: the mediating role of high-performance human resource practices. Human
Resource Management, Vol. 52, No. 6, pp. 899–921.
Srivastava, P., and Bhatnagar, J. (2010). Employer brand for talent acquisition: an exploration towards
its measurement. VISION, The Journal of Business Perspective, Vol. 14, Nos. 1& 2, pp. 25-33.
Page 8 of 30
Section B Assessment
1. Rationale
1.1 Assessment Policy
The case presentation and newsletter critiques are designed to encourage you to apply what you have learned. As
we will discuss in class, accurate evaluation of performance requires that performance be assessed at multiple points
in time, preferably using multiple methods. Thus, evaluation of student performance will be based on a combination
of individual and team efforts. Weights for each component will be:
Assessment Task Weighting Learning Outcomes Length Due Date
1. Class contribution
is dependent on the
Group Case presentation
50%
Individual contribution (25%)
Participation in group activities
(25%)
10 min per
group
Each case in
class
2. Individual Newsletter
presentation
50%
Employer and employee
branding
two sides of an
A4, max 2000
words
Electronic
submission
by 9 June
2017
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Brief Description of Rationale/Purpose
1.2.1 Class Contribution
Class contribution is a very important part of the learning process in this course and throughout the MBA program.
It should reflect the mental preparation that you do for class and your engagement while you are in class. This
course is designed so that participation plays an integral role in the learning process. The success of our discussions
is critically reliant upon each individual’s level of participation and preparation (e.g. reading assigned materials).
Your thorough preparation will not only dramatically improve your own performance in (and enjoyment of) the
class, but it will also contribute to the experience of your classmates and the success of the class as a whole.
Absenteeism, lateness and/or lack of preparation will adversely affect your grade in the course, and will detract
from both your experience and that of your classmates. It is important that you arrive on time so that we may start
class promptly. Arriving late to class is very disruptive and discourteous to the class. Class contribution will be
assessed in two parts, as set out below.
Part 1: Individual contribution
All managers are expected to be able to make persuasive verbal contributions in discussions. This component of
your grade reflects your assessed ability in making persuasive contributions to the class discussion. Clearly, you
must participate in class if you are going to share your ideas with others. However, there is no need to speak in
every class session. Some of the best contributors participate less often than the most active speakers. Though less
vocal, their thoughts are truly insightful and persuasive. Thus, the issue is one primarily of quality, not quantity.
Quality contributions possess one or more of the following attributes:
Offer a different, unique, and relevant perspective on the issue.
Ask a probing question that moves the discussion and analysis forward.
Integrate and/or build on others’ comments.
Transcend the "I feel" syndrome; include some evidence of analysis.
Distinguish between different types of data—facts, opinions, personal beliefs
or value statements, theoretical concepts, etc.
An ‘A’ level of participation involves:
1) Does not miss class except for uncontrollable emergencies.
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2) Offers input often, but does not dominate class discussions. Comments are clear and succinct.
Follows class discussion to make relevant comments.
3) Takes risk in answering difficult or unpopular questions.
4) Is prepared for class.
This is demonstrated by -
a) applying ideas from the readings to issues in the discussion
b) challenging or extending ideas in the readings
c) integrating or contrasting ideas from previous reading assignments.
5) Shows consideration for others (e.g., does not interrupt others, talk loudly during their input or
behave in a disruptive way).
A ‘B’ level of participation involves:
1) Misses one or two classes that are not emergencies.
2) Offers input often, but dominates class discussions. Comments are long-winded and not always
clear. Or does not consistently offer input in discussions.
3) Answers questions but rarely takes risk in answering difficult or unpopular questions.
4) Is prepared for class. This is demonstrated by –
a) applying ideas from the readings to issues in the discussion
b) challenging or extending ideas in the readings
c) integrating or contrasting ideas from previous reading assignments.
5) Shows consideration for others (e.g., does not interrupt others, talk loudly during their input or
behave in a disruptive way).
A ‘C’ level or below involves the following:
1) Misses classes often.
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2) Only offers input when asked or rarely during the semester.
3) Is unprepared for class. Has not done readings. Cannot or will not answer questions.
4) Is inconsiderate of others (e.g., interrupts others, talks loudly during their input or behaves in a disruptive
way).
Part 2: Participation in Group Activities
In every class period each group will discuss and present to the entire class the link between the materials covered
in that module and their experiences in organizations. This mark, which will be same for all members of the group,
will be evaluated along the same lines as the individual contribution above.
1.2.2. Group Case Study Presentations
You, together with your team, will give presentations on two cases. You will be given time in class to work on the
presentation and will also be expected to work outside of class time on this project.
Oral presentations will be evaluated using the following criteria:
accuracy and clarity with which the case is described,
correct use of ideas and concepts from the readings and class discussions,
use of appropriate evidence to support your arguments,
clarity and professionalism of your oral arguments, including appropriate use,
of visual aids,
engagement of your audience and informed facilitation of discussion.
2. Case study Analysis Guideline
The use of case studies is a widely accepted means of bringing theoretical concepts and practical situations together.
It is not possible to take a class into an organisation and observe the subject matter of management or SHRM in real
life; hence a written case study outlining a real, or realistic, situation is the best available alternative.
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When reading and studying a case study, it is possible to take two different approaches. The first of these is the
‘analytical’ approach where a case structure is examined to try to understand what has happened, and why. In this
approach, you do not identify problems or attempt to develop solutions. The second approach is the problem-
oriented method. In this approach a case is analysed to identify the major problems that exist, the causes of and
possible solutions to the problems, and finally, a recommendation as to the best solution to implement.
As with many tasks in business, there is no ‘one best way’ to analyse or write up a case report. Everyone develops
their own methods of sorting and sifting through the information and presenting their findings. However, in this
chapter you will find a format which may be useful when presenting your case reports. This format is outlined
briefly below.
2.1 Some general issues
In a case study, it is crucial that you integrate relevant theory from the course and evidence from the case. Failure
to attempt to integrate theory will lead to severe mark reduction or failure. Referencing of all non-original material
is essential. You will lose marks for poor referencing.
Check your completed work for internal consistency. For example, make sure that you attempt to solve the key
issues you have identified. Do not say ‘X’ is the major problem, and then recommend a solution to ‘Y’. Try not to
be overly descriptive. Remember that you are trying to identify, analyse and solve the problems of the case using
the relevant theories from the course, not just repeating what the text book, or case information, has stated.
2.2 Guidelines for Performing Case Study Analysis
What is a 'case'?
A case is a scenario that gives you the opportunity to identify problems and recommend a course of action in a
business situation. The case may be real or fictional, but will usually represent a complex situation with no ready
solutions.
Dimensions Definition and identification of Tasks Involved
1. What is your role
as an analyst?
In analysing a case your task is to:
identify the problem(s) in the situation presented in the scenario
analyse the key issues in the case within the context of theory presented in your
course (s)
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develop and compare alternative solutions to the problems derived from
alternative theories/perspectives
consider the advantages and disadvantages of various possible solutions
select the best solution and make recommendations for action
write up your case analysis in appropriate case analysis report format.
2. Why are you
asked to write
case analyses?
You are asked to write case analyses in some of your courses to enable you to
demonstrate that you can apply conceptual frameworks from your core courses to real
situations and integrate topics/concepts from different disciplines in your analysis.
Case analyses also enable you to improve your critical thinking and analytical abilities
- your ability to evaluate sources of information and your written communication
skills.
Case analyses are often used in employment interviews to assess:
how you think
how you structure problems
your ability to *conceptualise, *draw clarity from ambiguity, *form views,
*make recommendations.
3. What are the
stages in
preparing a case
analysis?
There are a number of stages involved in preparing a case analysis. These are:
understanding the case
identifying the core problem in the case
analysing the issues in the context of a theoretical framework
exploring alternative solutions with reference to a theoretical framework
choosing the best solution
making recommendations for action.
a. What do you
need to do to
understand the
situation?
Your first task is to understand the scenario you are given or being painted by the case.
When you read the scenario you should identify the facts of the case. The following
questions can guide you in doing this.
What is the mission of the organisation?
Who are the "stakeholders" within the organisation?
Who are the "stakeholders" or target groups outside the organisation?
What is the formal decision making process in the organisation?
What are the informal decision making processes in the organisation?
What is the process of production or service delivery?
Who are the competitors?
What external factors impact on the organisation?
What is the major problem?
What are subsequent problems and implications?
What is the role of management in relation to the problem?
What is the role of production/service providers in relation to the problem?
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As you are reading you will also need to fill in gaps based on your knowledge of
theory and of the world and ignore irrelevant details.
b. What steps are
followed in
identifying the
core problems?
As you identify the facts of the case you will begin to think about the underlying
problems and to decide which problems are core problems. In doing this you will need
to
distinguish between symptoms of the major problems and the major problems
themselves
distinguish between immediate and longer term problems
find evidence to support your decision about what you believe to be the core
problems. c. What are the
steps in analysing
the issues?
As you identify the core problem(s) you will begin to analyse the issues underlying
these problems. The following steps assist with this.
Identify any bias in the way the case is described or presented.
Classify the factors that influence the problem as either internal or external to the
organisation.
Reflect on theoretical principles or perspectives from your core courses that
might explain aspects of the case.
Apply analytical models or conceptual framework from your courses to further
illuminate the situation.
Given situation as analysed by the models above, identify the decisions that need
to be made.
What strategic issues can you identify?
What are the risk factors responsible for the situation?
Identify historical precedents. d. What are the
steps in exploring
alternative
solutions?
As you are analysing the issues you will begin to think about possible alternative
solutions. You should:
consider individual and organisational levels
consider the long and the short term
define the alternative possible solutions
compare the alternative solutions in regard to *theoretical grounding of the
model, *strengths and weaknesses, and *risk factors.
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e. How do you
choose the best
solution?
As you explore the alternative solutions you will begin to decide on the best solution
for the organisation in solving its problems. It is important at this stage to provide a
justification for the solution you choose.
f. What are the
steps in making a
recommendation?
When you have decided on the best solution you will be able to make a
recommendation or recommendations.
At this stage you should do the following:
Express your recommendation(s) precisely.
Ensure that your recommendations are complementary.
Ensure that it is feasible to implement the recommendations. 4. How do you
present your case
analysis?
A case analysis is presented as a report. Refer to the EDU handout on reports for
guidance on how to format a report. The following is a suggested structure for a case
analysis report:
Introduction:
Describe the situation and identify the main problem.
Body:
Analyses the problem and the issues underlying the problem.
Present and analyse alternative solutions to the problem.
Conclusion:
Identify the best solution.
Recommendations:
Identify the courses of action needed to implement the best solution.
5. What makes a
good case
analysis?
A good case analysis*:
clearly identifies the core problem(s)
provides a justification for the choice of core problem(s)
analyses the issues underlying the problem in terms of the relevant theory
uses appropriate terminology
justifies the alternative solutions in terms of appropriate theory
justifies the choice of the best solution
presents feasible and complementary recommendations for implementing the
best solution
is presented in appropriate report format.
* Is there a best answer for a case analysis?
It is important to remember that there is no one correct answer to any case analysis. As in real life, there is more
than one way to interpret a case and solve problems, so there is no single answer. The approaches, interpretations
and recommendations of different students will probably vary considerably. This provides a useful opportunity to
compare and discuss different analyses and alternative solutions, which is a common practice in real life before
finally recommending one solution.
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2.3 Problem Solving Case Report Format
1. Title page
2. Table of contents
3. Executive summary
This section should comprise a brief overview of the case, giving a brief background and noting any important
assumptions made. (You will not have all the information you would like – so you may need to make some
assumptions to present a coherent argument). As well as this, you should give a synopsis of your case report,
noting very briefly the major problems identified and the recommended solutions.
4. Problem identification and analysis
In this section, you should identify all the major problems in the case making use of relevant theories and
practices. Try to identify the underlying causes of problems, not just the symptoms. Seek advice from your tutor
on the layout of this information. You should link each problem identified to relevant theory and also to actual
evidence from the case. Remember, you must integrate theory in your discussion and reference all non-original
work. Ensure symptoms are not assumed to be a problem (i.e., symptoms lead to identification of the problem).
You may be tempted to correct the symptoms instead of searching for true problems. True problems are the
conditions or situations requiring solution before an organization's, unit's, or individual's performance can
improve.
5. Statement of major problems
In most case studies, you will identify a number of problems. Most likely, there will be too many to actually
‘solve’ in the number of words allowed. Hence, it is crucial to state very clearly which are the major two or
three problems, or key issues, that must be solved first. Therefore, this section is just a short concise statement
of what problems you are going to solve in the remainder of the case. Half a page is adequate. Having once
identified the key problems you can continually check back to ensure that you are actually attempting to solve
them, and not some other minor problems you identified. This section is crucial to a good case report.
6. Generation and evaluation of alternative solutions
While most problems will have a very large number of possible solutions, it is your task to identify and evaluate
a number of the more appropriate (at least 2–3 for each major problem identified).
Each alternative solution should be briefly outlined and then evaluated in terms of its advantages and
disadvantages (strong and weak points). Note: You must evaluate alternatives. It is not necessary to make a
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statement in this section as to which alternative is considered best – this occurs in the next section. Do not
integrate theory in this section and do not recommend theory. Here only practical solutions to the problems are
required.
7. Recommendations
This section should state which of the alternative solutions (either singularly or in combination) identified in
Section 6 are recommended for implementation. You should briefly justify your choice, explaining how it will
solve the major problems identified in Section 6. Integration of relevant theory is essential here.
8. Implementation
In this section, you should specifically explain how you will implement the recommended solutions. Theory
cannot be implemented; you must translate it into actions. This includes explaining what should be done, by
whom, when, in what sequence, what will it cost (rough estimates only), and other such issues. Remember, if a
recommended solution cannot be realistically implemented, then it is no solution at all.
9. Appendices (if any)
10. Reference list
This will contain an alphabetical list of all the references you have cited in the body of the report. Do not include
details of any sources you have not cited. Ensure the style used is correct and consistent.
Presentation and format guidelines/requirements for case study write up:
Please adhere to the following guidelines:
The main text of your write-up should not exceed 10 double-spaced typewritten pages. It can be less without
penalty if the content is good. I will, however, read only the first 10 pages, so stay within the assigned
limits.
In addition to the 10 pages of text, you must provide a 1 page, double-spaced executive summary that
summarizes the main points in your assignment.
You may include in the 10 page limit up to 2 additional pages of exhibits (charts, tables, or figures). Exhibits
that are not directly referenced, in order, in the main text, will not be read.
Use 1 inch margins and 12 point font.
Use headings to separate major sections of the write-up.
Please use page numbers.
The assignment will be evaluated using the following criteria:
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Completeness (were all parts of the assignment completed).
Correct application and integration of relevant concepts from the readings and class discussion.
Use of critical thinking and evaluation skills.
Appropriate use of evidence to support your arguments.
Feasibility of any proposed recommendations.
Clarity and professionalism of writing.
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Section C Assessments
Assessment Task 1
Title:
Group Case study
Due date:
At the end of the Seminar.
Details of task:
You should form a group of 5 (five) students. Once formed, swap contact details (e.g., e-mails; telephone
numbers etc.) among group members and plan the time and location for your first meeting. Hand the tutor
a group list (include students id numbers) and details of the first meeting time (for the record).
It is each student’s responsibility to join into a group. Ungrouped students will be allocated to a group
by the tutor (provided they are present at the seminar). If you are not listed within a group known to your
tutor at the seminar, then it will be assumed that you do not intend to complete this assessment task.
Weighting /Value:
50%
Details of task:
Group response is required on Flipcharts.
Group Case Presentation (25%)
As a group, present a 10 minute presentation on Case studies in-session on 4 May, from 14:30 –
16:00 (50%);
a) Part 1:
Case Study – Strategic human resource management at Halcrow Group Limited
And also
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b) Analysis of one other case study from this group:
Case studies:
Chapter 5: The role of organisational structure in SHRM: the basis for
effectiveness?
CASE: Daimlers–Chrysler AG
Chapter 6 - Relationships between culture and strategic human resource management: do values
have consequences
CASE: DICOM
Chapter 7 - Strategic human resource planning: the weakest link?
CASE: Human resource planning in mergers and acquisitions
Chapter 8 - Strategic recruitment and selection: much ado about nothing?
CASE: Recruitment and Selection at Southco Europe Ltd
Chapter 9 - Performance management: so much more than annual appraisal
CASE: Performance management at Tyco
Chapter 10 - Strategic human resource development: pot of gold or chasing rainbow
CASE: INA
Chapter 11 - Strategic reward management: Cinderella is on her way to the ball
CASE: Developing a global reward strategy at Tibbett and Britten
Chapter 12 - Managing the employment relationship: strategic rhetoric and operational reality
CASE: Strategic approaches to the employment relationship social partnership: the example of
the Republic of Ireland
Chapter 13 - Diversity management: concern for legislation or concern for strategy?
CASE: Making diversity an issue in leafy Elgarshire
Chapter 14 - Downsizing: proactive strategy or reactive workforce reduction?
CASE: The demise of MG Rover Cars?
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Assessment Task 2
Title:
Individual Newsletter
Due date:
9 June 2017
Details of task:
Your boss has assembled your team and has called upon your expertise as HRM Strategists to put together
an informative company newsletter on particular SHRM topics relevant to a contemporary workplace. The
newsletter is aimed at informing staff, who may not have any knowledge of SHRM, of topics that are
relevant to current workplaces. Your newsletter can include information on the following topic:
Employee branding is crucial for competitive advantage. Discuss the implications for talent
development and retention.
You should aim to develop a short, informative piece of approximately 2 000 words. Each written piece
should clearly identify and conceptualise the topic, explain its relevance to understanding and managing
SHRM in organisations and provide clear and concise guidelines to address any issues or improve strategy
and the performance of the specific organisation. While these written pieces should be designed to inform
(and even entertain if you would like them to), they should be linked to relevant theory and examples. The
aim of this assignment within the context of SHRM is to develop an understanding of current issues in
SHRM and to quickly and articulately communicate these in the context of SHRM theory. Additionally,
students should be able to illustrate how knowledge of the SHRM levers can be used to manage employees
more effectively.
Word limit:
Both sides of an A4, 1 500 - 2 000 words
Weighting/Value:
50%
Individual Assessment:
This task will be assessed as an individual assignment.
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Criteria for marking:
The marking rubric for this assessment appears in Section C of this handbook.
Learning objectives assessed:
1
Penalties for late lodgement:
A zero mark will be returned for late or non-lodgement of assignment.
Additional information:
Turnitin will be available on the Moodle site for you to self-check your assignment for plagiarism.
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Section D Marking Rubrics
Case Study
Components Requirements Mark
Allocated
(%)
Executive Summary Summary of the report and recommendations
Give a brief background to the company and outline its problems,
your recommendations and any assumptions noted
5
Problem Identification
and Analysis
Identification and analysis of management problems including
causes
Integration of theory and case evidence to identify theory or
practice gaps
15
Statement of ‘Key’
problems or issues
Clear, concise statement of major problems/s that the remainder is
going to solve
10
Generation and
Evaluation of a range of
alternative Solutions
These potential solutions should be linked to the key problems
Each alternative should be evaluated
Range/Relevance/Creative/ Apply Concepts
25
Decisions /
Recommendations
Clear statement of which of the alternatives suggested in 4 is/are
recommended, and why
Should be justified based on relevant theories and/ or course
concepts. The solution should solve the key problem/s noted
15
Implementation Outline action steps that will be involved in actually introducing
the recommended solutions.
State who/when/how /costs that will be involve in solving the
problem. In detail -- identify the places, persons, activities, and
contexts of the situation.
25
Appendices and
References
Other materials that were used but because of brevity requirement
cannot be part of the main report
An alphabetical list of all the references you have cited in the body
of the report
5
24
Group Presentation Assessment Marking Sheet
Team Name:
Facilitator: Day: Time:
Present
1 ID ______________ Name_______________
2 ID ______________ Name _______________
3 ID ______________ Name _______________
4 ID ______________ Name _______________
5 ID ______________ Name _______________
Rating Scale: 5–Excellent 4-Very Good 3-Acceptable 2-Not at required level 1- Not Exhibited/Poor
5 4 3 2 1 Comments
PRESENTATION & DISCUSSION /
Overall the presentation has a strong visual impact. i.e. presentation materials (including
slides), team presentation and other visual aids.
The presentation has a logical flow and includes only relevant information and data as related
to the objectives of the presentation.
Engages and involves audience through the use of anecdotes, interesting facts, audience
participation, relevant discussion etc.
The purpose of the presentation is made clear and project objectives are introduced to
provide appropriate background and context.
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Teamwork is evident throughout the presentation /Q&A and each team member contributes
equally to the presentation / Q&A
All team members respond to questions clearly, articulately and with an appropriate level of
knowledge and relevancy.
Team members demonstrate a comprehensive knowledge of the overall Assessment
regarding Specific topic
TEAM TOTAL (TT) ( / 35 marks )
N.B. Team mark represents 50%
Comments:
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Newsletter Marking Rubric
Mark
Allocate
d
29 or less 30 – 39 40 - 49 50 – 59 60 – 69 70 +
CONTENT:
Has the question been
answered?
10%
Vague,
random,
unrelated
material
Some mention
of the issue, but
a collection of
disparate points
Barely
answers the
question –
just
reproduces
what is
known about
the topic
Some
looseness/
digression
s
Well focused Highly focused
TOPIC
KNOWLEDGE
Is there evidence of
having read widely
and use of appropriate
and up to date
material to make a
case?
30%
No evidence
of reading.
No use of
theory – not
even
implicitly.
No evidence of
reading.
An implicit
hint at some
knowledge of
theory, etc.
No evidence
of reading.
Very basic
theories
mentioned
but not
developed or
well used.
Some
reading
evident,
but
confined
to core
texts.
Good reading.
Good range
of theories
included.
Excellent range of
relevant reading.
Well chosen
theories.
ANALYSIS
Does it identify the
key issues, etc in a
given scenario,
proposal or argument?
40%
Vague
assertions
about issues.
Largely
descriptive with
no
identification
and analysis of
central issues.
Limited
insight into
issues.
Some
good
observati
ons.
Good,
detailed
analysis.
Comprehensive
range of issues
identified and
discussed fully.
EVALUATION
Does it critically
assess material?
20%
No
evaluation.
Uncritical
acceptance of
material.
Some
evaluation but
weak. Little
insight.
Good
interpretat
ion.
Some but
limited
sophistica
tion in
argument.
Good critical
assessment.
Independent
thought
displayed.
Full critical
assessment and
substantial
individual insight.
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Section E
Course Schedule Activities and Assessments
Saturday
4/05/2017
Time Seminar/theories Learning Outcomes Activities / Assignments Readings
8:00
8.30
Getting to know one another.
Module Overview. Assessment
requirements.
1.Understand social capital
2.Understand how group work can
be major leverage in learning
Ice breaker activity to find
out what your participants
want from your seminars
(handout)
8:30
10:00
Strategic view of HR
1. identify the major principles
which underpin the concept of
strategic human resource
management (SHRM);
2. analyse the main theoretical
approaches to SHRM;
3. explain the history and origins
of SHRM;
4. evaluate the studies which aim
to establish the link between
SHRM and organisational
performance.
Course Content (theory)
10:00
10:30
TEA BREAK
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10:30
11:30
Activity breakout Prep1
In groups read and analyse the
questions that folow: Case study Case
Study – Strategic human resource
management at Halcrow Group
Limited
11:30
12:00
Group activity
12:00
13:00 Feedback Plenary
Findings 5 of 10 groups
1 ppt slide with main ideas
13:00
14:00
LUNCH
14:00
16:00
Strategic Interventions of HRM
Activity breakout Prep2
Feedback Plenary
In groups read and analyse:
One of the Case studies your team
picked from the series.
16:00
17:30 Findings 5 of 10 groups
1 ppt slide with main ideas
1 Activity Prep - Activity breakout Prep
2 Case studies on SHRM interventions
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[Type here]
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