module guide_cipd route prm.docx

MSc HRM 2011-12Performance and Reward Management Module GuideContentsPage numberMODULE WELCOME AND TUTOR DETAILS2MODULE OUTLINEModule Aims4Anticipated learning outcomes4Learning and Teaching Strategy and Methods Including Resources5ASSESSMENT6YOUR READING AND RESOURCES Texts9Researching your own sources and articles 11PROGRAMME (INDICATIVE)Programme Schedule & Timetable12Session by session details (indicative) 13-17Module Welcome & Tutor Details Hello and welcome to the Performance & Reward Management module. I trust you will find this module guide useful. In it, you will find module details, aims and learning outcomes, the learning and teaching strategy, a module overview/timetable and session details. The module is also supported via Blackboard, where you will find this guide, session slides and activities, learning resources, large readings list and more!Our contact details can be found below. If you have any questions, just ask any of us in a session or via email. We look forward to taking this learning journey with you over the coming weeks!Janette, Anne and KatherineJanette Hurst (Module Leader), Anne Coggins & Katherine Gardiner (Module Tutors)The tutors for this module and their contact details are:Janette Hurst J.Hurstshu.ac.ukDr Katherine Gardiner K.M.Gardinershu.ac.uk Anne Cogginsa.m.cogginsshu.ac.ukAddress: Sheffield Business School, Sheffield Hallam University, Stoddart Building, City Campus, Howard Street, Sheffield S1 1WBIn order that people may be happy in their work, these three things are needed: They must be fit for it. They must not do too much of it. And they must have a sense of success in it. John Ruskin (1819-1900) If you are trying to change the way you run a company, one of the most visible things you have to change is the way you compensate, reward and recognize people.Paul Allaire, CEO, Xerox Corp (1992)From salary administration to strategic management.There are signs that pay is shedding its Cinderella status and making the transformation from the turgid, unimaginative and inflexible world of wage and salary administration to a brave new world where integration with the organisations goals and other personnel practices typifies the rhetoric, if not always actual practice. Lewis (2000)A goal without a plan is just a wishAntoine de Saint-Exupry (1900 - 1944)Module AimsThe broad aims of this module are to develop in learners an understanding of performance management and reward management in terms of their role in supporting the strategic objectives of the organisation and the ability to develop approaches and systems within an organisation. Performance management will be approached from the organisational angle with a view to establishing its impact on an organisations effectiveness and evaluation of this as well as look at high-performance organisational practices. Individual performance matters will then be covered to enable students to evaluate and manage both performance issues and performance coaching. Reward philosophies, approaches, impact and evaluation will be covered, including total reward management, pay/ non-pay aspects, and international & executive reward arrangements. In doing this, students will be equipped with appropriate diagnostic skills so that they can undertake critical analysis of performance and reward challenges within an organisation and develop appropriate and effective policies and practices meet these. In addition, the module will look at issues of employee involvement, transparency, fairness and ethics in modern organisations. Critical reflection on theory and practice from an ethical and professional standpoint and for continuous professional development is required. Anticipated learning outcomesBY THE END OF THE MODULE YOU WILL BE ABLE TO:1. Understand and analyse contemporary developments and the relationship between the environment, strategy and systems of performance and reward management.2. Apply coherently key theoretical concepts and approaches to current issues and challenges within the area. 3. Critically evaluate the contribution of performance and reward management to increased organisational performance. 4. Make appropriate and informed contributions to strategic and operational planning and decision making in an organisational context. 5. Critically evaluate performance and reward policies, practices and tools. Learning and Teaching Strategy and Methods The overall aim is to for you to have an active and engaged learning experience where you work with in partnership with your tutors to develop the learning environment and some of the learning materials. Students will be supported in their learning, to achieve the above outcomes, in the following ways: There will be a core of tutor-led interactive presentations, supported with learning materials, intended to provide students with a framework of knowledge around which they will be encouraged to read and develop their own learning. Tutor-led interactive presentations will be supported with workshops/seminars which will provide an opportunity to apply some of the concepts and theories introduced in the lectures and to explore and debate contemporary issues. The workshops/seminars will provide an active learning environment which will include discussion, debate, analysis of case studies, critique of articles, practical tasks and student-led presentations. Links will be made to the personal and professional development module and critical reflection of organisational practice encouraged. Extensive guidance for the assessment e.g. verbal and written tutor points, exercises to aid the development of key academic skills e.g. referencing, how to structure the work and formative feedback in class from tutors and peers (as appropriate and determined by the class needs each year in conjunction with the tutors). The course will require you to attend classes over 10 weeks. In addition, you will need to set aside time for gathering/ reading resources and preparation for session activities (as directed by your tutors) and the assignment.Your individual research and reading will in part be tutor-directed but also independent work, which you may carry out alone or in small groups, to follow up areas of particular interest or in the completion of the assessments. Learning resources which you will be expected to utilise include:1. Textbooks and refereed academic journals2. Professional publications e.g. People Management, Personnel Today3. Material from the CIPD ( www.cipd.co.uk )4. Reports5. Case study/video/lecture materials6. Work experience (if applicable)7. Organisations Websites 8. Blackboard.AssessmentA review of the assessment burden on the MSc HRM/D students, and in particular the full time students, was carried out in 2008 and it was decided to rationalise the number of assessment tasks and this module was chosen as one that could facilitate the rationalisation. Thus the assessment is based on a model of 100% summative formal assessment but there will be formative stages to its development and extensive support given in classes and via guidance. Your performance in this module will be assessed by a case study and associated questions. To develop your capabilities in this area, a non-assessed practice case study will be given out in session 6 and you will work in small groups to present your answers to this in session 8. Feedback from your tutor (and peers) will be provided on the day of the presentation and this will help you develop your skills and attainment for the final assessed case study question. Further details will be provided by your tutor in the classes. The assessment is based on one piece of assessed course work (100%). Submission format: Submit a paper copy to the Welcome Point reception desk and an electronic copy to Turnitin. Remember to ensure there is a printed cover slip on it and you find this using the Assessment Diary package. Word count: 4,500 - 5,000 words (+/- 10%, excluding appendices). Deadline: Wednesday 11th January 2012 by 3.30pm. The pass mark is 40%. As there is only assessment task, there is no opportunity for in-module retrieval in this module. If the assignment fails to achieve 40% then you will have one more chance to pass it (referral work). If this referral work fails to reach the minimum standard then you will have to re-register for the module in the following academic year and pay the additional associated fees. You will receive written feedback on the assignment from your tutor. Please note that any mark given in written feedback is provisional and subject to agreement by the Assessment Board in February 2012. TIPS - Ensure your work addresses the following general academic points: Answer is focused on the questions set, is sufficiently analytical and employs the use of concepts as diagnostic and explanatory tools. Theory is used in the analysis of PRM issues. Uses extensive literature and research to inform the work. Produces an answer that has depth, is contextually realistic / relevant and demonstrates an awareness and application of good practice. A critical / evaluative stance is taken. Evidence is provided of understanding of alternative approaches to PRM. There is recognition of the debates that underpin the topic area. Arguments are supported by evidence. Suitable and innovative solutions are proposed which fit the organisation(s) in question. Use an appropriate referencing methodology (the university standard is the Harvard method) and produce a well-presented piece of work. ASSESSMENT MARKING MATRIX Criteria 70%Understand and analyse contemporary developments and the relationship between the environment, strategy and systems of performance and reward management.Learning outcomes 1,3,5Little/no evidence of understanding of issue(s). Some limited understanding and insights into nature of issues. Understanding and insights becoming more analytical, relevant and realistic. + Insights linked to deeper and more integrated understanding of situation+ Deep understanding demonstrated and insights linked to effective use of theories / models. Proposal and justification of solutions and recommendations that reflect organisational contexts (e.g. strategic & implementation considerations, cost effectiveness, employee involvement, fairness etc.)Learning outcomes 1,2,3,4,5Shows little/no understanding of the context of the proposed solutions. Justification absent or poor. A degree of realism and relevance in the solutions proposed. Some limited justification. Solutions and supporting discussion that are clearly linked to the nature of the problem(s).Reasonable justification provided.Discussion and solutions that have few weaknesses and are sensitive to implementation issues.Relevant justification provided.Strong discussion and proposed solutions that reflect the range of organisational requirements. Contextually sensitive justification provided. Apply coherently key theoretical concepts and approaches to current issues and challenges.Learning outcome 2Fails to adequately explain concepts. No or minimal relevant concepts, theory or models (where appropriate).Limited explanation of concepts. Limited use of relevant theory or models (where appropriate).Good explanation of concepts. Good use of relevant and contrasting theory or models (where appropriate).Very good explanation of concepts. Use of relevant and contrasting theory or models (where appropriate) throughout the work.Excellent explanation of concepts. Extensive use of relevant and contrasting theory or models (where appropriate).General & PresentationCriteria 40%40 - 49%50 - 59%60 - 69%70% - 100%Use of evidence and examples to support argumentsNo / very limited relevant examples / illustrations used. Little supporting evidence.Few examples/ illustrations used. Limited supporting evidence. Good use of examples / illustrations. Some supporting evidence.Good use of relevant examples / illustrations.Wide ranging supporting evidence.Excellent use of examples/ illustrations. Containing extensive and relevant supporting evidence.StructureNo logical structure.Structure present but with weaknesses. Clear appropriate structure.Clear and effective structure.Excellent structure that aids the flow of the work.Writing StylePoorly written, hard to follow.Weaknesses in writing style, does not flow.Satisfactory academic writing style. Overall reader friendly, themes are developed logically, arguments followed through.Reader friendly. Logical and coherent structure, good development of arguments.GrammarFull of grammatical errors & spelling mistakes.Some errors of grammar & spelling.Grammar and spelling of a reasonable standard.Very few grammatical and spelling errors.Sound grammar and spelling.Referencing of sources, style and accuracyNo referencing of work.Some referencing of work.Reasonable referencing of work.Effective and full referencing. Excellent referencing with full details provided. Addresses the assessment brief Not directly addressed, contains extraneous information.Partially addressed but has weaknesses. Addressed but with some extraneous information or lack of focus.Well addressed and shows focus, with little extraneous information.Fully addresses the brief in a focussed manner.Reading and ResearchBelow can be found key and general text book details, which should form the preliminary basis of your introductory reading. In each session details page (see below), relevant chapters from some of the key texts are indicated together with few other readings for each session topic. To supplement this, you will also be given a set of references and further reading within the actual session (as follow-up reading or for your use in completing the assessments). Texts These are good general reward and performance management texts, which can be found in the Adsetts Centre shelf location (brief description of book style). Key Texts& Perkins, S.J. and White, G. (2011) Employee Reward: Alternatives, Consequences and Contexts. 2nd ed. London: CIPD 658.3225 (CIPD courses book, good coverage overall but not much on non-financial reward). ALSO, 2008 FIRST EDITION.& Shields, J. (2007) Managing Employee Performance and Reward: Concepts, Practices and Strategies. Cambridge: Cambridge University Press 658.3142 SH (a good, higher level and integrative book but not UK focussed or a CIPD book). AND. Managing employee performance and reward ELECTRONIC BOOK : concepts, practices, strategies /.Additional General Texts/Resources& Armstrong, M. (2010) Armstrongs handbook of reward management practice: improving performance through reward. London : Kogan Page reference only 658.3124 AR (LEVEL 4) or via electronic book Armstrongs handbook of reward management practice ELECTRONIC BOOK : improving performance through reward .& Armstrong, M. (2009) A handbook of human resource management practice 11th ed. London: Kogan Page AND ELECTRONIC BOOK. & Armstrong, M. (2009) Armstrongs handbook of performance management : an evidence-based guide to delivering high performance REF ONLYAdsetts Key Text 658.3125 AR (LEVEL 4) AND e-Book Armstrongs handbook of performance management ELECTRONIC BOOK : an evidence-based guide to delivering high performance /.& Armstrong, M. (2006) Performance Management: Key Strategies and Practical Guidelines. 3rd ed. CIPD: London. 658.3125 AR.& Armstrong, M. and Baron, A. (2005) Managing Performance: Performance Management in Action. CIPD: London. 658.3125 AR.& Armstrong, M. and Brown, D. (2009) Strategic reward: implementing more effective reward management. London: Kogan Page. 658.3142 AR (LEVEL 4) - REF ONLY (AND 2006 edition).& Armstrong, M. and Brown, D. (2006) Strategic reward: making it happen. London: Kogan Page. 658.3142 AR (LEVEL 5) Strategic reward ELECTRONIC BOOK : making it happen. & Beardwell, J. & Claydon, T. (2007) Human Resource Management: A Contemporary Approach (5th ed.). FT Prentice Hall: Harlow UK. See Chapter 13 for PRM general PRM. & Becker, R.E., Huselid, M.A. and Ulrich, D. (2001) The HR Scorecard: Linking People, Strategy, and Performance. Harvard Business School Press: Boston. & Corby, S. et al (2009) Rethinking reward. Basingstoke: Palgrave Macmillan 658.32 RE LEVEL 5 (good academic level).& Henderson, R.I. (2003) Compensation Management in a Knowledge-Based World. 9th ed. Prentice Hall: Upper Saddle River 658.32 HE (good general text focussing on the paradigm of the knowledge economy/worker).& Heneman, R.L. (2002) Strategic Reward Management: Design, Implementation and Evaluation. Information Age Publishing: Greenwich 658.322 HE (US academic, high level).& Sonnentag, S. (2002) Psychological management of individual performance Wiley: Chichester 658.314 PS and Psychological management of individual performance ELECTRONIC BOOK. & Thorpe, R. and Homan, G. (2000) Strategic Reward Systems. Harlow: Pearson 658.3225 ST (another alternative text to supplement your research).& Torrington, D., Hall, L., Taylor, S. and Atkinson