ULMS Electronic Module Catalogue |
The information contained in this module specification was correct at the time of publication but may be subject to change, either during the session because of unforeseen circumstances, or following review of the module at the end of the session. Queries about the module should be directed to the member of staff with responsibility for the module. |
Title | Human Resource Management: Academic and Practitioner Perspectives | ||
Code | ULMS550 | ||
Coordinator |
Dr SB Raheem Work, Organisation and Management Salma.Raheem@liverpool.ac.uk |
||
Year | CATS Level | Semester | CATS Value |
Session 2024-25 | Level 7 FHEQ | Whole Session | 30 |
Pre-requisites before taking this module (other modules and/or general educational/academic requirements): |
Modules for which this module is a pre-requisite: |
Programme(s) (including Year of Study) to which this module is available on a required basis: |
Programme(s) (including Year of Study) to which this module is available on an optional basis: |
Teaching Schedule |
Lectures | Seminars | Tutorials | Lab Practicals | Fieldwork Placement | Other | TOTAL | |
Study Hours |
16.5 |
22 |
7 16.5 11 11 |
84 | |||
Timetable (if known) | |||||||
Private Study | 216 | ||||||
TOTAL HOURS | 300 |
Assessment |
||||||
EXAM | Duration | Timing (Semester) |
% of final mark |
Resit/resubmission opportunity |
Penalty for late submission |
Notes |
CONTINUOUS | Duration | Timing (Semester) |
% of final mark |
Resit/resubmission opportunity |
Penalty for late submission |
Notes |
Professional Blog There is a resit opportunity. Standard UoL penalty applies for late submission. This is an anonymous assessment. | 0 | 40 | ||||
Consultancy style report including individual executive summary of case study. There is a resit opportunity. Standard UoL penalty applies for late submission. This is an anonymous assessment. | 0 | 60 |
Aims |
|
This module aims to: Support students’ continuous professional development as HRM practitioners through evidence-based approaches (i.e. using independent research skills). 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 hyb rid working, use of technology and social media; 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 |
|
(S2) Problem solving skills using evidence-based approaches |
|
(S3) Commercial awareness |
|
(S4) Organisation skills |
|
(S5) Communication skills |
|
(S6) IT skills |
|
(S7) International awareness |
|
(S8) Lifelong learning skills |
|
(S9) Ethical awareness |
|
(S10) Leadership, professional courage and influence |
|
(S11) Teamwork |
Teaching and Learning Strategies |
|
Blended delivery: 1.5 hours face-to-face synchronous lecture per week x 11 weeks |
Syllabus |
|
On a weekly basis, the syllabus will cover a new topic, each of which is linked to foundational learning acquired in core taught modules on the programme. Each topic will be explored from the perspective of bridging the practitioner-academic gap, to understand real-world complexities and challenges in HR practice. Weekly interactions with HR professionals will allow students to listen to and ask questions of current practice. Weekly seminars need preparation and require students to apply their learning through a critical and analytical perspective to enable them to provide evidence-based solutions to given problem contexts. Weekly preparation by students involves critical engagement with research and practitioner outputs. The teaching and learning strategy will use a case-based approach to facilitate the application of evidence-based research to practitioner skill development and decision-making. Further, students will have a professional development opportunity to apply their learning in a full day consultancy-based workshop with external consultants. Learning materials will broadly focus on key topics aligned with the CIPD Profession Map on core knowledge and behaviours including: HRM in a globalised context; |
Recommended Texts |
|
Reading lists are managed at readinglists.liverpool.ac.uk. Click here to access the reading lists for this module. |