MODULE HANDBOOK

INDU1106: Management Practice 1

Level 4: 15 Credits

2023-24
Contents

Welcome message from your Module Leader...............................................................................2

Key contacts.................................................................................................................................. 3
Enquiry-Based Learning and Research-Led Teaching..................................................................4
Module details and learning outcomes..........................................................................................5
Employability................................................................................................................................. 6
Key Dates..................................................................................................................................... 7
Schedule of teaching and learning activities.................................................................................8
Assessment................................................................................................................................... 9
Resit assessments...................................................................................................................... 18
Reading recommendations......................................................................................................... 18
Ethical Compliance for Research on Taught Courses.................................................................18
Additional module information..................................................................................................... 19
Changes to the module............................................................................................................... 20
Other Details............................................................................................................................... 20

1|Page
Welcome message from your Module Leader

I would like to give you a warm welcome to the INDU1106 module –

Management Practice 1. I am very excited to take on the module leader role to
run this module and I hope you will enjoy learning new knowledge and skill sets
for managing people and their performance at the workplace.

This module will provide a comprehensive overview of performance

management processes for you to develop an understanding of how successful
managers measure, appraise, review and manage employee performance in
organisations. You will have opportunities to learn about a range of theories
relating to the processes and apply these theories in designing performance
management systems. Furthermore, we will look into different challenges that
managers face when implementing performance management in organisations.
Thus, the module can be your first step towards developing a career in
management. You can also check out how important this module can be to your
future career as a manager in the link below that will lead you to the Chartered
Management Institute (the UK’s professional body for managers) website where
the Professional Standard related to organisational performance is highlighted:
[Link]
professional-standard/organisational-performance/#segment1

Also, for those students who take a sandwich placement in year 3, this module
will be particularly useful. You are encouraged to pursue the placement
opportunity in year 3 if possible.

To complete the module, your responsibilities as a student will be required. Your

full engagement in teaching/learning activities and module assessments is
critical to the successful completion of this module. You are expected to attend
lectures and tutorials as well as study pre- and post-session materials that can
be found on Moodle each week. You also have support from module tutors and
myself. Please do not hesitate to get in touch with your tutor or me if you want
some advice or feedback.

This handbook provides essential information about this module including the
aims and learning outcomes, the schedule of teaching and learning activities,
assessment tasks, reading recommendations and, if applicable, any additional
resources that you will need. Please read it at the start of term so you are
aware of key details and important dates.

Hope you enjoy the module!

Dr Phatcharasiri (Angie) Ratcharak

Module leader
[Link]@[Link]

2|Page
Key contacts
Email address Phone number
Course Instructor:

Programme Coordinator:

Enquiry-Based Learning and Research-Led Teaching

Enquiry-Based Learning (EBL)

Defined as ‘an approach based on self-directed enquiry or investigation in

which the student is actively engaged in the process of enquiry facilitated by a
teacher. EBL uses real life scenarios (for example, from case studies,
company visits, and project work) and students investigate topics of relevance
that foster the skills of experimental design, data collection, critical analysis
and problem-solving’. Specifically in the Management Practice 1 module, case
studies will be used in tutorials for students to conduct small-scale
investigations that can develop the skills to design performance management
systems solving problems in real-world organisations.

Research-Led Teaching (RLT)

An element of Enquiry Based Learning links to RLT, which involves faculty

introducing students to their own research where it is relevant to the
curriculum being taught as well as drawing on their own knowledge of
research developments in the field, introducing them to the work of other
researchers. RLT sees students as active participants in the research process,
not just as an audience. This is achieved by discussing such developments in
lectures and classes, and setting reading lists including recent research
publications at the frontier of the field. The definition of a diverse assessment
regime at the programme level (incorporating an expectation of familiarity
with, and use of, such publications in assignments) and the inclusion of
projects at every level of the programme is also fundamental to achieving
these objectives. During the small-scale investigations to solve real-life
problems in case studies used in the module, students will play an active role
in researching into relevant materials such as journal articles from reliable
sources and textbooks both within and beyond the scope of reading lists. This
self-directed research process will be facilitated by the guidance from the
module leader during lectures as well as task instructions and feedback from
module tutors during tutorials.

Module details and learning outcomes

Host Faculty: Faculty of Business

3|Page
Host School: Business, Operations and Strategy
Number of Credits: 15
Term(s) of delivery: 2
Site(s) of delivery: Hanoi
Pre-requisite modules: None
Co-requisite modules: None

Introduction to the Course

Performance management consists of two parallel and mutually supportive
processes. The first is the informal, day-to-day management of employees by
their immediate line manager. The second is the formal framework within which
the performance of individuals and teams is assessed and improved. This
module promotes the concept of performance management as a continuous
process of identifying, measuring and developing the performance of
individuals and aligning that performance with the strategic goals of the
organisation. Students will be introduced to a range of topics including:
Defining performance and choosing a measurement approach; measuring
results and behaviours; gathering performance information; implementing a
performance management system and employee development. From a
practice perspective, it reviews challenges involved in the design,
implementation and evaluation of performance management.

Aims:
This module will provide students with a range of theoretical and practical
knowledge, giving them the opportunity to understand, discuss and evaluate
the use of performance management in organisations. It will enable students to
develop and apply performance management tools and techniques to specific
organisational contexts in which they might operate.

Learning Outcomes:
On successful completion of this course a student will be able to:

1. Have a precise understanding of the distinct concepts of performance,

performance measurement and performance management;
2. To identify the main steps in the design of performance measurement
processes such as indicators, data collection, analysis and reporting;
3. To recognise the different tools, mechanisms and users in the
performance management system;
4. To understand some of the paradoxes and challenges of performance
management in organisations.

Glossary:
A pre-requisite module is one that must have been completed successfully
before taking this module.
A co-requisite module is one that must be taken alongside this module.
A learning outcome is a subject-specific statement that defines the learning to
be achieved through completing this module.

Employability

4|Page
The Management Practice 1 module is designed to provide opportunities for
students to develop knowledge and skill sets of managing people performance
in organisations through enquiry-based learning using small-scale investigations
such as case studies. The knowledge and skill sets are in line with both
Greenwich Graduate Attribute Statements and CMI’s Professional Standards.
These, therefore, can contribute to a bigger picture of student employability from
both institutional and industrial perspectives.

a. Cognitive Skills
Students will be exposed to different real-world problems. Students will start
making reasoned judgements and reflect on these judgements. Specifically, the
use of case studies and organisational scenarios presents students with an
opportunity to solve problems and provide solutions to support organisations in
overcoming challenges. Through these learning activities, students will practice
and develop skills highlighted in intended learning outcomes of this module.
Moreover, the module assessment will require students to complete the task on
the performance management case study of real-world organisations that will
give them an opportunity to demonstrate their critical thinking on theoretical
application in real-life managerial practice.

b. Organisational Awareness
To be able to design effective performance management systems, the module
will give students an opportunity to learn a suitable range of theories that can
help them explain employee behaviour in organisations. This will be followed by
tutorial activities where students will develop the awareness of how performance
management practice in organisations can be informed by underlying
assumptions of people behaviour and motivation.

c. Generic Competencies
Group work will be part of tutorial activities in this module where students are
encouraged to cooperate and share ideas and solutions to organisational
problems. This will help facilitate the development of certain competencies
including influencing, planning, questioning, listening, persuading, interpersonal
sensitivity. By engaging in group work, students will have an opportunity to
reflect on how the task was managed and how the group worked together. At the
end of each group task, short presentations will be included to give students an
opportunity to present their group outputs, helping with the reflection on how
effective their group members worked together.

CPD opportunities are embedded in the module teaching and learning activities.
Specifically, students will be exposed to the module assessment that will require
some writing, researching and referencing skills. Therefore, the guidance for
developing these skills as well as opportunities for students to practice these
skills are designed as part of the module teaching and learning activities.

d. Practical and Professional Elements

As part of introducing students to the job market in relevant to their degree
discipline, the module assessment has been recently redesigned to promote the
graduate attributes that the institution and the industry are looking for. More

5|Page
flexibility is given in the summative task for students to choose their own
alternative theory to solve practical problems evident in the case study. This
promotes the desirable graduate attributes of being creative and enterprise with
their knowledge (University of Greenwich, 2022) that are in line with the
Professional Standards for Management and Leadership where managers are
required to measure organisational performance using creative approaches to
change, development and improvement (CMI, 2022). Thus, completing the
module assessment can facilitate students to develop desirable skills and
competencies to take on managerial responsibilities in their future role.

You can find out more about the Greenwich Employability Passport at:
Greenwich Employability Passport for students

Information about the Career Centre is available at: Employability and Careers |
University of Greenwich

Key Dates
2023/24 Term Dates

Please note that dates may differ depending on when you start your programme of study, and
where you are studying. Please refer to [Link] for full
details, and details of University closure dates.

Welcome Week 11 September 2023 22 September 2023

Term 1 25 September 2023 15 December 2023
Examination Period 8 January 2024 12 January 2024
Term 2 15 January 2024 5 April 2024
Examination Period 29 April 2024 17 May 2024
Resit Submission Deadline 15 July 2024 26 July 2024

Schedule of teaching and learning activities

Term Two
Week Topic and Activity Reading to
No. complete
19 Lecture Introduction to Performance See Moodle -
Management Week 1 for reading
Tutorial Activity: Performance –
definitions and scope
20 Strategic Performance Armstrong (2018)
Lecture Management - Measuring Ch 1, 5;
Work Performance Hutchinson (2013)
Tutorial Activity: Measuring work Ch 2;
performance - The case of the See also Moodle –
British Museum Week 2
21 Lecture The Role of Motivation and Hutchinson Ch 3,
Line Managers in Performance 4;

6|Page
 Management See also Moodle –
Tutorial Activity: Develop Critical Week 3
Reading for Journal Articles
22 Lecture Performance Appraisal Armstrong Ch 6 &
9;
Tutorial Activity: Performance
Hutchinson
Management and Motivation
Chapter 5 & 6;
See also Moodle –
Week 4
23 Lecture Performance & Rewards Armstrong Ch 14;
Hutchinson Ch 8;
Tutorial Activity: Appraisal Role Play See also Moodle –
Week 5
24 Lecture Assessment information + See Moodle –
Marking criteria Week 6
Tutorial Activity: Assessment
Preparation for Q1a and Q1b
25 Lecture Performance Management & Hutchinson Ch 7;
Learning See also Moodle –
Tutorial Students present one page Week 7
of their draft/structure for Q1
to get feedback from the
tutor
26 Lecture Dealing with Poor Performance Armstrong Ch 8;
in Organisations Hutchinson Ch 9 &
Tutorial Activity 1: Assessment 10; See also
Preparation for Q2 Moodle – Week 8
Activity 2: Identifying reasons
for poor performance
27 Lecture Evaluating Performance Armstrong Ch 16;
Management: A Critique Hutchinson Ch 12;
Tutorial Students present one page See also Moodle –
of their draft/structure for Q2 Week 9
to get feedback from the
tutor
28 Lecture The Future of Performance Armstrong Ch 17;
Management See also Moodle –
Tutorial Activity: Performance Week 10
Management case study
29 Lecture Revision and Q&A for final CASE STUDY
assignment SUBMISSION
Tutorial Activity: Final assignment 31/03/2023
support for the summative
assessment - case study
30 No Self-Managed Learning Week
Lecture – No Lecture
Tutorial Activity: Assignment support
for EC submission
You are welcome to contact
your tutor for assignment
support in case you apply for
an EC claim.

7|Page
In addition to the teaching and learning activities within the module, additional
study support can be seen at: Academic Skills

Assessment

First sit Deadline or Weighting Maximum Marking Learning

assessments exam period out of length type outcomes
100%* mapped to
this
assessment.
CASE STUDY 100% 2,000 Numerical 1, 2, 3, 4
- Students will words (%)
be assessed
via a case
study-based
work.

*The weighting refers to the proportion of the overall module result that each
assessment task accounts for.

Assessment Details:
Students will be assessed via a case study based work. The purpose of this assignment is to
develop knowledge and understanding of practical performance management issues whilst
considering the wider business context within a case study. You must produce a business style
report with relevant sections and sub sections, with an appropriate bibliography and references.
The instructions that follow outline the criteria by which this coursework will be assessed.
You need to aim for a maximum of 2,000 words (excluding references and appendices - see
guidelines). Any appendices must be relevant to the main text and referred to where appropriate.

You must identify ALL your sources of information and reference your material using the
Harvard Referencing System. A full references section is needed at the end of your report -
you will lose marks if you do not reference properly.

Assessment brief:
Please read the case below and develop answers to the two questions at the end of the case:

Case study: Wells Fargo account fraud scandal

Background
Wells Fargo & Company, headquartered in San Francisco (US), is a community-based
financial services company with $1.9 trillion in assets with offices in 32 countries and
territories. Wells Fargo’s vision is to satisfy their customers’ financial needs and help
them succeed financially. It provides banking, investment and mortgage products and
services, as well as consumer and commercial finance. Wells Fargo was ranked No. 29
on Fortune’s 2019 rankings of America’s largest corporations and is one of the largest
banks worldwide1.
In 2016 Wells Fargo announced a settlement of $185 million following the revelation of
highly fraudulent practices taking place in the firm. Since the scandal broke Wells Fargo
has paid over $1.7bn in fines as of December 20182.
The following is an extract from the Sales Practices Investigation Report by the Oversight
Committee, published in 20173 The report is based on 100 interviews and over 35 million

8|Page
documents.
Extract:
The Community Bank
Wells Fargo, with its successful Community Bank, had a long history of strong
performance as a self-identified sales organization with a decentralized corporate
structure guided by its Vision & Values statement. While there is nothing necessarily
pernicious about sales goals, a sales-oriented culture or a decentralized corporate
structure, these same cultural and structural characteristics unfortunately coalesced and
failed dramatically here. There was a growing conflict over time in the Community Bank
between Wells Fargo’s Vision & Values and the Community Bank’s emphasis on sales
goals.
Over time, even as senior regional leaders challenged and criticized the increasingly
unrealistic sales goals — arguing that they generated sales of products that customers
neither needed nor used — the Community Bank’s senior management tolerated low
quality accounts as a necessary by-product of a sales-driven organization.
It was common to blame employees who violated Wells Fargo’s rules without analyzing
what caused or motivated them to do so. Effect was confused with cause. When Wells
Fargo did identify misconduct, its solution generally was to terminate the offending
employee without considering causes for the offending conduct or determining whether
there were responsible individuals who, while they might not have directed the specific
misconduct, contributed to the environment that increased the chances of its occurrence.
The types of misconduct included: employees opening unauthorized personal checking
or savings accounts for existing customers; falsification of bank records, falsifying
customer identification or contact information or forging customer signatures; funding
manipulation, employees funding an account held by a customer with their own money or
money from another account held by that customer; and the creation of unnecessary
accounts, which served no customer financial need.
Keeping the sales model intact and sales growing meant that the Community Bank’s
performance management system had to exert significant, and in some cases extreme,
pressure on employees to meet or exceed their goals. Many employees felt that failing to
meet sales goals could (and sometimes did) result in termination or career-hindering
criticism by their supervisors. Employees who engaged in misconduct most frequently
associated their behavior with sales pressure, rather than compensation incentives,
although the latter contributed to problematic behavior by over-weighting sales as against
customer service or other factors. Conversely, employees saw that the individuals most
likely to be praised, rewarded and held out as models for success were high sales
performers.
Key Factual Findings
The Community Bank’s Aggressive Sales Culture
The Community Bank’s sales model emphasized sales volume and relied heavily on
consistent year-over-year sales growth. In many instances, Community Bank leadership
recognized that their plans were unattainable — they were commonly referred to as
50/50 plans, meaning that there was an expectation that only half the regions would be
able to meet them.
Once set, the sales goals were pushed down to the regions, and ultimately to Wells
Fargo retail bank branches, and at each level in the hierarchy, employees were
measured on how they performed relative to these goals. They were ranked against one
another on their performance relative to goals, and their incentive compensation and
promotional opportunities were determined relative to those goals. That system created

9|Page
 intense pressure to perform and, in certain areas, local or regional managers imposed
excessive pressure on their subordinates.
Regional bank-wide rankings and campaigns
a. Motivator reports
Regional bank-wide sales-reporting processes included frequent rankings against
individual, branch and regional sales goals, and against one another. Witnesses
frequently cited daily and monthly “Motivator” reports as a source of pressure. These
reports contained monthly, quarterly and year-to-date sales goals, and highlighted sales
rankings down to the retail bank district level. Circulation of the reports — and their focus
on sales-based rankings — ramped up pressure on managers, such that some “lived and
died by” the Motivator results. Witnesses also described that in some areas there was an
extremely competitive environment, driven in significant part by regular rankings.
b. Retail scorecards
Similarly, retail scorecards generated significant sales pressure within the Community
Bank. The scorecards, measured how an employee or manager was performing
compared to the sales plan. Scorecards were segmented by business drivers and
updated on a daily basis, and employees and managers could check their progress
against the sales plan at any time and were actively encouraged to do so. Certain
managers made meeting scorecard requirements their sole objective, a tactic referred to
as “managing to the scorecard.” As a result, employees reporting to these managers
were consistently pressured to meet scorecard goals.
c. Sales campaigns
Regional bank-wide sales campaigns were also closely associated with increasing
misconduct over time. Jump into January aimed to motivate employees to “start the New
Year strong by achieving and exceeding January goals.” The Community Bank imposed
higher daily sales targets on bankers in the month of January and emphasized and
rewarded higher sales activity levels. Witnesses almost universally agreed that the
campaign became a breeding ground for bad behavior that helped cement the sales
culture’s negative characteristics. Witnesses recalled that bankers were encouraged to
make prospect lists of friends and family members who were potential Jump into January
sales targets, and often would “sandbag” (temporarily withhold) December account
openings until January in order to meet sales targets and incentives. The pressure
associated with the campaign manifested itself in higher rates of low quality accounts.
The January campaign also resulted in increased employee turnover and, in some areas,
no paid-time-off or training during the month.
Performance Management and Incentive Plans
1. Performance management
How employees were hired, promoted and incentivized added significant additional risk to
the Community Bank’s sales model. Community Bank leadership regularly likened the
retail bank to non-bank retailers. This provided justification for a relentless focus on sales,
abbreviated training and high employee turnover.
As a result of the retail focus, many Wells Fargo branch employees were relatively
inexperienced, and many witnesses stated that together with the high-pressure
environment this contributed to employees not doing things “the right way.” In addition,
witnesses said that inexperienced bankers frequently were promoted based on sales
success and became inexperienced managers who understood that success was
measured by sales performance. More generally, witnesses consistently stated that
promotions at all levels in the Community Bank were regularly based on sales
performance. To many employees, the route to success was selling more than your

10 | P a g e
 peers. Conversely, witnesses said that many employees feared being penalized by their
managers for failing to meet sales goals; witnesses stated that employees were at times
transferred to different roles or terminated for failing to meet sales goals.
2. Incentive compensation
Compensation plans for branch bankers were structured such that bankers had to meet
certain threshold requirements to be eligible for incentive compensation. The thresholds
varied by employee position and changed over time. Typically there were minimum
requirements for products sold per day, daily profit, packages sold per quarter, quarterly
partner referrals and/or the number of loans made per quarter. Once employees satisfied
the minimum thresholds, they could earn compensation based on “opportunities,” which
included rewards based on the number of products sold per day, daily profit and 11 Ways
to WOW! (a customer experience metric), among other categories. There were various
tiers of incentive compensation within each opportunity, including bronze, silver, gold and,
for certain years, platinum; each tier included a goal bankers could meet and a
corresponding financial reward.
After 2010, Wells Fargo also aligned performance management and recognition with
sales goals, so that incentive compensation and performance rating were both
associated with sales. This effectively meant that bankers, branch managers and district
managers who did not meet sales goals not only could miss out on opportunities to earn
incentive compensation, but were also at risk of poor performance reviews.
Many witnesses believed that incentive compensation plans overly emphasized sales
performance, and many complained to Community Bank leadership that incentive plan
goals were too high, too focused on sales and led to bad behavior. Because good
performance was deemed in large part to mean meeting or exceeding sales goals, and
poor performance in many instances led to shaming or worse, many employees believed
that their future at Wells Fargo depended on how many products they sold.
Rationales for misconduct
Investigated employees accused district managers (one level above branch managers) of
explicitly directing misconduct; for example, one district manager taught personal bankers
to disguise unnecessary accounts for family members within the computerized system.
Employees below the branch manager level — lower level in-branch managers and non-
managers — frequently cited branch managers as actively directing misconduct or
offering inappropriate guidance to subordinates on what constituted acceptable conduct.
Non-managers in particular attributed sales pressure to branch managers, and
occasionally to district managers, who incessantly pushed employees to make sales.

Please complete both of the following tasks:

1. Discuss the extent to which motivational theories are evident in the case study by
answering the following questions
a. Discuss the extent to which the key principles of goal setting theory have
helped to enhance employee performance. Refer to relevant information
provided in the case study and make use of at least 2 appropriate aca-
demic references in your answer. (~ 400 words)
b. Critique the goal-setting theory by discussing the extent to which the ap-
plication of the theory might not work in the case study and what would
be your alternative motivational theory (e.g. expectancy theory, equity the-
ory or reinforcement theory) to solve the shortcomings of goal-setting the-
ory. Refer to problems evident in the case study and make use of at least
2 appropriate academic references in your answer. (~ 600 words)

11 | P a g e
 2. Describe the way in which you would adapt the following elements of Wells
Fargo’s performance management system to eliminate fraudulent practices, mak-
ing use of at least 3 academic references. (~1,000 words)

a. Performance appraisal/ review process

b. Reward system
c. Disciplinary process
References
1
Wells Fargo Bank (2019) Wells Fargo Today, Quarterly Factsheet, available at:
[Link]
2
Sainato, M. (2019) Wells Fargo employees say little has changed since fake accounts scandal, The
Guardian, available at: [Link]
scandal-employees
3
Independent Director of the Board of Wells Fargo & Company (2017) Sales Practices Investigation Report,
available at: [Link]
[Link]

Referencing
 As with all work at University you need to provide references.
 You need to provide book or electronic references from academic sources.
 Wikipedia, Business Balls, Tabloid Newspapers etc ARE UNSUITABLE AS REF-
ERENCES.
 You must identify ALL your sources of information and reference your mate-
rial using the Harvard Referencing System. A full bibliography and refer-
ences section is needed at the end of your report - you will lose marks if
you do not reference properly.
 Without a well-constructed bibliography and suitable academic sources ref-
erenced in your text you may fail the assessment.

Plagiarism:
The final report that you submit for this exercise must be your own individual
work.
Your tutors are experienced at detecting plagiarism, so don't be tempted to cheat
or take short cuts.
Remember there are materials available on the student portal and in your PPD
1/Professional Practice notes which will help you assess your plagiarism
exposure.
You need to check your plagiarism score on TurnitIn before submitting your work
to ensure you keep to protocol. If you are worried about accidently plagiarising
please speak to your tutor.
By submitting your assignment, you agree to the University checking it using
plagiarism detection software, and to your assignment being stored on a server
for future comparisons. For more information visit the Turnitin website.
You can find more support and information on plagiarism and how to avoid it here
and on the Academic Skills Webpages. Please also check your module and de-
partment handbook for policy information on assessments.

Marking Criteria for the Case Study - Guidelines only. Marks

allocated

12 | P a g e
 to
criteria:
COMPLETION OF THE TASKS 80
E.g. Knowledge and application of knowledge to context. Synthesis of
materials. Breadth and Depth of references. Does the case study bring
together the materials and literature in a significant manner that addresses
the requirements of the tasks?
 Understanding of key concepts relevant to topic (i.e. the essay demonstrates
an understanding of the topic and relevant key concepts)
 Appropriate use of case study and empirical material to illustrate argument
(i.e. Relevant, quality evidence from journals or other sources suitable to
academic study to support points made)
 Critical engagement with the relevant literature (i.e. relevant and appropriate
academic literature is used to support the case study analysis)
COVERAGE/REFERENCING 10
Use of relevant academic literature to support argument. E.g. Consistency
of referencing, breadth of referencing, Appropriateness of any materials in
appendices or bibliography.
QUALITY OF WRITTEN PRESENTATION. 10
Layout: Clarity of structure, Organisation of sections, sub-headings, page
numbering, word count; Grammar, typing errors. Is the material well
organised and logically constructed to achieve synthesis while being
mindful of the needs of the reader?

13 | P a g e
Case Study Marking Rubric
Important note: Coursework is marked on the understanding that it is the student’s
own work on the module and that it has not, in whole or part, been presented
elsewhere for assessment. Where material has been used from other sources, this
must be properly acknowledged in accordance with the University’s Regulations
regarding Academic Misconduct.

Marking, feedback and next steps

To pass this module, you must achieve a mark of 40+ for the summative case-
study assessment.

For coursework, the marks and feedback will normally be provided to students
within fifteen working days of the submission deadline. In exceptional
circumstances, where there is a delay in providing feedback, you will be informed
by the module leader.

If you do not pass a module at the first attempt, you may be eligible for a resit
opportunity on the failed assessments. The Exam Board will decide whether you
will have an opportunity to resit. They will consider your overall set of results and
profile, including other modules, and your engagement on the programme, for
example, whether you have attempted assessments or not. Note that marks on
resit assessments are capped at 40% unless extenuation has been applied for
and granted.

For further details on resit assessments, please see section 7 below.

The assessment and feedback policy can be accessed at Assessment and

Feedback Policy

Extenuating circumstances and student support

The University recognises there are times when serious and unexpected matters
which are beyond a student’s control (such as serious illness or injury, death in
family) impact on their academic performance and ability to complete
assessments by the deadline. Guidance on claiming extenuation can be found at:
Extenuating circumstances

External Examiner

The External Examiner for this module is:

Name: N/A
Institution: N/A

Please note that the role of the External Examiner is to evaluate the overall
standard of assessments on the module. They are unable to correspond with
individual students about their work. If you need to discuss your marks or
feedback, please contact the module leader.
 Resit assessments
Assessment Schedule
Resit Deadline Weighting Maximum Marking Learning
assessments out of length type outcomes
100%* mapped to this
assessment.
CASE STUDY - 100% 2,000 Numerical 1, 2, 3, 4
Students will be words (%)
assessed via a case
study-based work.

The resit for this module would require you to revise and resubmit your submission, taking
on board the advice and guidance provided by the tutor. Before submission you should
seek feedback to ensure that the new submission will pass. You resubmission should be
prefaced with a short (200 word) commentary outlining how the resubmission has been
revised.

Reading recommendations

The following are suggested readings for the module. Additional, more detailed
reading recommendations will be provided for the module topics.

CORE TEXTBOOK: Armstrong, M. (2018) Armstrong’s Handbook of

Performance Management, An Evidence-Based Guide to Delivering High
Performance, 6th edition, London: Kogan Page [ISBN: 9780749481209].
Available as e-book here. (click on Electronic Access: Link to e-book)

Alternatively, students may use a newer or older edition of this textbook as

follows:
 Armstrong, M. (2022) Armstrong’s Handbook of Performance
Management, An Evidence-Based Guide to Delivering High
Performance, 7th edition, London: Kogan Page [ISBN: 9781398603028].
 Armstrong, M. (2015) Armstrong’s Handbook of Performance
Management, An Evidence-Based Guide to Delivering High
Performance, 5th edition, London: Kogan Page [ISBN: 9780749470296].

Additional Reading:
Author Title Publisher ISBN

Hutchinson, Performance Management: CIPD 9781843983057

S. (2013) Theory and Practice
Ashdown, L. Performance Management Kogan 9780749469979
(2014) Page
Please check Moodle for additional reading suggestions for each week.

Ethical Compliance for Research on Taught Courses

University policy requires ANY research which might involve human participants to use set
procedures for informing participants, obtaining their informed consent to provide data, collect-

1|Page
ing and storing data. This includes the collection of data for formative or extra-curricula activi-
ties.

Normally this requirement will impact upon approval of topics for undergraduate and postgrad-
uate dissertations BUT may also impact upon individual assignments where a student or
group of students will undertake primary research.

Where a course includes an assessment item involving student collection of data, whether
from human participants or not, before any data is collected each student on such a course
must:
 Undertake and pass the Epigium Research Ethics online course, if they have
not already done so;
 Register the details of the project on the online Ethics Approval Form on
the FBUS Research Ethics Moodle site;
All data collected in the course of the project must be:
 stored on the student’s University Home (G:) or OneDrive only1;
 destroyed following the confirmation of results at the PAB or resit PAB.
In addition, any student collecting data from human participants must:
 Not collect data that is sensitive in nature or is collected from University of
Greenwich staff, nor from vulnerable populations such as children;
 Provide all participants with an offline or online participant information sheet
and consent form, using the authorised template;
 Include the participant information sheet consent form template as appen-
dices to the submitted assignment;
 Include any questionnaire or interview guide as appendices to the submitted
assignment;
 If collecting data online, utilise the University’s subscriptions to JISC Online
Surveys, Office 365 Forms, SNAP, Qualtrics, Teams, Skype for Business
or AdobeConnect;
 Not collect data using public domain tools such as SurveyMonkey, Google-
Docs, Google Hangouts (which are outside EU regulation).

If any variation from the set procedures is sought:

i. an individual application must be made to the Business Faculty Research
Ethics Committee using a University Research Ethics Application Form available
from: [Link]
ii. The response of the committee will be emailed to the student’s University
email address. The email confirming ethics approval has been granted must be
kept and included as an appendix to the assignment submission it has been
granted for.
iii. Where an application is not approved, the Committee will provide contact de-
tails for the person the student should approach to negotiate the next steps.

Failing to comply with the conditions of this policy is an academic offence.

FREC process Nov 2019 [Link]

Additional module information

There is no further additional costs or equipment associated with this

specific module.

2|Page
 Changes to the module

At the University of Greenwich, we value feedback from students as well as

External Examiners and other stakeholders and we use this information to help us
improve our provision. For instance, this module has been redesigned to have
more assignment support sessions in tutorial activities in response to student
feedback from the previous year.

Important note: The University of Greenwich will do all that it reasonably can to
deliver the module and support your learning as specified in our handbooks and
other information provided. However, under some circumstances, changes may
have to be made. This may include modifications to the:

 content and syllabus of modules, including in relation to placements

 timetable, location and number of classes
 content or method of delivery of your module
 timing and method of assessments.
This might be because of, for example:

 academic changes within subject areas

 the unanticipated departure or absence of members of university staff
 where the numbers expected on a module are so low that it is not possible
to deliver an appropriate quality of education for students enrolled on it.
 industrial action by university staff or third parties
 the acts of any government or local authority
 acts of terrorism.

In these circumstances, the University will take all reasonable steps to minimise
disruption by making reasonable modifications. However, to the full extent that it is
possible under the general law, the University excludes liability for any loss and/or
damage suffered by any applicant or student due to these circumstances.

Other Details
The majority of information relevant to you while you study at the University has been brought
together into your programme handbook. Please refer to your programme handbook for any
further information you might require including:

 Deadlines and extenuating circumstances,

 Plagiarism and referencing,

 Who to go to for advice or if you are concerned,

 How to provide us with feedback,

 Key administrative procedures.

3|Page