Module Handbook for Human Resource Management

Academic year 2023/24

Module code: CMDBST2012

Level of study: 5

Number of credits: 20 credits

Course/s the module belongs to: BA (Hons) Business Studies

Faculty: Business Studies

Semester/Trimester of delivery: Semester 1

Start date of the module: February 2024

Location of study: London School of Commerce

Study hours for the module: usually 200 overall for a 20-credit module

 Number of contact hours and pattern of delivery: 2 hour lecture and two-hour fortnight each
week for 12 weeks.
 Number of hours when students are expected to study independently or amongst peers,
with no direct academic contact: 108 hours

Professional accreditation status and requirements: if applicable, if not, remove this section

Module leader name: Dr. Rajendra Kumar

Module leader contact details: [email protected]

Room 23.1 Chaucer House (2nd Floor)

How to access tutorials and other module support All materials are available on the Student Portal

Who is the module for? This module is a core module for second year students on the BA (Hons)
Business Studies programme

1
Module aims:

The broad aim of the module is to raise students' awareness of how they can contribute to
management decision-making and HR policy-making in an environment increasingly characterised
by workforce diversity. International HRM is conceived in this module to encompass comparative
HRM, managing people in organisations which operate outside their domestic boundaries,
managing diverse people in a domestic situation (both due to historical and current movements of
people around the globe) and managing people in a domestic situation which takes account of
international influences (eg international labour law, management approaches from other
countries). In addition, the module aims to balance an understanding of the mechanisms through
which some groups of people may be disadvantaged in the labour market with the capability to use
business case arguments and HR interventions to manage diversity in a positive way.

Brief module description/summary: The module brings together the management of human
resources as a function of management and the specialist role of the HR manager within the leisure
industries. Drawing on the students' experiences, previous study and academic theory topical issues
are studied as well as practical approaches to strategic HR planning, performance management and
the wider implications of the labour market.

Module learning outcomes:

Upon successful completion of the module the students will be able to:
LO1: Appreciate the distinction between Human Resource Management and Personnel Management
by analysing personnel and HRM models

LO2: Examine the concepts of strategic HRM and contrast this notion with that of strategic
management.
LO3: Understand and evaluate the concept of an organisations' Model of Employment, and the
organisational levers available to manage human resources in such a way as to contribute to
sustainable competitive advantage.
LO4: Understand the significance of culture to organisational behaviour and HRM practice in general
and apply the practices needed to carry out HRM in trans-national/international/international-
subsidiary organisations.

Overview of learning and teaching activities on the module: A variety of teaching approaches is
used, including lectures, seminars, case analysis, teamwork and extensive use of electronic resources
for guided research.

Assessments: This module is assessed via a 100% HR report for students to demonstrate a critical
understanding on the key processes of HRM and how to apply the theories of HRM and HRD in a
specific scenario.

2
 Summative % Length Deadline for Date for return of Minimum
assessment weighting submission of work mark/grade and pass mark
Type and where feedback and where for
assignment should be they will be returned assessment
submitted task(s)

Individual 100 % 4000 Turnitin Three weeks - 40%

HRM words Turnitin
Report

Further information about the assessment can be found at the end of this handbook, in the
“assessment brief” section.

It's important that you meet your assessment deadline to help manage your workload and ensure your
timely progression to your next level of study. However, we understand that in exceptional cases you
may be unable to submit your work on time or do well in your exams due to unexpected events which
are short-term in nature and beyond your control. Find out more about what to do in situations such as
these here.

A coursework extension or a chance to re-take your exam is not an automatic right; and to ensure
fairness and transparency, exceptional circumstances requests will only be approved if they meet the
criteria, are submitted on time and - where relevant - include appropriate professional evidence.

Indicative schedule of delivery:

Session Indicative Content

( Weekly)
1 Labour market analysis in different country contexts - implications of this for HR
strategy, policy and practice

2 Flexible working from a business perspective

3 Assessment Review
4. Different (national or regional) models of HRM

5. Strategic models of HR development

6. National (related to other levels of) culture and its relationship with HR practice

7. The processes of discrimination/exploitation and the implications for employee morale,

organisational performance and social welfare

8. Different approaches/models for tacking disadvantage in different country contexts

(equal opportunity, positive action and discrimination, affirmative action, legislation,
diversity management, ILO initiatives)

9. Behaviour and performance of diverse teams

10. Contemporary issues in the field of diversity and international HRM

11. Revision session

12. Final assessment review

Referencing system: Harvard system of referencing.

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 Learning Materials/Resources: a variety of resource are available on the Student Portal..

Essential Resources:

 Armstrong, M. and Taylor, S., (2020) Armstrong's Handbook of Human Resource

Management Practice, Kogan Page
 Brewster, C., Houldsworth, E., Sparrow, P. and Vernon, G (2016). International human
resource management. 4th ed. London: CIPD-Kogan Page.
 Briscoe, D., Schuler, R., and Tarique, I., (2015). International human resource management:
policies and practices for multinational enterprises. Routledge
 Dessler, G (2019), Human resource management, Global edn, New Jersey: Pearson
 Torrington, D., Hall, L., Taylor, S. and Atkinson, C. (2020), Human resource management,
New Jersey: Pearson
 Kramar, R. and Syed, J., (2017). Human resource management: A Global and Critical
Perspective. 2nd ed., Palgrave

Other: All the Weekly materials- lecture slides, reflective exercises, extra reading will be uploaded
on the LSC student portal.

Reassessment information: Some students may be required to take reassessment for the module,
following a decision from a Board of Examiners. Do check the Your Guide to Assessment and Award
Processes and seek advice from your Personal Academic Tutor if this is the case for you. Support
from the module team will be available in preparation for the reassessments.

Should you be required to take reassessment, the nature of the reassessment will be:

Original assessment Reassessment type Deadline for submission of

This should be identical to the Usually, the same type of reassessment, and where it should
assessment table column 1 assessment and brief, but exam be submitted
questions may vary If no exact date is known, provide a
week e.g. w/c 12 July 2022
Individual report Individual report 15th April 2024

This handbook should be read in conjunction with other sources:

 Student Course Handbook: for course academic information applying to all modules
 Current Student Webpages: for generic student experience information

Assessment brief/s:
Assessment

“Channel 4 warns staff of job cuts amid shift from TV to streaming. The company has told
staff to prepare for jobs to be impacted as it looks to tighten budgets this year (Independent,
2024) ( Source https://www.independent.co.uk/business/channel-4-warns-staff-of-job-cuts-amid-
shift-from-tv-to-streaming-b2474948.html , Accessed: 08th January 2024)

As a Human Resource Management Consultant, you have been invited by Channel 4 to advise them
on the possibility of restructuring their HR practices in order to compete more effectively in the global
marketplace. Linking relevant theories on SHRM, and the role of SHRM in creating a high-
performance organisation, you are required to complete the tasks below:

4
 1. Drawing on Storey’s model, critically discuss the main differences between Human Resource
Management and Personnel Management (LO1)
2. Examine the company’s strategic priorities as far as HR practices are concerned (LO2)
3. Using SHRM models that you think fit, critically discuss the company’s “Model of
Employment”, and explore the organizational levers available to manage human resources in
such a way as to contribute to sustainable competitive advantage. (LO3)
4. Critically explore its organisational culture and its impact on the company’s SHRM. (LO4)

Assessment Strategy

The module is assessed via a 100% written report to enable students to demonstrate their
understanding on the concepts and key functions of HR in organizations and how various
strategic HR models in supporting the effective management of organisations
Presentation & Style: 10 marks
Conforming to Instructions 10 marks
Content and Knowledge- 40
Thinking & Analysis- 30
Conclusion- 10

 Late submission of assessed work will only be permitted for a period of 2 working days (working
days are defined as Monday to Friday).
 The penalty for late submission within the allowable period will be a flat 10% of the available
marks.
 After 2 working days late, a mark of 0 will be recorded and the work will be considered a non-
submission.

Date and validity valid for academic year 2023/202

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6
CRITERION 100-80 79-70 69-60 59-50 49-40 39-20 19-0

Excellent Very good Good Sound Satisfactory Fail Fail

A. KNOWLEDGE & UNDERSTANDING

1. Knowledge Knowledge and Demonstrates an Shows a good Sound descriptive Selection of In this In this
and understanding of extensive, systematic and knowledge of key theory is assignment some assignment there
application theory are very accurate, accurate theories with satisfactory, and of the theories is a lack of
of subject detailed and beyond systematic understanding of appropriate terminology, facts presented are not relevant subject-
and theories what has been taught. understanding of key subject- application; may and concepts are appropriate. specific theory.
Demonstrates a the subject and a specific theories, be balanced handled Terminology,
coherent range of key which are towards the accurately, but facts, and
understanding of the theories. appropriately descriptive rather application and/or concepts are
limits of subject Appropriately integrated within than the critical or understanding is presented
specific theories selected theoretical the context of the analytical. generalised. inaccurately
throughout the work. knowledge is assessment task. and/or with
Approach to synergised into the omissions in key
assessment task is overall assessment areas. The
appropriately and task. application
theoretically and/or
informed. understanding
demonstrated is
limited.

2. Uses initiative to seek Selects a broad Selects Selects Selects generally The selection of The selection of
Information out new sources of range of highly appropriate appropriate appropriate sources/data here sources/data here
gathering/ information, evaluates relevant information and information and research and is not appropriate is not appropriate
processing their validity against a information. processes it evaluates and primary sources to the task and to the task and
range of relevant Demonstrates a thoroughly with comments on it and shows ability there are not the evidence
information and developing some critical with some critical to comment on enough gathered is not
synthesises and understanding of evaluation. evaluation, them adequately. evidenced evaluated
7
8
CRITERION 100-80 79-70 69-60 59-50 49-40 39-20 19-0

Excellent Very good Good Sound Satisfactory Fail Fail

B. COGNITIVE SKILLS

4. Quality of Significant use of Significant use of Work uses a Work makes Work mostly Work draws on The submission is
sources used primary sources, in primary sources in balanced sound use of relies on set some set based on
conjunction with conjunction with high combination of primary sources secondary sources. secondary unreliable and/ or
high quality quality secondary primary and high but is generally Use of primary sources, but also inappropriate
secondary sources. sources. Work draws quality secondary reliant on sources limited relies on sources.
Work draws upon upon current research sources. secondary sources. and does not inappropriate
current research and/ and/ or advanced extend beyond set sources. Hardly
or advanced scholarship. sources. any use of
scholarship. primary sources.

9
5. Referencing Sources used are Sources used are Sources used are Sources used are Sources of Some sources of Little or no
acknowledged in the acknowledged in the acknowledged in acknowledged in information are information acknowledgement
text and reference list text and reference list the text and the text and acknowledged and acknowledged of sources of
and used fluently to and used to support reference list and reference list. integration but links between information in
support discussion. discussion. Referencing support Referencing between text and text and reference text and/or
Referencing follows follows a systematic discussion. follows a reference list is list are unclear. reference list in
a systematic approach, appropriate to Referencing systematic mainly effective. Referencing does this submission.
approach, appropriate the discipline. All follows a approach, Attempts to follow not follow a
to the discipline. All elements of individual systematic appropriate to the systematic systematic
elements of references are present. approach, discipline. Most approach, approach.
individual references appropriate to the elements of appropriate to the Elements of
are present. discipline. All individual discipline. individual
elements of references are Elements of references are
individual present. individual incomplete and/or
references are references are absent.
present. generally
complete.

6. Clarity of This work defines This work defines This work defines This work outlines This work uses In this piece of In this piece of
objectives and appropriate appropriate objectives in appropriate appropriate generalised work objectives work no
focus of work objectives in detail detail and addresses objectives and objectives and objectives to are not objectives are
and addresses them them logically, and addresses them addresses them in provide adequate appropriate identified, and the
logically, coherently, coherently, interpreting coherently and a logical and but limited focus and/or clearly submission lacks
comprehensively and complex ideas clearly. logically coherent manner to the work. identified – focus focus and
with creativity, throughout the which gives a Overall, logical, is not logical or coherence.
showing some work while focus to the work and coherent but coherent.
sophisticated engaging with with some with limited
interpretation of complex ideas. engagement with engagement with
complex ideas. complex ideas. complex ideas.

10
7. Selecting Methodology Methodology selected is Methodology Methodology Methodology used In this piece of In this piece of
research selected is effective effective and chosen is used is appropriate is appropriate to work the choice work the issue of
methods and appropriate to appropriate to the aims appropriate to the to the task and the the task and brief of methodology methodology is
(Relationship the aims of the task of the task enabling task and attention rationale offered rationale offered and relationship not addressed
between enabling successful effective collection of given to the refers to refers to to information and/or an
method and efficient complex data. The selection of a established established and/or data being inappropriate
chosen and collection and rationale for choosing methodology from guidance. guidance. collected is methodology is
the nature of recording of complex this methodology from the range of confused and selected. There is
the inquiry) data. The rationale several methodologies is prescribed ones. confusing. little evidence of
for choosing this convincingly explored. how planning was
methodology from used to complete
several the task.
methodologies is
self-determined and
convincingly
explored.

CRITERION 100-80 79-70 69-60 59-50 49-40 39-20 19-0

Excellent Very good Good Sound Satisfactory Fail Fail

B. COGNITIVE SKILLS continued

11
8. Analysis Demonstrates Makes excellent use of a Makes effective Makes consistent, Makes satisfactory The submission This submission
outstanding grasp of range of relevant use of established albeit but limited use of includes analysis, does not contain
relevant analytic analytic techniques and techniques of conventional, use established but the analysis is effective analysis
techniques, and the applies these to new analysis relevant of established techniques of ineffective and/or and does not yet
ability to apply these and/or abstract to the discipline. techniques of analysis, relevant uninformed by engage with key
to new and/or information and Shows developing analysis, relevant to the discipline. key disciplinary disciplinary
abstract information situations. Shows well ability to compare to the discipline. techniques. techniques.
and situations. Shows developed ability to with some insight
an exceptional compare critically alternative
appreciation (for this alternative theories theories and/or
level) of the limits and/or analytic analytic
and/or appropriate approaches (where approaches (where
uses of analytic relevant). relevant).
approaches.

12
9. Conclusions Conclusions are Conclusions show Logical and Adequate The work The work either
Conclusions coherent, well coherent, well development of evidenced conclusions are demonstrates lacks a conclusion
developed and show developed, analytical, critical insight and conclusions are drawn which are limited or or presents an
some originality. and show some relate clearly and drawn from derived from inaccurate unsubstantiated
They form an sophisticated insights. logically to evaluation of a understanding of understanding of and/or invalid
integrated part of They are systematic and substantiated range of sources evidence and/or the evidence and conclusion.
well-substantiated thoroughly grounded in arguments based of evidence and/or theory and/or does not draw
overall arguments a wide range of theory on a wide range of theory and/or literature. Shows together
and/or discussion, and/or evidence and/or sources of literature. Shows the ability to arguments
reflecting literature and use evidence and/or the ability to consider effectively.
commanding grasp of appropriate forms of theory and/or consider and alternative views
a wide range of conceptualisation, literature. A range evaluate a range of and explain
theory and/or forming an integrated of views and views and to complex matters
evidence and/or part of well- information are explain complex and ideas.
literature and substantiated overall critically matters and ideas
appropriate forms of arguments and/or evaluated and clearly.
conceptualisation. discussion. synthesised and
Demonstrates Demonstrates there is perceptive
sophisticated critical development of interpretation of
insight and sophisticated critical complex matters
interpretation of insight and and ideas.
complex matters and interpretation of
ideas complex matters and
ideas

13
10. Initiative Shows a creative and Uses imagination to Effectively Assesses needs of Where goals and In this In this
(taking action, independent assess the needs of a assesses the needs a situation and methods are assignment, assignment,
independence) approach to situation and take of a situation and acts towards defined, will limited ability has ability to
achieving goals in a independent actions to takes independent achieving goals. If undertake tasks been undertake
manner appropriate achieve goals action necessary in a group setting, requiring some demonstrated to prescribed tasks
to situation(s), If in a effectively. If in a group to consistently generally shows independence. If undertake tasks has been
group setting, shows setting, takes account of achieve goals. If awareness of the in a group setting, beyond those demonstrated, but
appreciation of the the needs and views of in a group setting, needs and views shows some prescribed. If in a independent tasks
needs and views of others with some shows awareness of others. development of group setting, the are not attempted.
others. sensitivity. of the needs and awareness of the needs and views If in a group
views of others. needs and views of of others have not setting, the needs
others. been and views of
meaningfully others have not
considered. been considered.

14
CRITERION 100-80 79-70 69-60 59-50 49-40 39-20 19-0

Excellent Very good Good Sound Satisfactory Fail Fail

B. COGNITIVE SKILLS continued

11. Decision Uses a range of Uses a range of Consistently uses Uses available Recognises Here, the Here, the final
making appropriate appropriate appropriate information to benefits and rationale behind choice is unclear
information, information to information to evaluate feasible disadvantages of the final choice is or absent. In this
exercising evaluate options evaluate options. options and feasible options unclear or work the student
autonomy and and applies clear Selection of final consistently solve and provides untenable. This has not
initiative when criteria to outcome clearly complex limited rationale work shows demonstrated
exploring options. demonstrate derived from problems. Final for final decision. limited evidence ability to make
Makes clear reasons for final evaluation with decision is clear Shows ability to of the student’s decisions in
decisions which decision in insight in and linked to make decisions in ability to make complex and
give due weight to complex or complex or evaluation complex or decisions in unpredictable
alternatives in unpredictable unpredictable showing ability to unpredictable complex and circumstances.
complex or circumstances. circumstances. make decisions in circumstances. unpredictable
unpredictable complex or circumstances.
circumstances. unpredictable
circumstances.

C. PRACTICAL SKILLS

12. Creative Demonstrates Creative work Creative work Creative works Creative work This work In this piece of
process strikingly shows highly shows well- shows shows a basic contains work skills and
innovative creative developed developed imagination and level of undeveloped techniques are
imagination to technique in the imagination and technique. imagination and ideas and/or little undeveloped.
create a piece of service of a lively technique. Processes technique. creativity or Creativity or
work/performance imagination. Processes involved have Processes skill/technique. innovation are
art which reaches Processes involved involved are creative involved have Minimal personal not evidenced
near level 6 are handled with manipulated to application and some creative style and little here.
15
16
CRITERION 100-80 79-70 69-60 59-50 49-40 39-20 19-0

Excellent Very good Good Sound Satisfactory Fail Fail

C. PRACTICAL SKILLS continued

13. Compelling, Highly focused, Focussed Performance Performance that Performance in Performance in
Performance communicative, convincing performance demonstrates demonstrates which which fluency
and precise performance demonstrating communication, communication, communication, and focus are
performance demonstrating communication, commitment and commitment and commitment and severely limited
demonstrating communication, commitment and a understanding of understanding of style are limited by a lack of
near-professional commitment, and thorough the genre with the genre. by struggles with technical control.
level of authority, thorough understanding of reasonable Attention to detail technical control. Improvised
thorough understanding of the style with attention to detail, and technical Improvised passages do not
awareness of style, style with careful careful attention displaying a good ability are basic passages show yet show
proficiency in attention to detail, to detail, level of technical but competent. poor understanding of
technical and displaying a high displaying a high ability. Improvised understanding of style/genre or
interpretative level of technical level of technical Improvised passages show the style and may conventions of
issues. ability and ability. passages show a some be inappropriate. performance
Improvisations are interpretive skills. Improvisation is sound understanding of Performance is here. This
imaginative, Improvised stylistically understanding of style. Lacks under-rehearsed performance is
creative, and passages are correct and style. Well- confidence and and unconvincing under-rehearsed,
stylistically creative, considered. rehearsed. Stage stage conduct and stage conduct lacking in
assured. Accurate, stylistically Performance well- craft presentation requires further is barely confidence and
flexible, focused, assured and prepared and/or of a good development. addressed. stage conduct is
well-rehearsed, considered. rehearsed, standard. inappropriate,
convincing, and Performance well assured, and and /or
precise prepared, assured focussed. Stage unacceptable.
performance. and persuasive. craft presentation
Stage craft Stage craft of a high standard.
presentation nearly presentation of a
suitable for very high standard.
17
18
CRITERION 100-80 79-70 69-60 59-50 49-40 39-20 19-0

Excellent Very good Good Sound Satisfactory Fail Fail

D. TRANSFERABLE SKILLS

15. Exceptional Accomplished Very good and Effective Clear Here the Here the
Communication communication communication thorough communication in communication communication communication
and which demonstrates which communication in a format and in a format is unstructured is disorganised
presentation a comprehensive demonstrates a a format appropriate to the which shows and unfocused and/or incoherent
(appropriate to and sophisticated particularly good appropriate to the discipline. awareness of the and/or in a and does not
discipline) understanding of understanding of discipline. discipline’s format not show
the discipline. the discipline. academic style. appropriate to the understanding of
discipline. the discipline’s
academic style.

16. Clarity of Excellent writing Accomplished Fluent writing Language is clear, Understandable In this piece of In this piece of
expression (incl. control, appropriate writing style style; use of consistent, and and clear writing work the work, the
accuracy, to assignment, appropriate to the language fluent, conveys nuances. style, but meaning is often meaning is
spelling, which enhances the assignment. nuanced, and grammar, spelling accuracy of unclear with unclear
grammar, argument. grammar, grammar, spelling, expressive. and/or numeracy spelling, frequent errors in throughout.
punctuation, spelling, and and numeracy are grammar, is mainly accurate punctuation, grammar, Errors in
and numeracy) numeracy are almost always spelling, and with some errors. grammar and spelling, and or spelling,
flawlessly accurate. accurate. numeracy mainly numeracy need to numeracy. grammar,
accurate. be improved. punctuation
Errors which and/or numeracy
detract from the make
argument. interpretation
challenging for
an assessor.

19
17. Digital skills Excellent use of a A range of digital A range of Appropriate Understandable Some Digital
range of appropriate technologies are appropriate digital and clear work appropriate technologies are
digital technologies used accurately digital technologies are with use of digital not used
to enhance the and discerningly technologies are used accurately to appropriate digital technologies are appropriately;
work, showing to enhance the used accurately to enhance the work, technologies but used but overall digital literacy
sophisticated digital work, enhance the work, showing digital errors which digital literacy is not
literacy and demonstrating showing good literacy. detract from poor. demonstrated.
originality/initiative excellent digital digital literacy. digital literacy.
of approach. literacy.

18. Presentation Exceptional Message is Presentation is Presentation has a Visual aspect Presented in a Presentation is
(visual) presentation for presented effective and has sound structure and/or structure of disorganised disorganised
level 5 with strong sophisticatedly good visual effect and visual impact presentation is manner. Lacks and/or incoherent
visual impact which and creatively with creativity. with some adequate with appropriate and/or medium is
enhances the with visual creativity. limited creativity. support from non-visual.
message. impact. visual tools.

19. Presentation Presentation is Presentation is Well-structured Presentation has a Pace, audibility Delivery is Presentation is
(oral) exceptional for very well and addressed sound structure. and/or structure of disorganised not
level 5, well structured, effectively to Pace and presentation are and/or pace and understandable
structured, creative, and audience. Pace audibility are adequate. audibility is and/or inaudible
imaginative, and engaging. and audibility are effective. poor. and/or not an
thoroughly Audibility and excellent. oral presentation.
engaging. pace are effective
Audibility and pace in engaging the
are appropriate to audience.
audience and used
with excellent effect
to enhance the
presentation.

20
 CRITERION 100-80 79-70 69-60 59-50 49-40 39-20 19-0

Excellent Very good Good Sound Satisfactory Fail Fail

D. TRANSFERABLE SKILLS continued

20. Interactive Demonstrates a Uses a range of Interaction within Meets obligations Uses basic In this In this
and group skills flexible, and networking skills a learning group to others (tutors interactive skills assignment there assignment there
(including advanced approach effectively within demonstrates and/or peers) appropriately to was either a was either a lack
teamwork, to negotiation and a learning or value, giving and providing usefully tendency to of contributions
negotiation, co-operation to professional receiving constructive contribute to the avoid working to the group or
understanding develop group. information and contributions to group aims. with others or the contributions
group relationships which Demonstrates ideas and support shared contributions to made were
dynamics) are mutually leadership skills. modifying objectives. this group unconstructive
beneficial to Negotiates and responses where Recognises and activity were not and made it
achieving group handles conflict appropriate with assesses effective or harder for the
objectives. very well seeking some alternative constructive. group to achieve
to establish understanding of options. their aims.
relationships leadership roles.
which serve the
group needs.

21
21. Self- Creative and Adopts a Demonstrates Can adopt both a Demonstrates an Demonstrates In this work self-
presentation / confident self- confident style of confidence and formal and ability to adopt some self- awareness and
interpersonal presentation and self-presentation, competence in informal style and both a formal and awareness and/or appropriate
skills excellent employing very their chosen style uses basic informal style interpersonal interpersonal
interpersonal skills good interpersonal of presentation interpersonal using basic skills but at skills were not
allow very effective skills consistent and interpersonal skills interpersonal several key matched to the
management of the with the skills. The appropriately and skills but does not moments the needs of the
situation in a individual’s aims approach adopted consistently. always match the skills deployed situation.
manner appropriate and appropriate to is appropriate to needs of the did not match the
to the setting. the setting. the setting. situation needs of the
appropriately. situation.

22. Time Meets deadlines. Meets deadlines. Meets deadlines. Makes plans and Usually meets Some deadlines Deadlines not or
management / Plans well ahead. Plans and implements them important met, but most rarely met. Not
self- Time management Sets self- monitors progress in a satisfactory deadlines. deadlines missed. yet
management and planning determined targets to allow sufficient manner to meet Exhibits limited Extremely demonstrating
strategies are used and contingency time for deadlines. evidence of limited evidence ability to make
effectively to plans allowing development of planning. of effective time and implement
enhance the quality sufficient time to the work. management plans.
of the work. receive and act on shown here.
guidance.

22
23. Critically analyses Identifies learning Confidently Shows Undertakes Demonstrates Has not yet
Independence / feedback to identify needs by actively identifies learning developing ability clearly directed limited ability to demonstrated
autonomy areas of learning seeking out needs and acts to work work work ability to work
(including needing feedback from a independently to independently. independently. independently, independently;
planning and improvement. range of sources improve Accesses and uses Uses the standard needing needs significant
managing Manages own and makes performance. Is a range of learning significant guidance on
learning) learning comprehensive generally learning resources resources. guidance on methods and
comprehensively and effective use autonomous in and support. methods and resources.
using a full range of of available utilising learning resources.
resources which go resources. resources
beyond those effectively.
readily available.

23
CRITERION 100-80 79-70 69-60 59-50 49-40 39-20 19-0

Excellent Very good Good Sound Satisfactory Fail Fail

D. TRANSFERABLE SKILLS continued

24. Reflection Confidently Reflects on own Able to evaluate Demonstrates an Accurately Work does not Work does not
(including self- evaluates actions strengths and own strengths and understanding of applies but is show apply criteria set
criticism / and situations weaknesses and weaknesses and the criteria set by dependent on consistently by others or
awareness) showing a shows a shows others. criteria set by accurate show recognition
sophisticated sophisticated understanding of Recognises own others. Begins to application of of own strengths
awareness of own understanding of criteria for strengths and recognise own criteria set by and weaknesses.
strengths and the criteria by judgements. weaknesses. strengths and others. Limited May result in
weaknesses which which such Prepared to weaknesses. recognition of quite an
are clearly judgements are question received own strengths inaccurate view
articulated, used, made. Prepared to opinion, and weaknesses. of the situation.
and acted on. interrogate prejudices and
Interrogates received opinion, value sets
received opinion, prejudices and operating.
prejudices and value sets
value sets operating.
operating.

25. Critical Demonstrates Assesses and/or Effectively Examines work of Comments in Demonstrates Has not yet
review (to be judgement and evaluates the work assesses and/or others and general terms on limited ability to demonstrated
used in peer discrimination in of others using a studies the work consistently the work of make reasoned ability to make
assessment) utilising and range of criteria. of others and identifies its others. comment on the reasoned
providing diverse Provides an judges against strengths and work of others. comment on the
sources of rationale for existing criteria, weaknesses using work of others.
feedback. Offers judgements and indicating existing criteria.
clear strategies for offers specific, possibilities for
improvement. critical insights improvement.
24
25
CRITERION 100-80 79-70 69-60 59-50 49-40 39-20 19-0

Excellent Very good Good Sound Satisfactory Fail Fail

E. PROFESSIONAL COMPETENCES

26. Work Develops specific, Develops specific Develops Develops Uses objectives Inadequate No attempt made
within a achievable achievable achievable objectives which which are attempt made here to ascertain
framework of objectives which objectives which objectives which are consistent consistent with here to ascertain needs of clientele
professional show some are consistent with are consistent with professional professional needs of clientele and develop a
values / code of creativity. professional values with professional values and/or values and/or code and develop a workable brief.
conduct Objectives are and/or code of values and/or code of conduct of conduct but are workable brief. Has not worked
fully consistent conduct and code of conduct and generally set by the Limited use of within the
with professional appropriate to the and appropriate to appropriate to the clientele. Limited professional prescribed
values and/or code clientele. the clientele. clientele. consideration of values and/or professional
of conduct and appropriateness code of conduct values and/or
appropriate to the and practicability. frameworks. code of conduct
clientele. framework.

27. Reflective Consistently Confidently Evaluates Demonstrates Able to interpret Limited Incomplete or
practice analyses practice analyses personal personal ability to evaluate own practice and interpretation of inaccurate
by critically contribution and contribution and own practice and that of others own practice and interpretation of
reflecting on that of others to that of others to that of others based on specific that of others own practice and
personal practice through practice and using several frames of here. As a result, that of others
contributions and reflection and develops frames of reference. appropriate here. As a result,
that of others and considers consistent plans reference. Identifies some future action not yet able to
the rationale possibilities and of action. Considers future future actions. planning is plan any
behind these. their consequences actions extremely appropriate
Demonstrates in a range of limited. future actions.
imaginative contexts. Develops
thinking about effective action
potential plans.
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