Student Handbook Postgraduate Diploma HRM/D

2016-17

Course Leader: Dr David Vickers

School of Management All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Head of School. This applies to the materials in their entirety and to any part of the materials.

UCLan Mission statement

Mission and Values

We create positive change in our students, staff, business partners and wider communities, enabling them to develop their full potential by providing excellent higher education, innovation and research.

Our values:

• The pursuit of excellence in all that we do. • Equality of opportunity for all, supporting the rights and freedoms of our

diverse community. • The advancement and protection of knowledge, freedom of speech and

enquiry. • Supporting the health, safety and wellbeing of all.

Student Charter The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or ‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union in terms of support, and in return what we expect from our students. Read the full Student Charter

Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to

• experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported."

• contribute to creating a positive environment where discriminatory practices and discrimination no longer happen.

Please review the UCLan Equality and Diversity Policy for further information.

Contents page

1. Introduction to the course

2. Structure of the course

3. Approaches to teaching and learning

4. Student support, guidance and conduct

5. Assessment

6. Course regulations

7. Student voice

8. Appendices

8. 1 Approved programme specification 8.2 Grade Band Marking

1. Introduction to the course

1.1 Welcome to the course Dear Student

Welcome to the University of Central Lancashire and our HR community! More specifically, welcome to your Postgraduate Diploma HRM/D Course.

We hope that during your time with us here at the University of Central Lancashire you will enjoy your studies. As a student you also have access to lots of electronic resources, support and free courses. Five key services you might like to look at are: - .

• Ask the Library Trainer for support and help on using the library

• Ask the IT trainer for support on a range of software applications

• A range of electronic resources

• E-learning (Blackboard) access remotely & on campus for resources on modules

• Library & Information Services Induction presentation.

We also have an active Students' Union and many interesting clubs and societies which you may be interested in joining.

The first few weeks of your course will probably be quite hectic - lots of new faces, travelling to different buildings, etc. Your Student Handbook is, therefore, designed to act as a reference guide for all the pieces of information you may need during your life here.

It is part of our University's philosophy to involve students in the running of their courses as much as possible. On our courses it has always been our practice to invite all students to Course Staff/Student Liaison meetings and you may see some modules and assessments are changed as a result of these discussion processes.

I would like to take this opportunity to wish you every success here at the University of Central Lancashire and to encourage you to strive to achieve your full potential.

If you have any problems, issues or concerns during your programme please do not hesitate to

contact me by e-mail at davickers@uclan.ac.uk

Best wishes for your success.

David Vickers

Dr David Vickers

PhD, MA, BA Hons., Grad Dip, FHEA, Chartered Fellow CIPD

Course Leader

1.2 Rationale, aims and learning outcomes of the course The PGDip offers you the opportunity to enhance your professional skills and knowledge of human resource management and development. We seek to enable you to gain a competitive edge in pursuing your professional career and to make an outstanding contribution to the performance of your employing organisation. The accreditation of this course by the Chartered Institute of Personnel and Development (CIPD) is a key factor in this.

Successfully completing the PGDip may lead to Membership of the CIPD following the CIPD’s behavioral assessment and gaining appropriate experience. The CIPD want Members to be capable in certain ‘professional areas’ and to demonstrate cer tain behaviours.

Professional areas:

Behaviours:

The PGDip offers the opportunity to develop skills and these behaviours as part of your studies for the academic qualification. 1.2.1 What does the course set out to achieve? The programme of study will be directed towards the attainment, assessment and evaluation of knowledge and skills required by you to meet your Postgraduate qualification. The intention is to create an intellectually challenging degree that will prepare you as a graduate, for a career in the field of business and marketing, or for further academic study. 1.2.2 Links with professional bodies and qualifications This programme is accredited by the CIPD and subject to both CIPD and University quality assurance processes and procedures. 1.2.3 The aims and learning outcomes

To this end the aims and learning outcomes of the programme, together with the teaching and learning and assessment methods, are:

1.2.4 Aims of the programme

• To provide you with a high quality postgraduate management education and development experience of intrinsic worth that will enable you to achieve learning outcomes at a level appropriate for the award of a Postgraduate Diploma of the University.

• To provide an intellectually stimulating programme of professional postgraduate education for students desiring to develop their careers in the human resource management and development profession.

• To develop the operational skills and behaviours of human resource management and development practitioners through a curriculum that combines rigorous academic study, skills development and application.

• To ensure that by completion of the programme, students meet the requirements of CIPD ‘advanced’ level standards to enable them to contribute to their present or future organisations.

• To enable you to learn and demonstrate your skills and knowledge to a level that may lead to MCIPD. Please note this course meets the skills and knowledge elements of the CIPD process but the CIPD have their own process for the assessment of the ‘behaviours’ (listed above) and the appropriate experience.

1.2.5 The Programme Objectives are to: • Critically evaluate the principles and practices of specific human resource

management and development topics from an academic and organisational perspective.

• Demonstrate an ability to develop ideas and arguments, to identify appropriate professional responses to organisational problems and issues and to apply these at a level appropriate to the CIPD’s professional areas and behaviours.

• Apply your professional skills and knowledge within a work environment • Successfully demonstrate your continuous professional development (CPD)

1.2.6 Learning outcomes, teaching, learning and assessment methods Upon successful completion of the Programme you should be able to demonstrate that you have achieved a number of key learning outcomes to a level appropriate for the award of a Postgraduate Diploma from the University. You will also have completed all of the learning outcomes required by the CIPD’s programme of study.

In particular, you should be able to show that you can:

• Critically assess the objectives and methodologies of your business colleagues and stakeholders.

• Strategically assess trends and patterns and identify good practice which can be imported from outside the organisation.

• Demonstrate a level of knowledge, understanding and ability about managing people and leadership that meets CIPD Professional Standards.

• Demonstrate an awareness of the wider contribution that personnel management and development can make to organisational success.

• Demonstrate an understanding of how to develop organisational capacity through people management and development processes and initiatives that will help to embed or promote change in organisational culture, structure and functioning.

• Effectively analyse business needs and issues using relevant facts and figures; anticipating objections and preparing responses.

• Effectively apply a range of critical thinking abilities, tools and processes. • Demonstrate the ability to prioritise tasks and work schedules • Systematically seek to improve performance and professional development through

periodic reflection. • Identify how to gain support and commitment from others and be able to influence

and persuade them. • Promote professionalism and an ethical approach to HRM and HRD practice in

organisations.

1.3 Course Team The course is run by the School of Management, Division of Human Resource Management and Leadership.

Course Leader Room Ext. E-Mail Dr. David Vickers GR252 4641 davickers@uclan.ac.uk

You can see more details on university staff profiles

1.4 Academic advisor The Academic advisor is your Course Leader (David Vickers) and David can help you with advice about both the academic, personal and administrative aspects of your course. David is the person to contact if you have any personal difficulties which are affecting your ability to study on the course, certainly in the first instance. Contact David at the earliest opportunity.

If there is anything which you are not sure about then ask David.

1.5 School office administration details Campus Administrative Services provides academic administration support for students and staff and are located in Greenbank Building room GR006 and is open from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals. Course specific information is also available via school blackboard sites. The hub telephone numbers are 01772 891998/ 891999 The hub email contact is GreenbankHub@uclan.ac.uk

1.6 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. The preferred method of communication for this course is by e-mail. Subsequently University staff may arrange to speak on the telephone or to meet with you. Academic staff do not work

STAFF E-MAIL PHONE ROOM

STAFF ARE LISTED BELOW BUT OTHERS MAY TEACH ON THE PROGRAMME:

Dr. Ian Ashman iashman@uclan.ac.uk 01772 894782 GR 263 Dr Alison Hollinrake ahollinrake@uclan.ac.uk 01772 894781 GR 257

Tony Proctor tproctor@uclan.ac.uk 01772 894704 GR 250

Dr. Ruth Slater reslater@uclan.ac.uk 01772 894640 GR 260 Dr Emma Thirkell ethirkell@uclan.ac.uk 01772 893780 GR250 Dr. Gemma Wibberley gwibberley@uclan.ac.uk 01772 894674 GR263

a regular day time work pattern. Many of us teach in the evenings and as we also carry out research and consultancy activities as part of our job roles we are not always in the university. So e-mail usually gets us quicker than other forms of communication. Academic staff are not “off all Summer” although it is usually the only time we can find to take our annual holiday entitlement due to our term time teaching commitments. When a member of staff is on holiday you will receive a bounce back e-mail (Please note: if you have e-mailed previously you will only receive this once).

1.7 External Examiner

The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. If you wish to make contact with your External Examiner, you should only do this through your Course Leader and not directly. External Examiner reports are available to you electronically on the university’s shared drives. However, the highlights of the external examiner reports are made available at staff student liaison meetings.

The School send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range.

The external examiner for our course is Professor Ian Cunningham at the University of Strathclyde. Ian is also an Academic Fellow of the CIPD and has responsibility to the CIPD for ensuring the University complies with its approved status.

2. Structure of the course

2.1 Overall structure This is a part time course. 2.2.1 Core Modules These modules are compulsory

HR4007 HRM in Context This module provides learners, first, with an understanding of the principal internal and external environmental contexts of contemporary organisations, including the managerial and business context, within which managers, HR professionals and workers interact in conditions of environmental turbulence, change and uncertainty. Second, the module examines how those leading organisations respond to these dynamic environmental contexts. Third, the module indicates how leaders in organisations, and those in the HR function, and line managers with HR responsibilities, need to recognise and acknowledge that corporate decisions and HR choices are not always shaped by managers alone. They are also shaped by internal and external forces beyond their immediate control.

HR4008 Managing, Leading & Developing People This module aims to provide learners with a rigorous framework of knowledge and understanding concerning people management and development that they will need whatever the degree of specialisation they later elect to follow. It has a number of distinct learning objectives. First, the module seeks to familiarise learners with major contemporary research evidence on employment and effective approaches to human resource (HR) and learning and development (L&D) practice. Research focusing on the links between people management practices and positive organisational outcomes is covered, as is research that highlights major contemporary changes and developments in practice. Second, the module introduces learners to major debates about theory and practice in the specific fields of leadership, flexibility and change management, the aim being to help them become effective managers as well as effective HR specialists, managing others fairly and effectively and increasing levels of engagement, commitment, motivation and performance. The module also introduces the major aims of HR and L&D and explores how these are achieved in practice in different types of organisational scenario. Finally, the module requires learners to reflect critically on theory and practice from an ethical and professional standpoint and provides opportunities for applied learning and continuous professional development. HR4009 Developing Skills for Business Leadership Successful human resource (HR) professionals have different approaches to their work, sharing a range of diverse personality traits, attributes and beliefs. These underpin skills proficiency, but cannot in themselves be described as ‘skills’. Yet often they are central determinants of an individual manager’s effectiveness and are developed consciously over time and with an awareness of differing cultural contexts and operating environments. A key purpose of this module is thus to encourage learners to develop a strong sense of self-awareness and of their own strengths and weaknesses as managers and colleagues. The module is primarily concerned with the development of skills, and specifically seeks to develop and improve a range of definable skills that are pivotal to successful management practice and to effective leadership. These include thinking and decision-making skills, the management of financial information, managing budgets, a range of teamworking and interpersonal skills and others associated with developing personal effectiveness and credibility at work. The module also seeks to develop further more-specialised skills that are of particular significance to effective higher-level people management and provides opportunities for applied learning and continuous professional development. Finally, the module seeks to help learners make the most of their formal programmes of study with the inclusion of key postgraduate study skills and requires critical reflection on theory and practice from an ethical and professional standpoint.

HR4010 Investigating a Business Issue Key elements of professional competence are strategic awareness, a business orientation and a concern with adding value through human resource (HR) practice. Qualified professionals should be able to research relevant topics and write reports that can persuade key stakeholders in the organisation to change or adopt a particular policy and practice. This module provides the opportunity for learners to demonstrate the ability to diagnose and investigate a live, complex business issue from an HR perspective, to locate the work within

the body of contemporary knowledge, to collect and analyse data, to derive supportable conclusions and to make practical and actionable recommendations for change, improvement or enhancement of current practice. The applied nature of the report requires a critical evaluative approach, empirical investigation and analysis and a combination of academic research and business report writing skills. It requires reflection on the implications for professional practice from an ethical, professional and continuous professional development standpoint.

2.2.2 Option Modules

There are two pathways on this programme and you need to inform the Course Leader at the outset which pathway wish to be on. One pathway is HR Management (HRM) and the second is HR Development (HRD).

HR Management Pathway To be awarded a Postgraduate Diploma HRM as well as the 4 core modules you are required to complete at least 3 option modules from the HRM or HRM/D lists below and a maximum of 1 module from the HRD list.

HR Development Pathway To be awarded a Postgraduate Diploma HRD as well as the 4 core modules you are required to complete at least 3 modules from the HRD or HRM/D lists below and a maximum of 1 module from the HRM list.

HRM (pathway) Options HRD (pathway) Options HRM/D (pathway) These modules are normally taught as standard

Employment Law Learning & Talent Development

Organisational Design and Development

Managing Employee Relations

Designing, Delivering and Evaluating Learning and Development Provision

Leadership & Management Development

Employee Engagement Understanding and Implementing Coaching and Mentoring

Performance Management Knowledge Management & Organisational Learning

Reward Management Talent & People Resourcing

So for example if you have taken Organisational Design and Development and Leadership and Management Development you can in effect take one module from the HRM and one from the HRD list and elect to receive either the Postgraduate Diploma in HRM or HRD. Alternatively you can take two options from the HRM list for a Postgraduate Diploma HRM.

PLEASE NOTE: The University is accredited to run all module options listed below. However, modules will only run when student numbers make them economically viable and based on staff availability. Core modules will always run and there will always be a guaranteed pathway for both HRD and HRM.

HR4011 Organisational Design and Development This module covers organisation design and organisation development and will enable learners to develop a critical understanding of the theory and conceptual framework of organisation design and of the principles and practices of organisation development. Both are critical to our understanding of organisations and how they function and both reside within a framework of organisation theory. The module focuses on decisions that have to be made on the most appropriate organisational structure(s) to ensure delivery of organisational activity. Organisation design is about shaping an organisation to maximise its effectiveness, aiming for flexibility in delivery of its services. Through breaking down departmental barriers, seeking improved supply efficiencies, teamwork and collaboration and working towards better customer management and retention, organisations can enhance their performance and ensure that organisational goals and targets are achieved. Organisation design activities therefore focus on finding the most appropriate structures, relationships between departments and sections, and allocation of work activities, including definition of duties and role responsibilities. It has a clear link to performance management in that effective delivery of work and output will be measured and managed. The module also focuses on how an organisation’s culture, values and environment support and enhance organisational performance and adaptability. Organisation development is defined by CIPD as a ‘planned and systematic approach to enabling sustained organisation performance through the involvement of its people’. This might include how organisational members acquire new skills, knowledge and behaviours, and do things differently, often as part of the application of continuous improvement strategies. The concept of the ‘learning organisation’ as one of a number of organisation development strategies that might be adopted as part organisational change activities is also explored. The importance of cultural awareness in managing outcomes of design and development strategies, the practical applications of organisation design and organisation development concepts and the implications for the effective management of organisations and professional practice are considered.

HR4012 Talent & People Resourcing This module focuses on these activities, focusing not just on the practical aspects of recruitment, selection, employee retention and dismissal, but also on the strategic aspects to equip learners with the knowledge and skills required for resourcing and talent management within a global context. Skills can be sourced by hiring employees, but also through other means such as the employment of agency workers, subcontractors and consultants, or

through outsourcing arrangements. To mobilise an effective workforce organisations hire people from employment markets, which obliges them to compete for talent with other employers whenever demand for skills is greater than the available supply. Effective organisations thus develop a strategic approach to the attraction and retention of staff, analysing their key employment markets and gaining an understanding of their dynamics so as to enable them to compete more effectively, both now and in the future. Indeed, planning to enable an organisation to meet its future demand for skills is an increasingly important HR role and is central to this module. As the skills that employers seek become more specialised, employment markets have tightened, leading to increased sophistication in the area of resourcing and talent planning. This is reflected in the increased use of proactive diversity management, employer branding, work–life balance initiatives and innovative approaches to job design, which are covered in this module.

HR4013 Managing Employee Relations This module will provide learners with a comprehensive understanding of employment relations perspectives and debates, both national and international, from a theoretical and behavioural competency perspective. It will enable learners to understand, analyse and evaluate competing theories and perspectives associated with managing employment relations strategies and their outcomes on organisational climate, employees and management. The module provides opportunities for learners to critically apply the activities, knowledge and behavioural competencies required for managing employment relations practices in union and non-union, small and large, private, public and indigenous and multinational organisations and will enable learners to review and critically evaluate the roles and functions of different stakeholders in employment relations and the structures and processes required to manage the employment relationship effectively. Learners will also be able to assess the impact of contextual changes on employment relations practices and organisational performance from a managerial perspective and gain insights into the creation and implementation of effective employment relations procedures and policies.

HR4014 Employment Law The purpose of this module is to provide learners with the knowledge, understanding and skills required to brief organisations on the consequences of current and future developments in employment law, and to give up-to-date, timely and accurate advice concerning the practical application of legal principles at work in different jurisdictions. The module will provide learners with the key principles that underpin UK and EU employment law, their purpose, the major defences that employers are able to deploy when defending cases, and the potential organisational costs and reputational risks associated with losing them. Moreover, the focus is on situations that occur relatively regularly in workplaces rather than on more uncommon or obscure legal scenarios and on advanced knowledge of legislation or case law. Employment law continues to expand both in terms of volume and complexity and the amount of regulation covering the employment relationship and the workplace has grown substantially in recent years, including additional duties placed on public bodies to actively promote equality. While organisations can source specialist advice on more complex and unprecedented issues from legal advisers, senior human resource (HR) professionals need to be sufficiently aware of major, current and coming developments in the regulatory environment to ensure organisations are fully prepared and also able to anticipate legal problems associated with proposed decisions or plans before they are

implemented. In the context of increasing numbers of claims to employment tribunals, they take a leading role in handling issues and disputes at work and in leading an organisation's response when a formal legal claim is contemplated or pursued, including preparing and presenting responses to employment tribunal claims and they need to fulfil each of these requirements to a professional standard.

HR4015 Performance Management The module examines the design of performance management systems that aim to transform organisational objectives and performance outcomes and identifies the knowledge and skills needed for effective performance review processes that are fair, ethical and improve people performance in modern organisations. It will equip learners with the necessary skills and a critical understanding of the performance review process that combines challenge and support and places a focus on personal, team and organisational learning and accountability. Furthermore, it recognises the importance of communication skills in the performance review process and evaluates the need for employee involvement as well as transparent, ethical and justifiable rewards for performance.

HR4016 Reward Management This module examines total rewards in an organisational and international context and provides learners with the knowledge and understanding of environments in which reward professionals plan, implement and evaluate employee reward policies to support strategic organisational goals. They will acquire both theoretical and normative understanding of the diverse approaches to reward management and be able to critically reflect on the strengths and limitations of these approaches in promoting individual and organisational performance in a fair, reasonable and equitable way. The foundations for pay and benefits management in modern organisations in the private, public and third sectors and how these traditions can be integrated into appropriate strategic designs that provide considerations of relative value and worth, individual and collective contribution and labour markets is examined. Learners will be able to comprehend the relationship between traditional, contingent and developmental choices of rewards, the use of diagnostic and evaluative skills in designing flexible approaches to reward and the challenges of international and executive pay arrangements.

HR4017 Employee Engagement This module explores the different dimensions of employee engagement, that is, the cognitive, affective and behavioural dimensions. It examines and explores what is meant by ‘engagement’ and why some organisations are better than others at creating authentic engagement among their employees, and what any organisation can do, with the aid of its human resource (HR) professionals, to create sustainably high levels of workforce engagement. The module will equip learners with a comprehensive understanding of the concept of ‘engagement’ as applied in an organisational setting and explores the research-based and philosophical connections between employee engagement and other related beliefs, values, leadership models and management practice. It provides learners with knowledge and understanding of the rationale for the emergence of employee engagement as a key priority for organisations with high-performance working (HPW) achievements or aspirations and will enable them to develop the knowledge and skills necessary to assess the research, experiential and anecdotal evidence surrounding both the processes that

facilitate employee engagement and the outcomes that may follow. The module counsels caution in the assessment and interpretation of ‘evidence’ about the processes and benefits of engagement and the need to guard against tendencies towards rhetoric, as many studies lack empirical detail and devote excessive attention to views of those with a vested interest in reporting progress and success. Employee engagement, if properly understood, carefully implemented and objectively measured, is a powerful tool for delivering positive reputational and ‘bottom-line’ outcomes. Learners will explore techniques needed to measure engagement, take remedial action or embed engagement-enhancing cultural practices, and to identify, prioritise and evaluate actions to promote high levels of engagement.

HR4018 Learning & Talent Development Learning and development and its central contribution to talent management is recognised and acknowledged to be a significant lever in achieving economic, social and cultural aspirations, ambitions and objectives of governments, work organisations and individuals. Perhaps less recognised, but of equal importance, is the potential role of learning and development in formulating and agreeing aspirations, ambitions and objectives. The contribution of learning and talent development to both formulating and achieving objectives forms a core rationale and component of this module. So too does the contextual nature of notions of talent and their connections with national and organisational policy and strategies intended to promote similarly contextual notions of success. This module will develop a critical understanding of the potential and limitations of the contribution of learning and talent development policies and strategies to formulating and achieving objectives at national, organisational, group and individual levels and will enable the development of intellectual, social, professional and personal skills to perform effectively in associated professional roles.

HR4020 Leadership & Management Development The focus of this module is on the development of leadership and management in facilitating organisational, team and individual change and growth. There is recognition of differing approaches and interpretations of the concepts of leadership and management within a range of organisational contexts including public, private, not-for-profit, large, small, national, international and multicultural organisations. This module encompasses the development of leadership and management at all levels ranging from first line to senior managers and draws on the established body of knowledge and theory in both leadership and management and learning and development, in addition to the growing body of specialist knowledge in leadership and management development. The module will enable learners to develop a critical understanding of the complexities and contested nature of leadership and management and the contextual opportunities for development. It will enable learners to develop a range of personal and professional skills associated with the development of leadership and management strategies to facilitate organisational development and change.

HR4019 Designing, Delivering and Evaluating Learning and Development Provision The design and delivery of learning and development always occurs in a specific context. It is important therefore that this module develops a critical understanding of the role and influence of a range of contextual factors on the design, delivery and evaluation of learning and development plans and interventions. There is a well-established body of knowledge

and theory on learning processes and their application in instructional design and facilitating learning that also influences design and delivery of learning and development plans and events. This body of knowledge therefore forms a significant component of the module. The module as a whole is intended to develop the professional knowledge and skills required to perform effectively in specialist roles associated with the design, delivery and evaluation of learning and development.

HR4021 Understanding and Implementing Coaching and Mentoring Interest in and the use of coaching and mentoring in organisations, and as methods of personal, professional and management development have grown significantly. Both processes are more popular and prevalent in professional practice and have been subject to much academic and professional research and writing which suggest many issues and problems, as well as features of effective practice, that need to be taken into account when using the processes and methods. The research and writing also signals many unanswered questions about current practice and this module promotes an evidence-based approach to enable the development of intellectual, social and professional skills necessary to design, apply and practise coaching and mentoring programmes and services in work organisations and their application in supporting personal and performance development. It encourages a questioning of simplistic and prescriptive accounts of coaching and mentoring in order to develop a critical awareness and understanding of the potential and limitations of coaching and mentoring models, frameworks and associated theories.

HR4022 Knowledge Management & Organisational Learning Organisational learning is argued to be a critical process affecting the success or otherwise of organisations, for example in achieving competitive advantage. The efficiency and effectiveness of the process influences performance outcomes. Therefore attention needs to be given to examining and improving organisational learning. This is often achieved through mechanisms and techniques associated with knowledge management. Learning and knowledge are intertwined, as the former is a necessary condition for the creation of the latter. There is therefore an established connection between the two concepts. This module will explore that connection to develop a critical understanding of the concepts of knowledge management and of organisational learning and associated theories and the personal and professional skills associated with designing and implementing knowledge management strategies that promote organisational learning.

2.2.3 Progression In normal terms progression is automatic on this programme. In unusual circumstances such as extenuating circumstances and suspension of studies your progression will be subject to discussions at Course Boards and Extenuating Circumstances Panels. Failure to respond to e-mails and or other communication on such matters may result in your progression being denied or withdrawn.

2.3 Study Time

2.3.1 Weekly timetable The timetable for this programme is available on your myuclan course page.

2.3.2 Expected hours of study The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. So for example all modules are 15 credits = 150 hours. This means that classroom time is around 40 hours for each module and the remaining hours are made up of assessment work, reading and personal study. The CIPD suggest that it is 8 hours of additional study on average per week beyond the classroom and assessment,

2.3.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. If you are unable to attend you must notify the course leader at davickers@uclan.ac.uk If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. You are not required to swipe into the student attendance monitoring system (SAM) as it is not used on this programme. We have been granted dispensation from this scheme due to the adult, professional and part time nature of our programme. If you are sponsored by an employer you need to discuss the implications of periods of non-attendance with them. On the rare occasion when an employer request attendance information from the Course Leader this will be refused and employers will be referred back to you as their employee.

2.3.4 Staff Absence The School office tends to notify part time students by e-mail and text message to your mobile phone when a Tutor is going to be absent. The School office will do this as soon as they are aware of the staff absence (occasionally that may be at short notice so you may get a message on your way to the University). Should you be notified that a Tutor is unable to attend a scheduled class, please refer to guidance in your Module Information Pack.

2.4 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Clerk to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email DPFOIA@uclan.ac.uk. From time to time information about you will be transmitted to the Chartered Institute of Personnel and Development. This information is usually about membership issues and your results to enable the CIPD to update their records.

3. Approaches to teaching and learning

3.1 Expertise of staff The University has been running CIPD programmes for more than 25 years. The current Course Team is well developed in terms of teaching and learning practice established over many years and builds upon the previous business and industry experience of individuals. Most of the staff who teach on the programme have HR experience and are Associates, Chartered Members or Chartered Fellows of the CIPD. Several staff are involved in knowledge transfer (consultancy) activities which helps them to maintain good links with organisations and businesses. We also have strong links to the CIPD at a national and local level. Most of the staff who teach on this programme are part of the HRM & Leadership Division. The Division is perhaps one of the most active group of researchers in the School. Many of the teaching staff have PhDs or are progressing towards achieving them and all staff have at least a Masters level qualification. Several have also completed a CIPD qualification like the one you are embarking on here! Most of the Course Team are also members of iROWE (Institute of Research Organisation, Work and Employment) our own research institute and as a student (and after you leave UCLAN) you will also have access to iROWE. For more information visit the iROWE webpage

3.2 Learning and teaching methods Students are supported by the electronic E-Learn (Blackboard) system where materials are made available to them by module to support their learning. There is a course page which contains lots of useful information (e.g. timetables, handbooks and study skills) and information on each module you are undertaking. PLEASE NOTE that it is better to access e-learn using Mozilla Firefox as your browser than Microsoft Internet Explorer.

Mozilla Firefox can be downloaded for free for your own PC here.

Acquisition of core knowledge and understanding is through a variety of teaching and learning methods including lectures, seminars and workshops. Group activities are used to encourage social learning and interaction. Particular emphasis is placed on applied, active learning with students participating in case studies, exercises and by relating your learning to work. We also encourage reflective practice throughout the programme.

3.3 Study skills Staff on the course give advice and guidance on assessments. We also have a student enhancement week each semester which we tend to use for study skills and assignment support

The University offers more support on a wide range of study skills. To start with you might like to look on myuclan at your course page which has further information.

WISER offers specialist advice and guidance to ALL students at the University, no matter what area of study, undergraduate or postgraduate; and for students of all levels of ability. Learn how to study more effectively, write better and get the marks you deserve, so even the confident able student can use the services to gain those extra marks.

WISER tutorials offer:

• 1-to-1 help; • Feedback on your writing (either personally face to face or on-line); • Advice on your specific study problems.

WISER can help you generally in your study and specifically to develop the communication skills that can contribute to your PDP portfolio and will be invaluable in future employment.

If you need support either talk to a member of the course team or go directly to WISER.

Website – the “I” The electronic version of the “I” is the Student Lobby and a very useful site to direct you to sources of help and to aid your studies. Often you can find the answer here as a useful point to go to and which will direct you to important information. If you don’t know something then it is probably here. To access the “I” click here

3.4 Learning resources

3.4.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study. You can get support on:

• Study skills at study smarter and there is an online IT induction

• Ask the Library Trainer for support and help on using the library

• Ask the IT trainer for support on a range of software applications

• A range of electronic resources

• E-learning (Blackboard)

3.4.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts.

• See course material on E-learning (Blackboard) and library electronic resources

3.5 Personal development planning The University encourages personal development planning for students and staff and our course is no different. As we are also teaching you on behalf of the CIPD we expect you to keep a Continuing Professional Development (CPD) portfolio. The Course Leader will talk to you about the requirements at your induction and at the end of the course the Course Leader will review your portfolio on behalf of the CIPD. Throughout the programme you will also be encouraged to reflect and maintain CPD. The CIPD web site has more information on CPD and offers an online process for capturing your CPD. The CIPD view is that it is much more important that you keep a CPD portfolio than what process you use to keep it.

3.6 Your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:

• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.

• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,

• You will then be ready to learn how to successfully tackle the recruitment process.

You will be able to record your journey using PebblePad, the university’s e-portfolio system, which will leave you with a permanent record of all the fantastic things you have achieved during your time at UCLan.

It’s your future: take charge of it!

Careers offers a range of support for you including:- • career and employability advice and guidance appointments • support to find work placements, internships, voluntary opportunities, part-time

employment and live projects • workshops, seminars, modules, certificates and events to develop your skills

Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal.

This will help with your future employability as an HR professional and will enhance your skills for your present employer and for future employment prospects. Once you upgrade to Chartered Membership status with the CIPD you will also be more marketable across the HR profession.

4. Student support, guidance and conduct In the first instance the Course Leader is responsible for supporting students, offering guidance and managing student conduct on the programme. If you require support on personal and academic matters e-mail David Vickers at davickers@uclan.ac.uk

In the very unlikely event that disciplinary action is being considered against you the Course Leader will refer such matters to the Division Leader for HRM & Leadership.

4.1 Academic advisors The Course Leader provides guidance or advice to students about both the academic part of their course and in counselling for more personal matters. Please contact David Vickers at davickers@uclan.ac.uk

4.2 Student Support The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial Support Bursary (first year students only).

4.3 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, disability@uclan.ac.uk The disability co-ordinator for the school is Angela MacKenzie and Angela can be contacted in the first instance at ammackenzie@uclan.ac.uk

4.4 Health and Safety As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to

your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. In the unlikely event that a member of University staff has to instruct students to do something on Health and Safety grounds it is important that you comply..

4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off (or in certain cases onto silent/vibrate) prior to attending classes. If your behaviour is considered to be unacceptable, any member of academic staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. In certain circumstances staff also have the right to request you leave a class and ask security to remove you if you refuse. You can read more about UCLan expectations in the regulations for the Conduct of Students.

4.6 Students’ Union The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go? Pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student-bar (Source) and student venue (53 Degree), can be found at http://www.uclansu.co.uk/.

5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.

5.1 Assessment Strategy Assessment is an important part of your development as a student to test understanding, knowledge and ability to apply learning. The learning achieved from completing an assessment and from the feedback received, especially about how to improve are very valuable.

Each learning outcome of the course has to be assessed and this is achieved in the various modules. There is scope for modules to have more formative work or more summative work to be assessed as befits the module. Most modules are assessed purely by course work, but some modules have examinations at the end of semesters; some have time-constrained assessments during semester.

5.2 Notification of assignments and examination arrangements Students will be notified on E-Learn (Blackboard) of the requirements for individual assessments and the deadlines for submission. Examination arrangements will be given on E-Learn too. The respective module leaders will do so through the Module Information Packs (MIPs) and Assessment Briefs, which may be contained within the MIP or published separately. Students are advised to take note of any special or separate communication from individual module leaders as announcements by e.g. e-mail or in lectures. Assessments will always be notified in writing. Short Tests and Examinations may be set within the semester or at the end of a semester/year and students should ensure that they are fully aware of when and where these are. Students should take note that some pieces of work have to be submitted by or on a particular day and sometimes by a particular set time on that day e.g. 5.00 pm. Section 5.1 above has general assessment criteria and each assessment will have particular criteria specified in the assessment brief. This will be published either as part of the Module Information Pack, or as a separate assessment document.

5.3 Referencing It is important when writing in assessed work that you adopt the correct academic style used at the University. This may be very different from what you are used to from pre-degree study and especially if you are an international student. The following is given as a brief review of this important area. The most important point to remember is that you are expected to write in your own words, yet give reference to your source as you write within the text of your report. It is a common misunderstanding that it is all right to use your sources words so long as you give the source – no it isn’t acceptable. Generally you should not use words directly from your source and if you do you must identify this as such by putting the words exactly as originally written and within quotation marks. These should be short and form a very minor part of the overall work that you present. You are expected to build arguments not from your opinion but from your sources, using these as evidence to build up your points

and citing their work i.e. giving references to them as the original source, but using your own words.

You are required to use the Harvard system of referencing when you write. You cite the short reference within your text of author, date and page and given the full reference in a listing at the end of your work. See the LBS guide to standard referencing PLEASE NOTE: The Employment Law module may have specific referencing requirements due to the nature of the topic and your module tutor will advise you of the requirements. Writing in the correct style is very important and not doing so is often the cause of plagiarism which is considered to be against the university regulations and carries severe penalties. It is thus to be avoided, see section 5.7.

5.4 Confidential material Students do not generally have to use confidential material but there are some situations in which they need to be cognisant of the legal and ethical requirements of protecting confidentiality e.g. when conducting research with respondents. If your assessments involve confidential material you should put the word “confidential” on the cover/title page of the assignment.

5.5 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed, or are likely to miss in-semester tests you must report this at the earliest possible opportunity by e-mail to David Vickers so that he is aware of your situation and can help you through the formal processes to gain approval for work to be submitted late. There are two processes and you must decide which it is appropriate one to use. Authorisation of the late submission of work requires written permission. The School with responsibility for your module will be authorised to give permission for one extension period of between 1 and 10 working days where evidence of circumstances has been accepted and where submission within this timescale would be reasonable taking into account those circumstances (Academic Regulations:G3). To request an extension you need to complete the standard proforma which is available in document holders in the atrium area outside GR068 (Greenbank) or in the School Hub. This form can be handed to a module tutor or to David Vickers, or left for them in Gr068 where staff mail trays are kept. If you want an extension please make sure you have e-mailed David Vickers as well so that we can manage the process. You should complete and submit an extension request form, with any supporting evidence, to your School office. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php The University aims to inform you of a decision about granting an extension within 2 days of the receipt of the request but if you e-mail David we can often do it quicker and allay your concerns! If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations: G9 and Assessment Handbook).

5.5.1 Extenuating circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook). Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations).

BEFORE YOU APPLY FOR EXTENUATING CIRCUMSTANCES PLEASE CONTACT DAVID VICKERS SO HE CAN GUIDE YOU THROUGH THE PROCESS. Often David will write a tutor’s letter to support your request. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester. All evidence that is provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).

5.5.2 Late submissions If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:

• If you submit work within 5 working days following the published submission date you will obtain the minimum pass mark (i.e. 40% for levels 4, 5 and 6 work, 50% for level 7 work) for that element of assessment.

• Work submitted later than 5 working days after the published submission date will be awarded a mark of 0%.

• Unauthorised late submission at resubmission will automatically be awarded a mark of 0%.

The best advice is don’t submit late and contact David Vickers instead

5.6 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations: G2.4). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission. Generic feedback on end of module assessment, examinations and dissertations will be available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other.

5.7 Cheating, plagiarism, collusion or re-presentation You are required to sign a declaration indicating that individual work submitted for an assessment is your own. [The document holders in the atrium area outside Greenbank 068 contain assignment front sheets or you can type a sentence on the front sheet of your assignment to make the declaration. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations: G7 and the Assessment Handbook .

• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.

• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

• Re-presentation is an attempt to gain credit twice for the same piece of work. [Note: Re-presentation could be where you submit work you have already done in another assignment – this could be one undertaken at UCLAN or elsewhere].

Some module tutors will ask you to submit your assignments electronically through e-learn so that they can run your work through plagiarism software (Turnitin). This will be discussed with you by the relevant module tutor.

During your induction David Vickers will talk to you about plagiarism, cheating and re-presentation.

The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook, section 5. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:

• the penalty will be 0% for the element of assessment, and an overall fail for the module.

• the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark (i.e. 40% for levels 4, 5 and 6 work, 50% for level 7 work).

• when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.

In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

• the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.

The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance.

5.8 Appeals against assessment board decisions If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are:

1. that an Assessment Board has given insufficient weight to extenuating circumstances;

2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board;

3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;

4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.

If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance. Dates for publication of results are available on the course pages of e-learn on the academic calendar.

6. Course regulations

6.1 Course requirements At the end of the Postgraduate Diploma you will be asked to complete a CPD proforma by the Course Leader. Once this CPD proforma has been signed off the Course Leader will notify the CIPD of your results. Once the CIPD have ratified the results (which can take up to 6 weeks) they will automatically upgrade you to Associate member if you are not one already. Providing you have the appropriate experience you can apply to upgrade to Chartered Member. For more information visit the CIPD web page.

As a student you are bound by the University’s regulations and you are also bound by CIPD’s code of professional contact

The Assessment Regulations of the University’s Credit Accumulation and Transfer Scheme (MODCATS) provide the governing framework for progression and awards.

6.1.1 University Awards The awards associated with the Postgraduate Diploma programme are as follows:

• Postgraduate Certificate in Human Resources • Postgraduate Certificate in Human Resources with Merit • Postgraduate Certificate in Human Resources with Distinction • Postgraduate Diploma in Human Resource Management • Postgraduate Diploma in Human Resource Management with Merit • Postgraduate Diploma in Human Resource Management with Distinction • Postgraduate Diploma in Human Resource Development • Postgraduate Diploma in Human Resource Development with Merit • Postgraduate Diploma in Human Resource Development with Distinction

Normally a “merit” is awarded when the overall percentage mark (APM) for modules is 60-69% and a “distinction” is awarded at 70% or higher. The full process for determining awards is detailed in 6.2 below.

The Postgraduate Diploma in Human Resource Management is one of the target awards of the programme and can be awarded with ‘Merit’ and with ‘Distinction’. The Average Percentage Mark (APM) is based on the all the modules undertaken. To achieve this award you must have a total of 120 credits of which 45 credits have to be from 3 HRM pathway option modules (see the table in section 2.2.2 above)

The Postgraduate Diploma in Human Resource Development is the alternative target award of the programme and can be awarded with ‘Merit’ and with ‘Distinction’. The Average Percentage Mark (APM) is based on the all the modules undertaken. To achieve this award you must have a total of 120 credits of which 45 credits have to be from 3 HRD pathway option modules (see the table in section 2.2.2 above)

The Postgraduate Certificate in Human Resources award is primarily an intermediate exit award, and its Average Percentage Mark (APM) is based on the successful completion of any three modules (45 credits).

6.2 Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations Section H. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.

If the APM is near a borderline, ‘at the discretion of the Assessment Board, students may be classified according to the academic judgement of the Assessment Board’ In operating discretion for profiling Course Assessment Boards will use academic judgement and may refer to performance in core modules; the placement component, the dissertation/project or other factors which have been published to students.

Typically marks at 49.5/59.5 and 69.5 are automatically rounded up to the next level. Where a mark is between 49.0 and 49.49/ 59.0 and 49.49 and 69.0 and 69.49 this is where the board will is able to use its discretion.

7. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. For example on one of our programmes in a previous year we discussed ways to reduce the assessment load on students and found a way to do this for subsequent cohorts of students. The Students’ Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be asking that you complete the UCLan Student Survey. The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means, The Union’s Student Affairs Committee (SAC), and members of Students’ Council each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. As a Course Team we are keen to know what you think so that we can continue to offer an excellent course. As the course recruits many of its students through word of mouth we know how important it has been over the past 25 years to ensure you have a good experience at UCLAN. Apart from staff student liaison (see the section below) there are a

number of opportunities to help us and the future HR community that will pass through this programme.

• When courses are validated, revalidated or assessed for re-approval by the University and/or the CIPD the validation panel will meet with a selection of students in private to discuss what works well and what issues there are on the programme. If the Course Leader approaches you to attend one of these sessions we would be grateful if you could make every effort to attend as your contribution is valuable to us.

• Staff may ask from time to time for feedback on how things are going on their modules or during teaching sessions.

• Staff who supervise you on a one to one basis may also ask how the supervisory relationship is progressing. Although you do not need to wait to be asked to discuss this!

• The Course Leader may ask from time to time on an informal basis how the course is progressing – again though you do not need to be asked and you are encouraged to contact the Course Leader to raise issues or give positive feedback.

7.1 Course Representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students.

The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below).

Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: coursereps@uclan.ac.uk.

School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: coursereps@uclan.ac.uk

7.2 Student Staff Liaison Committee Meetings (SSLC) The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Meetings will be facilitated using guidelines and a record of the meeting will be provided with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year).

The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting

• Update on actions completed since the last meeting • Feedback about the previous year – discussion of external examiner’s report;

outcomes of National /UCLan student surveys. • Review of enrolment / induction experience; • Course organisation and management (from each individual year group, and the

course overall); • Experience of modules - teaching, assessment, feedback; • Experience of academic support which may include e.g. Personal Development

Planning, academic advisor arrangements; • Other aspects of University life relevant to student experience e.g. learning

resources, IT, library; • Any other issues raised by students or staff.

Students will be informed of the next SSLC meeting during a teaching session and they are normally held during a taught session so it is easy to attend given that you are all part time students. Feedback on actions is given in a subsequent meeting (where possible the next one).

7.3 Complaints As most of the Course Team are HR professionals as well as academics we welcome open and constructive discussion which can often result in resolving issues as they arise. Alternatively you can raise issues in confidence with the Course Leader. Where the Course Leader deems it necessary to raise the issue at a higher level he will discuss this with you first. However, the University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure .

8. Appendices

8.1 Programme Specification

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body University of Central Lancashire

2. Teaching Institution and Location of Delivery

University of Central Lancashire/Preston

3. University Department/Centre Human Resource Management and Leadership Division/ School of Management

4. External Accreditation Chartered Institute of Personnel and Development

5. Title of Final Award Postgraduate Diploma Human Resource Management/Development

6. Modes of Attendance offered Part Time

7. UCAS Code -

8. Relevant Subject Benchmarking Group(s)

-

9. Other external influences Chartered Institute of Personnel and Development

10. Date of production/revision of this form

May 2010

11. Aims of the Programme • To provide students with a high quality postgraduate management education and development experience of intrinsic worth that will enable you to achieve learning outcomes at a level appropriate for the award of a Postgraduate Diploma of the University. • To provide an intellectually stimulating programme of professional postgraduate education for students desiring to develop their careers in the human resource management and development profession. • To develop the operational skills and behaviours of human resource management and development practitioners though a curriculum that combines rigorous academic study, skills development and application. • To ensure that by completion of the programme, students meet the requirements of CIPD ‘advanced’ level standards to enable them to contribute to their present or future organisations. • To enable students to learn and to demonstrate their academic learning to a level that may lead to MCIPD. Please note this is subject to successful assessment by CIPD of behaviours and attaining the appropriate experience.

12. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding A1. Critically assess the objectives & methodologies of your business colleagues & stakeholders. A2. Strategically assess trends and patterns and identify good practice which can be imported from outside the organisation. Teaching and Learning Methods Lectures, small group work and plenary sessions, self-directed study, individual reflection, individual and team presentations, research tasks. Assessment methods Essays, reports B. Subject-specific skills B1. Demonstrate a level of knowledge, understanding and ability about managing people and leadership that meets CIPD Professional Standards. B2. Demonstrate an awareness of the wider contribution that personnel management and development can make to organisational success. B3. Demonstrate an understanding of how to develop organisational capacity through people management and development processes and initiatives that will help to embed or promote change in organisational culture, structure and functioning, and ensure the skills needed to operate in changed roles and environments. Teaching and Learning Methods Lectures, small group work and plenary sessions, practical workshops, critical discussion and evaluation, visiting speakers, individual reflection, and presentations. Assessment methods Essays, reports, presentations, skills assignments, portfolio. C. Thinking Skills C1. Effectively analyse business needs and issues using relevant facts and figures; anticipating objections and preparing responses. C2. Effectively apply a range of critical thinking abilities, tools and processes. Teaching and Learning Methods Lectures, small group work and plenary sessions, self-directed study, individual reflection, individual and team presentations, and critical discussions. Assessment methods Essays, presentations, case study analysis. D. Other skills relevant to employability and personal development D1. Demonstrate the ability to prioritise tasks and work schedules D2. Systematically seek to improve performance and professional development through periodic reflection. D3. Identify how to gain support and commitment from others and be able to influence and persuade them. D4. Promote professionalism & an ethical approach to HRM/HRD practice in organisations. Teaching and Learning Methods Lectures, small group work and plenary sessions, self-directed study, individual reflection, individual and team presentations, research tasks. Assessment methods

Reports, essays and presentations.

13. Programme Structures* 14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 7 HR4007 HR4008 HR4009 HR4010 HR4011 HR4012 HR4013 HR4014 HR4015 HR4016 HR4017 HR4018 HR4019 HR4020 HR4021 HR4022

4 Core Modules HRM in context Managing, Leading and Developing People Developing Skills for Business Leadership Investigating a Business Issue Option modules Organisational Design and Development Talent and People Resourcing Managing Employee Relations Employment Law Performance Management Reward Management Employee Engagement Learning & Talent Development Leadership & Management Development Designing, Delivering & Evaluating Learning & Development Provision Understanding and Implementing Coaching and Mentoring Knowledge Management & Organisational Learning

15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15

Postgraduate Diploma HRM requires 120 credits at Level 6 or above, with at least 100 at Level 7 of which at least 45 credits have to be from the HRM pathway modules.

Postgraduate Diploma HRD requires 120 credits at Level 6 or above, with at least 100 at Level 7 of which at least 45 credits have to be from the HRD pathway modules.

Intermediate exit award Postgraduate Certificate Human Resources requires at minimum of 60 credits.

15. Personal Development Planning

Students will be familiar with the CIPD’s approach and are required by them to follow the CPD (Continuing Professional Development) process. The CPD processes commences with a briefing during the induction. Examples of CPD will be provided and all students will have access to online CIPD support. Students will also be given additional guidance and support throughout the programme. More specific support will be given in the modules Managing, Leading and Developing People and Developing Skills for Business Leadership. At the end of the programme students are required to submit a copy of their CPD portfolio and this is assessed by the Course Leader (in his CIPD capacity).

16. Admissions criteria

A UK University degree or equivalent combined with appropriate experience at CIPD Band 2 or 3 [see below]; CIPD validated qualification at Intermediate level (e.g. the University’s Graduate Diploma HRM/D); a Graduate Diploma in a relevant topic; an S/NVQ level 4 in a relevant topic. Professional criteria: The professional criteria are explained fully in the CIPD’s mapping document at http://www.cipd.co.uk/NR/rdonlyres/B65629A6-6371-4887-BBB3-732E6B7F2D5C/0/HR_Profession_Map_band_and_transitions.pdf

Applicants will be operating at Band 2 but can clearly see the career transition to Band 3 or in the early stages of Band 3. For people operating at Band 3 it is likely that one of the following statements will describe your work:- • have responsibility for human resource (HR) decision making within an organisation at either

operational, tactical or more strategic level • are HR professionals in a team or HR functional management role who are seeking to enhance

and develop their career • have responsibilities for the HR function and activities within an organisation without a specialist

function • are independent or employed consultants who support organisations in meeting their goals Exemptions Accreditation of Prior Experiential Learning (APEL) is not allowed to be used for exemptions against modules on this programme Accreditation of Prior Certificated Learning (APCL) is in line with Framework for Higher Education Qualifications (FHEQ). This course applies the University APCL regulations that a maximum of 2/3rds (80 credits out of 120) can be exempted [Please note the CIPD APCL exemption rules of 3/4s (6 out of 8 modules) do not apply]. It is not possible to be exempted from the module ‘Investigating a Business Issue’

For students who wish to transfer to the University from other CIPD accredited programmes the same University APCL regulations apply. Where such students require less than 40 credits to achieve the CIPD qualification it may be possible to transfer into UCLAN as an Associate Student and study the outstanding modules to allow them to achieve the CIPD qualification. This is subject to the student providing the necessary evidence. Please note that this will not result in a University award.

For students where English is not their first language in addition to a score of at least 6.5 on IELTS or a score of 600-650 in TOEFL, supported by a pass in the associated Test of Written English, or a score of greater than 250 on TOEFL computer test.

17. Key sources of information about the programme

• Lancashire Business School Part Time Postgraduate Brochure and website • UCLan Postgraduate Prospectus and website • CIPD web pages and post code search system • Fact sheet

18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Level Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Programme Learning Outcomes

Knowledge and understanding Subject-specific Skills Thinking Skills

Other skills relevant to employability and

personal development

A1 A2 B1 B2 B3 C1 C2 D1 D2 D3 D4

e.g.

LEV

EL 7

HR4007 HRM in Context C HR4008 Managing Leading & Developing

People C

HR4009 Developing Skills for Business Leaders

C

HR4010 Investigating a Business Issue C HR4011 Organisational Design and

Development O

HR4012 Talent Management and Resourcing O HR4013 Managing Employee Relations O HR4014 Employment Law O HR4015 Performance Management O HR4016 Reward Management O HR4017 Employee Engagement O HR4018 Learning & Talent Development O HR4019 Leadership & Management

Development O

HR4020 Designing, Delivering & Evaluating Learning & Development Provision

O

HR4021 Understanding and Implementing Coaching and Mentoring

O

HR4022 Knowledge Management & Organisational Learning

O

8.2 Grade Band Marking This table supplements the professional competence and academic judgement of staff marking your work and must be read in conjunction with the more detailed feedback staff provide you with.

This grade band marking grid should not be viewed in isolation of your feedback and the underpinning comments and academic judgment of staff marking your work. # this table may not be appropriate for some assessment methods and you will be advised where that is the case. * on some courses this mark can be compensated by a course board but not on CIPD programmes.

Level 4, 5 and 6 assessments (e.g. Undergraduate programmes)

Band

Numerical

equivalent

Level 7 assessments (e.g. Postgraduate

taught programmes) Band

Numerical

equivalent

Grade band Indicative language

Exceptional 1st 96 Exceptional Distinction 96 Creative, insightful, illuminating,

inspiring, exciting, authoritative, challenging High 1st 89 High Distinction 89

Mid 1st 81 Mid Distinction 81 Persuasive, sophisticated, original, reflective, ambitious, meticulous, critical, convincing, unexpected Low 1st 74 Low Distinction 74

High 2.1 68 High Merit 68

Fluent, thorough, analytical, precise, rigorous, confident, consistent, thoughtful

Mid 2.1 65 Mid Merit 65

Low 2.1 62 Low Merit 62

High 2.2 58 High Pass 58 Satisfactory, clear, accurate, careful, congruent, coherent

Mid 2.2 55 Mid Pass 55

Low 2.2 52 Low Pass 52

High 3rd 48 Marginal Fail 45*

Sufficient, adequate, descriptive, limited Mid 3rd 45 Mid Fail 40

Low 3rd 42

Fail

35

Marginal Fail 35* 25 Incomplete, inadequate, inconsistent, derivative, contradictory, superficial, irrelevant

Mid Fail 30*

Erroneous/wrong, missing, extremely limited, inappropriate, insufficient, incoherent, unstructured

Low Fail 25

Fail 10 10 Lacking, formless, detrimental

Non-submission 0 Non-submission 0 Absent/none