Human Resource Management (CIPD Accredited) MSc

  • Programme duration: Full-time: 12 months   Part-time: 24 months
  • Programme start: Autumn 2022
  • Entry requirements: You will need a 2:1 Honours degree or international equivalent in any discipline. Non-graduates with very extensive professional experience and/or other prior qualifications may also be considered.
Human Resource Management msc

Module details

Programme Structure

This 12-month programme consists of nine compulsory modules, including HRM: Academic and Practitioner Perspectives (ULMS550), which runs over both semesters.

Over the summer, students undertake the Human Resource Management Research Project (ULMS840).

Students are required to complete 180 credits to achieve a full MSc.

Compulsory modules

Hrm: Strategy and Practice (ULMS786)
LevelM
Credit level15
SemesterFirst Semester
Exam:Coursework weighting70:30
Aims

This module aims to:

Equip students with an understanding of HRM from a strategic perspective and the ability to link HR practices with HR strategy and organisation strategy;

Teach students to critically review the implications of strategic HRM for different stakeholders and its associated risks;

Enhance students’ skills on how to implement and translate HR strategies into day-to-day work;

Update and extend students’ knowledge on employee motivation and engagement at work from a strategic HRM point of view.

Learning Outcomes

(LO1) Students will be able to critically appraise a range of people practices, and how to design them in an integrated way.

(LO2) Students will be able to critically appraise and develop people practices for a hybrid workforce that enhances performance and engagement.

(LO3) Students will have in-depth knowledge of basic theories relating to motivation and employee engagement at work, the drivers and enablers of engagement and how to apply different engagement approaches.

(LO4) Students will be able to demonstrate in-depth knowledge of how to create a people plan and proposal through reviewing and developing insight that align with organisation strategy.

(LO5) Students will be able to critically analyse how people practices create value for different stakeholders, and the associated risks.

(LO6) Students will be able to critically appraise how an organisation's strategy translates to their work and how different issues in the organisation are connected.

(S1) Problem solving
Students will be challenged to think critically about organisational issues and find evidence-based solutions about how to resolve them. They will do this through a range of individual and group activities including the coursework.

(S2) Commercial awareness
The in-class case analyses and group assignments will increase students’ awareness of how HRM practices help firms co-create value.

(S3) Teamwork
Tutorial sessions and group assignments will require students to work in groups and manage the interaction and relationships with other group members.

(S4) Organisation skills
Planning as a group can be a challenge and is a key skill that is developed, hence improving organisational skills.

(S5) International awareness
This skill will be developed through the use of cross-cultural case study material in seminar discussions. Group assignments will also create opportunities for students from different cultures to work together in increases their cultural awareness.

(S6) Lifelong learning
Students will have opportunities to develop a range of lifelong learning skills including critical thinking, creativity, reflection, teamworking and digital skills through individual and group activities and engaging with a range of digital technologies.

(S7) Ethical awareness
This skill will be developed through class discussion on the roles of HR professionals, including promoting professionalism and ethical approaches to HRM practice in organisations.

(S8) Leadership
Tutorial activities and group assignments will create opportunities for students to take their initiative, motivating and influencing others to work to achieve group goals.

(S9) Communication skills
Students will have opportunities to develop written and oral communication skills through group discussions, in-class presentations and coursework.

Strategic Learning, Training and Development (ULMS522)
LevelM
Credit level15
SemesterFirst Semester
Exam:Coursework weighting0:100
Aims

This module aims to:

Provide students with knowledge of the principles and current issues and trends relevant to strategic learning, training and development;

Support students’ development of subject specific and key transferable skills necessary for employment positions related to the management of human resources and occupational psychology;

Provide opportunities for students to acquire a range of analytical techniques required for the effective operational and strategic design of learning, training and development using online, face-to-face or hybrid approaches.

Learning Outcomes

(LO1) Students will have a critical understanding of the strategic importance of learning, training and development and how it impacts employee engagement, motivation, well-being, organisational performance, innovation and creativity.

(LO2) Students will be able to critically evaluate psychological and HRM learning theories and trends to understand their relevance to the ongoing development of people and a learning culture.

(LO3) Students will be able to explain the importance of micro-level activities, systems and processes that influence the development of learning in a dynamic and complex organisational context.

(LO4) Students will have a critical understanding of integrated approaches to learning and development, including succession planning and talent planning.

(LO5) Students will be able to demonstrate knowledge, understanding and application of the training cycle, including how to engage with stakeholders to identify learning needs; training design and current engaging methods of delivery, e.g. face-to-face, online or hybrid methods, social collaborative learning etc., creation and curation of learning content; transfer of learning and impact; and evaluation.

(LO6) Students will be able to describe and evaluate individual and organisational enablers and barriers to learning, training, and development in a variety of contexts.

(LO7) Students will be able to apply and adapt different models of learning facilitation, consulting, coaching and mentoring across a range of contexts.

(LO8) Students will recognise the importance of acting ethically and professionally with a demonstrated commitment to equality of opportunity and diversity and to continuous personal and professional development.

(S1) Adaptability
This will be developed through cognitive skills of critical thinking, analysis and synthesis.

(S2) Problem solving skills
Students will identify, formulate and solve organisational strategy and learning issues.

(S3) Teamwork
This will be developed via group-based learning.

(S4) Organisational skills
Students will engage in research in current strategy and organisational learning issues.

(S5) Communication skills
Students will engage in activities which will enhance their written academic and business communication skills.

(S6) International awareness
This will be developed via group-based and individual learning.

(S7) Lifelong learning skills
This will be developed via group-based and individual learning.

(S8) Ethical awareness
Students will develop their ethical awareness by exercising practice judgment in decision making concerning learning, training and development issues.

Workforce Planning, Resourcing, and Talent Management (ULMS895)
LevelM
Credit level15
SemesterFirst Semester
Exam:Coursework weighting0:100
Aims

This modules aims to:

Equip students with the fundamental skills, knowledge and understanding needed to enable sourcing, recruitment, and management of talent;

Provide students with an understanding of how HR professionals can attract and recruit individuals into the right role at the right time and cost;

Enable students to develop skills on how to use relevant workforce planning data, the right sourcing approaches, and digital tools to tap into diverse candidate pools;

Expose students to the need for resourcing activities to be focused on understanding the candidate experience, designing effective assessment and selection approaches and how to make effective recruitment decisions;

Develop students’ knowledge on how to use workforce data, succession, and contingency planning tools to understand, attract and retain talent;

Provide students with an understanding of the role of technology in aiding recruitment and talent management.

Learning Outcomes

(LO1) Students will be able to integrate wider people data to create workforce planning approaches including assessing current and future capability needs. They will also be able to use workforce planning data to inform resourcing approaches, other people practices and wider business planning.

(LO2) Students will be able to critically analyse and evaluate the major features of national and international employment markets from which organisations source staff, assess the values of different sourcing channels, the ways in which these markets evolve or change, and demonstrate the use of different approaches to candidate pipelines.

(LO3) Students will be able to design appropriate recruitment and selection approaches to appeal to different candidates, and select assessment approaches for all levels in the organisation using the concepts of reliability, validity, utility and performance criteria.

(LO4) Students will be able to demonstrate the use and impact of technology and social media in recruitment and selection processes.

(LO5) Students will be able to design flexible approaches to succession and contingency planning in a constantly changing environment.

(LO6) Students will be able to design talent differentiation and assessment tools to identify and review talent with the aim of attracting, identifying, developing and retaining high-performing talent across all areas.

(LO7) Students will be able to use psychological, motivation and engagement tools to retain talent through differentiated talent offerings.

(LO8) Students will be able to track and review the value of different talent populations and how diverse talent pools contribute to the talent strategy.

(LO9) Students will be able critically appraise the importance of diversity and fairness in selection and assessment design as well as the importance of considering candidate perceptions and experiences in ethical decision making.

(S1) Ethical awareness
Students will be exposed to responsibilities that employers have for equal opportunity, diversity and fairness in selection and assessment processes.

(S2) Teamwork
Students will be required to work together in small teams during seminars.

(S3) Problem solving
Students will be exposed to case studies and organisational problems and will develop solutions using module content.

(S4) Communication skills
Students will be expected to communicate effectively with their course mates and module facilitators through their written course work and verbally while responding to questions.

(S5) Numeracy
Students will develop numeracy skills through workforce planning tasks which will be given during seminars.

(S6) Digital literacy
Students will be required to engage with the module e-learning materials.

(S7) Adaptability
Students will be exposed to the need for flexibility and adaptability while developing an organisation’s recruitment and talent management strategies.

(S8) Commercial awareness
Students will learn how to apply a business and customer-focused approach, demonstrating the commitment to deliver results that create value for organisations.

Diversity Management and Inclusion (ULMS794)
LevelM
Credit level15
SemesterFirst Semester
Exam:Coursework weighting70:30
Aims

This module aims to:

Examine the diverse nature of the current workforce across the dimensions of age, race, disability, gender, religion and belief and sexual orientation and the advantages this diversity can offer to employers and employees;

Examine psychological perspectives on the impact of work group diversity on group dynamics and performance;

Consider both the legal and the sociological framework underlying the management of diversity and inclusion;

Consider the policies and practices that support the effective management of diversity and inclusion in the workplace;

Think critically about individual and organisational approaches to equality, diversity and inclusion;

Understand the underpinning social concepts such as stereotyping, discrimination, unconscious bias etc. and how these operate within the workplace;

Critically appraise the competing drivers for diversity influencing organisational strategy and policy in this area;

Examine the theoretical perspectives of Diversity and Inclusion, whereupon they look at data on D&I and consider how D&I is applied in the workplace;

Provide students with an understanding of the importance of creating an inclusive and safe work environment where employees can thrive.

Learning Outcomes

(LO1) Students will be able to demonstrate critical awareness of the terms ‘equality’, ‘diversity’ and ‘inclusion’ and what these mean for HR professionals and Occupational Psychologists.

(LO2) Students will be able to demonstrate critical understanding of issues related to age, race disability, gender, religion and belief, and sexual orientation in the workplace.

(LO3) Students will be able to critically appraise the benefits and challenges of managing diversity and inclusion in the workplace, from the perspective of both HR professionals and Occupational Psychologists.

(LO4) Students will be able to demonstrate critical awareness of the legal framework for managing diversity and inclusion in the UK.

(LO5) Students will be able to demonstrate critical awareness of the organisational strategies to develop effective management of diversity and inclusion.

(LO6) Students will be able to demonstrate an ability to critically apply knowledge of diversity management and inclusion issues to work situations.

(LO7) Students will be able to demonstrate critical awareness of demographic, social and technological trends and how they shape and impact on organisational and HR strategies and HR practices.

(LO8) Students will be able to critically appraise government policy and legal regulation and how these shape and impact on organisational and HR strategies and HR practices.

(LO9) Students will be able to demonstrate knowledge and understanding of collecting D&I data, performing systemic bias and inequality reviews, and interpreting D&I data to effect change.

(LO10) Students will be able to demonstrate a critical understanding of the role of cultural intelligence in enabling group and team performance.

(S1) Problem solving
Problem solving skills will be developed through engagement with case study work and in seminar participation.

(S2) Commercial awareness
Commercial awareness will be developed during class discussions.

(S3) Teamwork
Teamworking skills will be developed through engagement with group activities in seminars and the assessments.

(S4) Organisation skills
Students will develop their organisation skills in preparing for assessed work.

(S5) Communication skills
Written communication skills will be developed and assessed through the assessments.

(S6) IT skills
Students will develop their IT skills in preparing for assessed work.

(S7) International awareness
International awareness will be developed during class discussions.

(S8) Lifelong learning
Preparation for lectures and seminars will enable students to develop skills of lifelong learning.

(S9) Ethical awareness
Ethical awareness will be developed during class discussions and in preparing for assessments.

(S10) Leadership
Leadership skills will be developed through engagement and management of groupwork.

Human Resource Management: Academic and Practitioner Perspectives (ULMS550)
LevelM
Credit level30
SemesterWhole Session
Exam:Coursework weighting0:100
Aims

This module aims to:

Support students’ continuous professional development as HRM practitioners. Professional developmental learning includes both personal and professional skills development;

Develop students’ ability to effectively use data (including finance data) and data analytics, to support HR decision making and develop the professional courage and integrity to bring about positive organisational change. Students will learn to effectively communicate how they bring strategic value to their role as HR practitioners;

Prepare students for a career within the HR field by equipping them with what it takes to be effective people professionals in a rapidly changing world-of-work;

Equip students with core behaviours that will enable them create value for people, organisations, society and the people profession;

Engage students with contemporary HR issues such as hybrid working, use of technology and social media etc.;

Develop students’ core behaviours and skills required to be effective people professionals as identified in the CIPD Profession Map.

Learning Outcomes

(LO1) Students will be able to demonstrate critical awareness of contemporary HR issues and their changing roles as HR professionals.

(LO2) Students will be able to critically appraise the organisational and environmental context in which they work, explore business and key stakeholders' needs and know how to develop strategies to ensure HR supports organisational strategy and sustainability.

(LO3) Students will be able to demonstrate critical awareness of how to engage in continuous professional development for self and others including demonstrating professional integrity and ethical practice.

(LO4) Students will be able to demonstrate enhanced knowledge of regulation and law relevant to their work as HR professionals, how to apply it, and how to mitigate risk.

(LO5) Students will be able to demonstrate critical awareness of how to create an inclusive workforce.

(LO6) Students will be able to demonstrate competence in financial decision making in HRM practice can contribute to organisational performance and effectiveness.

(LO7) Students will be able to critically appraise the use of technology and social media at work and its impact on the workforce and people practices.

(LO8) Students will be able to critically appraise how technologies can be used to support the delivery of people practices and to make organisations more agile.

(LO9) Students will be able to demonstrate an understanding of evidence-based decision making and relevant analytical skills for HR professionals.

(LO10) Students will be able to demonstrate the core behaviours and skills required to be effective HRM professionals as identified in the CIPD Profession Map.

(S1) Adaptability and flexibility for situational decision making
Students will develop their skills of adaptability and flexibility for situational decision making; this includes understanding the uniqueness of a given context, e.g. cultural, political, departmental needs etc. and understanding the impact of the decision on the human capital involved. These will be addressed through seminar case-discussions and activities and through assessments based on real-world examples.

(S2) Problem solving skills using evidence-based approaches
Students will be able to demonstrate problem solving skills which are rooted in evidence-based approaches to ensure that the solution/ insights they provide are robust, credible, comprehensive in including all stakeholders and ethically sound. Students will be able to demonstrate this as a consistent professional skill through all their discussions in lecture, seminar and each of assessments.

(S3) Commercial awareness
Students will develop the ability to demonstrate commercial awareness of how HRM can provide competitive advantage and value addition to core business; this includes being able to understand financial implications of HRM policies and decisions. Students will be provided with opportunities to demonstrate this through analysis of case studies and quizzes in assessments as well as structured seminar sessions on the related module topics.

(S4) Organisation skills
Students will develop organisation skills through their work in seminars, assessment formats, e.g. presentation, and project management of group work.

(S5) Communication skills
Students will develop communication skills through their engagement in lectures, presentations, group work and seminar work as well as through opportunities to engage with external guest speakers.

(S6) IT skills
Students will develop IT proficiency through the use of technology for group work co-ordination throughout the module and during presentations.

(S7) International awareness
Students will engage with international HRM guest speakers (where possible), as well as engage with international HRM topics through module content and will work in cross-cultural groups for both seminar and assessment deliverables.

(S8) Lifelong learning skills
Students will develop lifelong learning skills including reflective practice through professional development (including learning to address their own biases), critical thinking skills, analytical skills, cross-cultural skills, project management and leadership skills, presentation skills and persuasive writing skills through module content.

(S9) Ethical awareness
Students will develop ethical awareness and practice through group work, module content, international case studies of real-world situations and discussion of real-world ethical situations during seminar discussions. Further, students will have the opportunity to understand ethical HRM practice through discussions with guest speakers.

(S10) Leadership, professional courage and influence
Students will develop their leadership skills through professional development exercises, module content and group work as well as demonstrating leadership in providing evidence-based solutions to contemporary issues through the professional blog. In addition, students will also have opportunities to demonstrate professional courage and influence through persuasive writing for assessments, addressing contemporary issues and the status quo in HRM approaches during seminar discussions and by learning from the diverse perspectives of their classmates.

(S11) Teamwork
Students will develop cross-cultural collaboration and teamworking skills, including an understanding of the importance of cultural values and valuing people from diverse backgrounds, through individual and group activities and engagement in seminars and assessments.

Change and Conflict Management (ULMS785)
LevelM
Credit level15
SemesterSecond Semester
Exam:Coursework weighting0:100
Aims

This module aims to:

Provide students with an understanding of how to build a case for change, including an understanding of how to engage people for that change to be effective; how to choose the right approach that supports a change culture; how to involve the right people and listen to their views; how to continuously innovate and deliver change at pace, and knowing what else needs to be in place to enable that change for the long-term;

Provide students with knowledge of the principles and current issues relevant to conflict resolution in contemporary organisations in order to support students' development of subject specific and key transferable skills necessary for employment in positions related to the management of human resources and occupational psychology;

Provide an opportunity for students to acquire a range of analytical techniques required for the effective tactical and strategic negotiation for successful employee relations development.

Learning Outcomes

(LO1) Students will be able to understand and practically appraise key models and theories of organisational and individual conflict and change management.

(LO2) Students will know how to develop change management approaches that align with the organisation’s culture and objectives.

(LO3) Students will have a critical understanding of engaging and mobilising a range of stakeholders to enable sustained change and effective conflict management.

(LO4) Students will be able to critically appraise theoretical and practical aspects of conflict management across various levels – organisation, group and individual.

(LO5) Students will know how to apply different dispute resolution techniques to resolve workplace conflict to enable sustainable change.

(LO6) Students will be able to adapt and apply a range of innovation methods, e.g. user research, prototyping and iteration, to enable change at pace.

(LO7) Students will be able to understand and practically appraise how to drive effective working relationships through consultation, mediation and negotiation.

(LO8) Students will be able to critically evaluate the strategies used for planning, managing and delivering organisational change, identifying risks involved, those that are effective for sustaining it, and how to evaluate it.

(S1) Problem solving
Students will develop problem solving skills through development of knowledge of resolving conflict.

(S2) Teamwork and interpersonal skills
This will be developed through group work activities which are integral to weekly ‘reflexive logs’.

(S3) Organisation skills
Required for effective contribution in seminars and for completion of reflective learning log.

(S4) Communication skills
Seminars require effective communication of ideas through presentation/discussion.

(S5) IT skills
Students will develop their IT skills in preparing for the presentation and written assessment.

(S6) International awareness
Students will be able to demonstrate knowledge of cross cultural conflict resolution.

(S7) Lifelong learning
Students will develop the ability to demonstrate awareness of their own approach to conflict management.

(S8) Ethical awareness
Knowledge of ethics related to change and conflict management will be required.

(S9) Leadership
Knowledge of the role of managers and leaders in change and conflict management will be developed.

(S10) Critical reflection skills
Students will develop critical reflection skills through writing a weekly reflective log of their learning which forms part of their assessment.

Hr Research and Analytics (ULMS875)
LevelM
Credit level15
SemesterSecond Semester
Exam:Coursework weighting0:100
Aims

This module aims to:

Help prepare students for both their academic and management careers by providing an appreciation of the collection, analysis and interpretation of information in order to inform and achieve both academic and future professional activities;

Develop students’ skills in the acquisition, analysis and management of both qualitative and quantitative information for both academic and professional purposes for which the effective utilisation of information in order to inform decision-making is a key managerial skill;

Orientate students around the sources of extant information that can be used to inform academic and managerial decisions;

Consider the nature of research both in an applied managerial and more overtly academic context, before moving on to consider more specifically the nature and methodologies of both qualitative and quantitative data derived from both secondary and primary sources;

Equip students with data analytic and data visualisation skills;

Provide students with formative opportunities to begin the development of ideas for their research proposal which will be used as the basis for developing their own research project for ULMS840.

Learning Outcomes

(LO1) Students will be able to critically analyse the quality and relevance of evidence available, by identifying sources of bias and using evidence-based questioning models.

(LO2) Students will be able to use people analytics and problem -solving techniques to explore stakeholder needs and concerns, identify and formulate a research problem and translate issues into answerable questions.

(LO3) Students will be able to use data and analytics to provide insight, answer questions and make decisions, using a range of data analysis software.

(LO4) Students will be aware of the variety of available information research sources (published or commissioned) and be able to assess their utility in informing both academic and applied management research.

(LO5) Students will be able to report results and create data visualisation strategies in a clear, concise and credible way.

(LO6) Students will have a critical appreciation of the importance of adhering to relevant ethical standards in the design, conduct and dissemination of research.

(LO7) Students will be able to distinguish between primary and secondary information and develop a critical awareness of research methods and techniques relating to the collection and analysis of both qualitative and quantitative data.

(LO8) Students will be able to evaluate, select, and justify appropriate research methods in a chosen area of study, define outcomes for people practices, ensure that the evidence generated, its analysis and conclusions drawn are valid, reliable, ethical, and impactful.

(S1) Adaptability
Students will need to be highly adaptable as they learn about qualitative and quantitative research methodologies in the lectures and put this learning into practice in learning activities and planning a research project.

(S2) Problem solving
Research issues can be viewed as problems to solve. This module will enable students to review data, analyse the data and consider how findings can solve the research questions. Students will learn the theory in lectures and put this into practice as they engage in learning activities and write their assignments.

(S3) Numeracy
The quantitative lecture/s will focus on numeracy – how to identify and interpret datasets.

(S4) Commercial awareness
Students are asked to choose an organisation or industry for their proposals (individual assignments), so this will develop their commercial awareness as they learn more about a specific commercial environment.

(S5) Teamwork
Students will undertake group work and group discussions.

(S6) Organisational skills
This module has a number of components and organisation is key to producing a written research proposal.

(S7) Communication skills
Assessed formally via written assignment and developed in seminar classes.

(S8) IT skills
Developed through data review and analysis.

(S9) Lifelong learning
This is encouraged throughout the module, particularly as students use their knowledge in future work environment and apply the skills they learn in this research module.

(S10) Ethical awareness
There are many ethical issues which students need to consider with respect to collecting and presenting data and these will be discussed during lectures and seminars. Students will be expected to have demonstrated an understanding of this in the work they present.

(S11) Data Analytics and Visualisation Skills
Students will learn how to analyse HR related data and present them visually in an accessible, clear, enticing and engaging way to various audiences.

Strategic Leadership and Effective People Management (ULMS700)
LevelM
Credit level15
SemesterSecond Semester
Exam:Coursework weighting0:100
Aims

This module aims to:

Provide students with an understanding of how a leader’s role in influencing organisational systems and human behaviour is integral to developing a positive culture and healthy working environment;

Provide students with an understanding of how different leadership and people practices, along with ethical perspectives, impact on behaviour and culture;

Provide students with an understanding of the development of leadership theory together with a critical appreciation of its applicability in a range of organisational contexts;

Examine contemporary leadership issues including moral-based leadership, i.e. ethical, servant and/or authentic leadership, and how leadership relates to diversity, leadership for sustainability;

Provide students with an understanding of how giving people a meaningful voice enables people professionals to influence behaviour, unlock potential and shape organisational culture;

Provide students with an understanding of how to enable high levels of people engagement, promote learning, and select appropriate approaches in different situations for individuals and teams;

Provide students with an understanding of how leaders in the people profession can think in a systemic way, i.e. understanding how to align the different elements of the organisation’s system, for example the values, the culture, structures, people practices and policies, to maximise the organisation’s performance.

Learning Outcomes

(LO1) Students will be able to define leadership and explain how it differs from management, the different theoretical perspectives that underpin leadership and how they can be applied across different cultures.

(LO2) Students will be able to critically appraise responsible leadership, how leaders contribute to ensuring corporate social responsibility and how these impact on employer brand, reputation and management of different stakeholders.

(LO3) Students will be able to apply behavioural science theories, e.g. fight-or-flight response, thinking biases, to how leaders shape people practices and create the conditions in which people can thrive and perform.

(LO4) Students will be able to critically analyse different ethical perspectives on leadership, and how different mindsets and values influence internal and external decision-making.

(LO5) Students will be able to demonstrate critical awareness of the relationship between culture and voice, and how leaders can apply tools and methods that give a diverse range of people a voice within the organisation.

(LO6) Students will be able to identify the different approaches to culture development and how to align people practices to the organisations culture using systemic thinking.

(LO7) Students will be able to critically appraise the role and purpose of governance, its structure in the area of work, and the broader regulatory environment.

(LO8) Students will have developed their business acumen through an understanding of the organisation, the commercial context, the external environment and the wider world of work, and how they impact people and organisations.

(LO9) Students will have developed their personal leadership skills and critically appraise coaching and mentoring in relation to leadership development.

(S1) Adaptability. Students will consider different perspectives from two nations and hence demonstrate adaptability in the approach to leadership considerations.

(S2) Problem solving skills. The challenges of discussing cross-cultural leadership is key to resolving leadership issues.

(S3) Commercial awareness. This is a real ‘theory to practice’ module and students need to apply theory to two leaders in their assignment and also use a commercial example in their presentation.

(S4) Teamwork. Reflection on group discussions.

(S5) Organisational skills. Planning as a group can be a challenge and is a key skill that is developed, hence improving organisational skills.

(S6) Communication skills. Written assignment needs strong communication skills.

(S7) IT skills. Developed through the hybrid teaching model.

(S8) International awareness. Cross-cultural awareness via two different examples from nations.

(S9) Leadership. The focus of the module is leadership.

Managing Performance, Development, Reward, and Well-being (ULMS784)
LevelM
Credit level15
SemesterSecond Semester
Exam:Coursework weighting0:100
Aims

This module aims to:

Equip students with a critical awareness of the strategic and operational implications for managing performance and development, reward, and workplace well-being within organisations. It will consider recent developments in the sector and wider environment, the role of technology, and international perspectives;

Enable students to design and evaluate the effectiveness of evidence-based approaches to performance management and development, reward including benefits and executive remuneration packages as well as workplace well-being.

Learning Outcomes

(LO1) Students will be able to demonstrate critical awareness of the strategic and operational implications for managing performance, development, reward and workplace well-being within organisations.

(LO2) Students will be able to design evidence-based performance management and development approaches to facilitate engagement and continuous improvement, and evaluate their effectiveness.

(LO3) Students will be able to design evidence-based reward and benefit approaches to attract, motivate and retain workers including executive remuneration packages and reporting, and evaluate their effectiveness.

(LO4) Students will be able to design evidence-based wellbeing approaches to enable a resilient workforce and healthy working environment and evaluate their effectiveness.

(LO5) Students will be able to demonstrate critical awareness of international perspectives and recent trends in the sector and wider environment on managing performance and development, reward and workplace well-being, and evaluate their effectiveness.

(LO6) Students will be able to demonstrate critical awareness of current and future technology for improving performance and evaluate its impact on the workforce and people practices.

(S1) Problem solving
Students will be challenged to think critically about organisational issues and find evidence-based solutions about how to resolve them. They will do this through a range of individual and group activities including the coursework.

(S2) Commercial awareness
Commercial issues will be covered in the module and related group as and individual activities. Students will be able to demonstrate their commercial awareness in the coursework.

(S3) Organisation skills
This is relevant for planning scheduled individual and group work as well as meeting assessment deadlines. This will be evident in the students’ independent management of their learning and by meeting the coursework deadlines.

(S4) Communication skills
Students will have opportunities to develop written and oral communication skills through individual and group activities. Written communication skills will be assessed in the coursework.

(S5) International awareness
International issues will be covered in the module and related group and individual activities. Students will be able to demonstrate international awareness in the coursework.

(S6) Lifelong learning skills
Students will have opportunities to develop a range of lifelong learning skills including critical thinking, creativity, reflection, and digital skills through individual and group activities and engaging with a range of digital technologies. Students will be able to demonstrate critical thinking, creativity, reflection, and through the use of online resources digital skills in the coursework.

(S7) Ethical awareness
Ethical issues will be covered in the module and related group and individual activities. Students will be able to demonstrate ethical awareness in the coursework.

(S8) Teamwork and leadership
Students will develop their teamworking and leadership skills through individual and group activities and engagement in self-reflection activities in the seminars.

Human Resource Management Research Project (ULMS840)
LevelM
Credit level30
SemesterWhole Session
Exam:Coursework weighting0:100
Aims

This module aims to:

Enable students to develop strategic awareness, business orientation and a concern with adding value through human resource (HR) practice, all linked to HR professional competence;

Support students in researching relevant topics and writing a business report that can persuade key stakeholders in the organisation to change or adopt a particular policy and practice;

Provide students with the skills to demonstrate the ability to diagnose and investigate a contemporary business issue from an HR perspective, to locate the work within the body of academic 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 critically evaluative approach, empirical investigation and analysis and a combination of academic research and business report writing skills;

Enable students to further develop and embed their conceptual skills, data analytical skills, ethical awareness, critical evaluation skills, as well as their ability to effectively communicate their research findings to both an academic and practitioner audience;

Provide students with an opportunity to reflect on the implications for professional practice from an ethical, professional and continuous professional development standpoint.

Learning Outcomes

(LO1) Students will be able to plan, design, and execute a significant individual research project.

(LO2) Students will be able to identify and justify a HR/business issue that is of strategic relevance to an organisation.

(LO3) Students will be able to search, synthesise, critically analyse and discuss existing literature, contemporary HR policy and practice relevant to the chosen issue.

(LO4) Students will be able to compare and contrast the relative merits of different research methods and their relevance and applicability to different situations.

(LO5) Students will be able to undertake a systematic analysis of quantitative and/or qualitative information and present the results in a clear and consistent format.

(LO6) Students will be able to draw realistic and appropriate conclusions and make recommendations.

(LO7) Students will be able to develop and present a persuasive business report in a coherent and structured manner.

(S1) Adaptability and flexibility
Students will be required to demonstrate flexibility in choosing the best approach to help answer their research questions.

(S2) Problem solving
Research projects must address a specific HR/business issue and apply an appropriate research strategy, design and methodology to address the problem in order to derive clear evidence-based solutions.

(S3) Numeracy
Students who base their dissertation on primary or secondary quantitative data will need to conduct rigorous numerical data analysis.

(S4) Commercial awareness
Students will need to be aware of contemporary HR issues, conduct research on those issues and clearly demonstrate how their research can have a broader impact on organisations or the society.

(S5) Organisation skills
Students will be working under strict deadlines to execute their research project.

(S6) Communication skills
Students will be required to present a coherent and rigorous piece of research which stipulates clear aims, objectives and findings. They will also be expected to clearly communicate the results of their research to an academic audience, as well as derive a set of focused practical recommendations for managers and organisations.

(S7) Critical writing and analysis
Students will be able to demonstrate competence in postgraduate study skills, particularly critical writing and analytical skills.

(S8) Critical reflection skills
Students will develop critical reflection skills through writing a reflective account of what has been learned during the project and how this can be applied in the future.

(S9) Life-long learning
Students will demonstrate their professional development so far and how they plan continuing their development through their personal and reflective statements.

(S10) Ethical awareness
Students will be expected to follow strict ethical guidelines in the conduct of their research project.