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UNIVERSITY OF KENT

MODULE SPECIFICATION

SECTION 1: MODULE SPECIFICATIONS

1. The title of the moduleOrganisational Behaviour and Human Resource Management (CB935)

2. The School which will be responsible for management of the moduleKent Business School

3. The Start Date of the ModuleSeptember 2005

4. The cohort of students (onwards) to which the module will be applicable September 2013 entrants onwards

5. The number of students expected to take the module170

6 Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawalNone

7. The level of the moduleM (FHEQ Level: 7)

8. The number of credits which the module represents15 (7.5 ECTS)

9. Which term(s) the module is to be taught in (or other teaching pattern)Autumn

10. Prerequisite and co-requisite modulesNone

11. The programmes of study to which the module contributesCore module MSc Management suite and MSc Value Chain Management

12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes

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

SLO 1 Demonstrate an understanding of organisational processes relevant for their employment in a variety of work settings

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SLO 2 Analyse key aspects of organisational behaviour and human resource management in different business and corporate settings

SLO 3 Demonstrate a critical understanding of the key concepts, theories, policies and procedures that are commonly used by organisations in managing human resources

SLO 4 Demonstrate a critical understanding of the link between HRM strategies and policies and the broader issues of organisational performance and the business environment in different organisational settings

SLO 5 Recognise that the management of people is a function and task of all managers, not only personnel specialists

SLO 6 Identify current issues in organisational behaviour and human resource management.

13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes

GLO 1 Ability to work in groupsGLO 2 Ability to research sources of academic data (journals, on-line

databases etc.)GLO 3 Critical engagement with academic and practitioner literatureGLO 4 Ability to analyse case studies

The intended module learning outcomes contribute to the following programme learning outcomes (of MSc Management programme):

A1: The impact of contextual forces on organisations including: legal systems; ethical, economic, environmental, social and technological change issues; international developments; corporate governance (SLO 4, 5 and 6)

A5: The management and development of people within organisations; organisational theory, behaviour; industrial/employee relations, HRM, change management (SLO 1, 2, and 3)

A6: The uses and limitations of a range of research methods/techniques, both qualitative and quantitative, and an understanding of their strengths and weaknesses for providing information and evaluating options in an uncertain organisational environment (SLO 1 and 3)

A10: A range of contemporary and pervasive issues which may change over time. Illustrative examples include: innovation, creativity and enterprise, e-commerce, knowledge management, sustainability, business ethics, values and norms, globalisation (SLO 4 and 6)

B1: Critical thinking and creativity; managing creative processes in self and others; organising thoughts; analysis, synthesis, critical appraisal. This includes the capability to identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately (GLO 2, 3 and 4)

B2: Ability to select, organise, develop and synthesise complex material (GLO 2, 3 and 4)

B3: Analytic skills necessary for the analysis of problems and the identification of appropriate solutions (GLO 2, 3 and 4)

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B4: Ability to plan, work and study independently and use resources in a way which reflects best current practice and anticipated future practice. (GLO 1 and 2)

C4: Ability to conduct research into business and management issues (GLO 2 and 3)

C5: Ability to identify, find, record, organise and manipulate knowledge relevant to the development and management of organisations (GLO 2 and 3)

D1: Information and knowledge; scanning and organising data; abstracting meaning from information and sharing knowledge (GLO 2, 3 and 4)

D3: Two-way communication: listening, negotiating and persuading or influencing others; oral and written communication, using a range of media, including the preparation of business reports (GLO 1 and 4)

D4: Personal effectiveness: self-awareness and self-management; time management; sensitivity to diversity in people and in different situations; the ability to continue learning (GLO 1 and 3)

D5: Effective performance within a team environment and the ability to recognise and utilise others’ contributions in group processes (GLO 1)

The intended module learning outcomes contribute to the following programme learning outcomes (of MSc Value Chain Management programme):

A1: Requirements of a value-creating, consumer-driven business design and the management elements of the value chain in order to win a competitive advantage (SLO1)

A5: The relevant literature pertaining to a given problem (SLO6)

B1: Critical thinking and creativity; managing creative processes in self and others; organising thoughts; analysis, synthesis, critical appraisal. This includes the capability to identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately (SLO4)

B2: Learning through reflection on practice and experience (SLO2, SLO4-5)

B3: Ability to select, organise, develop and synthesise complex material (SLO2, SLO3, GLO3)

B6: Integrative capability to communicate and co-ordinate or eventually lead a team of multifunctional specialists (GLO1)

C1: Problem solving and decision making; establishing criteria; using appropriate decision techniques including identifying, formulating and solving business problems; the ability to create, identify and evaluate options; the ability to implement and review decisions (SLO3-6)

C4: Prepare technical reports (GLO2-4)C6: Use literature and secondary data sources effectively (GLO2-4)C7: Give technical presentations to informed audiences (SLO3-4, GLO2)D1: Communicate effectively through oral and written presentations

(GLO1-4)D3: Information and knowledge; scanning and organising data; abstracting

meaning from information and sharing knowledge (GLO2-4)D4: Demonstrate competence in the use of ICT (GLO2-4)D5: Demonstrate interpersonal and group working skills by performing

effectively within a team environment (GLO1)

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D6: Personal effectiveness: self-awareness and self management; time management; sensitivity to diversity in people and in different situations; the ability to continue learning (GLO2-4)

14. A synopsis of the curriculum Introduction to OB and HRM Strategic HRM Performance Management Strategic Recruitment and Selection Diversity and Equal Opportunity in the Workplace Organisational Culture and International HRM Reward Management Learning and Training at Work

15. Indicative Reading List Kramar, R. & Syed, J. (2012). Human Resource Management in a Global Context: a critical approach. Basingstoke: Palgrave MacMillan. Bratton, J. and Gold, J. (2007) Human Resource Management: Theory and Practice. Palgrave Macmillan, (4th edition). Baron, J.N. and Kreps, D.M. (1999) Strategic Human Resources:

Frameworks for General Managers. John Wiley and Sons. Kramar, R. and Syed, J. (2010). Human Resource Management in a

Global Context: A Critical Approach. Palgrave Macmillan. (in press). Leopold, J., Harris, L. and Watson, T. (2005) The Strategic Management of Human Resources. Prentice Hall. Redman, T. and Wilkinson, A. (2007) Contemporary HRM: Text and Cases. FT Prentice Hall. Storey, J. (ed.) (2007) Human Resource Management: A Critical Text.

Thompson Learning. (3rd edition). Legge, K. (1995) Human Resource Management: Rhetorics and Realities.

Palgrave Macmillan.

Journals: Human Resource Management Journal (UK) Human Resource Management Review (USA) International Journal of Human Resource Management Personnel Review Equal Opportunities International Gender, Work and Organization People Management Harvard Business Review

16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes

One lecture per week accompanied by a seminar session (1 hour lecture, 1 hour seminar, total 2 per week – total module duration: 12 weeks). There will be the use of real life case studies, videos and peer group discussion to facilitate the learning. Learning materials will be made available electronically (via Moodle) for students in order to help both prior study and later consolidation. The sizing of seminar groups will be as nearly equal as possible, and will reflect module numbers. It is hoped that groups would not

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exceed 20 students. It is estimated that the module would involve some 24 contact hours and a learning time of 150 hours per student.

The following is the breakdown of study hours

Contact hours                             24 SLO 1 to 6; GLO 1 to 4Preparation for seminars             60 SLO 1 to 4; GLO 1 to 4Preparation for presentation       20 SLO 3, 4, 6: GLO 1 to 3

    Preparation for essay 46 SLO 1 to 6; GLO 1 to 4    Total study hours                        150

The performance of independent work each week (in addition to three contact hours) will provide enough time for students to study and achieve the intended subject specific and generic learning outcomes of the module. The lectures and seminars (supplemented with case studies, article reading, student-led presentations, and discussions as needed) are appropriate for the achievement of intended SLOs 1, 3, 4 and 5. In particular, the oral presentations and student-led presentations and discussions are appropriate for the achievement of intended SLOs 2, 3, 4 and 6.

17. Assessment methods and how these relate to testing achievement of the intended learning outcomes

Assessment will be 100% by course work, which will comprise the following components: Individual essay (3000 words) together with a maximum of 500 word abstract - 80%; Group Presentation -15%; attendance and participation in seminars 5%.

The following is a summary of assessment methods for the module:

Group Presentation             15% SLO 3, 4 and 6: GLO 1 to 3Individual Essay                      80% SLO 1 to 6; GLO 1 to 4

    Class participation 5% SLO 1, 4, 5, 6; GLO 1 to 4Total                        100%

Both the coursework essay and group presentation are appropriate for assessing the achievement of intended learning outcomes (listed above) as the students will be required to critically analyse and understand the issues of the applicability of OB/HRM themes within the organisational context. The oral presentations, seminar attendance and participation are suitable for assessing the achievement of the respective learning outcomes (listed above).

18. Implications for learning resources, including staff, library, IT and spaceThe Library will need to ensure that an adequate number of books and journals (listed above) are available to students.

19. The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s

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disability/dyslexia support service, and specialist support will be provided where needed.

20. Campus where module will be delivered:

Canterbury and Medway

SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL

Statement by the School Director of Graduate Studies (as appropriate): "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"

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Director of Graduate Studies

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Date

Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing"

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Head of School

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Date

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