IHRM Study Guide

Introduction to Human Resource Management
STUDENT STUDY GUIDE
Authors: A Bratton
2021 Edition
Author
Andrew Bratton • The Business School • Edinburgh Napier University
First published by Norma D’Annunzio-Green, Edinburgh Napier University, Scotland © 2010
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means –
electronic, electrostatic, magnetic tape, mechanical, photocopying, recording or otherwise – without permission in writing from
Edinburgh Napier University, 219 Colinton Road, Edinburgh, EH14 1DJ, Scotland.
This Guide contains material from the CIPD Case Study Club, copyright CIPD 2006.
Permission has been granted to use these materials for this module.
No other copying, dissemination or publication of these case studies is permitted.
Contents
1. Welcome to Human Resource Management 1
2. Further Reading and Other Resources 5
3. Overview of Topics 9
4. Tutorial Guidance 13
5. Module Assessment Guidance 39

Welcome to Human Resource Management
1 Welcome to Human Resource Management
Hello and welcome to the Introduction to Human Resource Management module.

My name is Andrew Bratton, I am the module leader.
I have developed this student study guide to help you as you attend your classes
throughout this module.
The objectives of this student guide are:
• to explain why it is important to study human resource management as part of
your degree
• to give you an outline of the subject of human resource management
• to describe the nature of the material on which this workbook is based
• to outline the programme which you will be following.
The module will commence with a series of lectures and a series of tutorials. As you
work through the module your Local Tutor will provide support for the material.
If you have any queries as you work through this module you should direct these in the
first instance to the Local Tutor or the local Programme Administrator.
Wishing you good luck in your studies and I hope that you will enjoy this module.
Andrew Bratton
The Business School
Edinburgh Napier University
1 Human Resource Management

Student Study Guide
1.1 What is the module about?
Why study human resource management?

Every business is made up of people, the human resources of the business. How
effectively those human resources are managed will have a major impact on how
successful the business becomes. Indeed in many industries, the quality of the human
resources, how effectively they work together and how well they are trained and
developed, can be the major factor in maintaining the competitiveness and profitability
of the business.
It follows then that the study of human resource management (HRM) is a vital part of
the business studies curriculum and the ability to manage people effectively is a key
skill requirement for the effective business manager. The process is a complex one.
Partly this complexity stems from the fact that one is dealing with people, with all the
inevitable variation in skills, personalities, attitudes and behaviours which this implies.
HRM is further complicated by the major changes we are experiencing in technologies,
in patterns of trade and business and the need for businesses and their employees to
respond quickly if they are to remain competitive. This module is designed to help you
understand these issues and begin to acquire some of the knowledge and skills
required for effective management of people.
In recent years there has been a major debate amongst academics and practitioners
about the significance of HRM and in particular whether it offers anything new
compared to more traditional approaches to personnel management. This module will
explore such issues as well as developing an understanding of some of the techniques
which can support a professional approach to the management of people.
Some students take an interest in HRM because they intend to specialise in people
management and perhaps work towards membership of the Chartered Institute of
Personnel and Development (CIPD). Indeed this area of specialisation provides a
number of career avenues. However, the need for all managers to have competence
in HRM is becoming inescapable. As organisations become flatter, with fewer layers
of management, line managers are playing an increasingly important role in the
management of people.
Aim of the module

This module aims to introduce students to the concepts and practices of human
resource management. It focuses on the key areas of employee resourcing and
development and examines how these policy areas can contribute to organisational
effectiveness and impact on the organisation, the employee and the customer.
Human Resource Management 2

Student Study Guide
After studying this module you should be able to:

1. Explain the concept of human resource management (HRM) and identify the
major trends affecting the profession
The module begins with an introduction to the study of human resource
management. This involves examining both the theoretical and practical
significance of HRM, tracing the origins of the approach and the various ideas
which have contributed to it. In particular considering the differences between
HRM and more conventional approaches to personnel management and looking
at contemporary HR practices including the flexible firm model along with the gig
economy allows a thorough examination of contemporary workplaces.
2. Examine the role played by HR specialists and line managers in people
management strategies in a range of organisations
Many of you will expect to be leading teams of employees as either line managers
or HR managers. We will explore the roles of each in ensuring that HR strategies,
policies and procedures are adding value to the organisation and examine a
range internal and external factors that may influence this. Exploring practices
that are introduced to positively impact the employment relationship.
3. Understand the main models and methods adopted in employee resourcing
with a particular focus on recruitment and selection and assess the impact
of these processes on organisational success
We will then introduce you to the idea of employee resourcing, in particular to the
need for the development of appropriate strategies and plans to ensure that a
cost-efficient approach is taken to ensure a suitable staffing base for the
organisation. This is followed with a more detailed consideration of the techniques
available for selecting employees and starting the employment relationship with
positive underpinnings.
4. Understand the systematic process of training and development and
identify the extent to which this influences the performance of individuals
within the organisation
We will then move on to explore the idea of human resource development, and
the ways in which performance can be improved through effective training and
development processes. Examining the impacts of training and development and
key considerations to meet individual, team and organisational needs will be
undertaken.

Student Study Guide
1.2 Studying this module
This student study guide has been written to support you as you attend the lectures
and tutorials, therefore any questions should be raised during either lectures or
tutorials. As you work through the module your Local Tutor will provide support. Equally
important, we expect you to make a contribution to the classes. Your contribution is
important not just for your own learning, but provides stimulus for the learning for the
whole group. In addition it provides ideas for the ongoing development of the module.
Therefore we are all part of a team to ensure the successful delivery of the module.
1.3 Assessment
Please note that ALL assessments are compulsory
Assessment requirement
Component 1 (50% of total grade)
Coursework based on Case Study of Deliveroo
2 hour, open book Exam

Student Study Guide
Further Reading and Other Resources
2 Further Reading and Other Resources
Below we list a number of key textbooks, which you may find particularly useful to
complement your studies. However, it is not compulsory for you to buy these books –
you should only do so if you want to study some of the topics this module further.
We will provide an online interactive reading list on the Moodle page so please also
refer to this.
Textbooks
Title: Introducing Human Resource Management – (E-Book)
Authors: Foot M and Hook C
Publisher: Prentice Hall
Published: 2005
ISBN: 0273681745
Title: Contemporary Human Resource Management: text and cases –

(E-Book)
Authors: Redman T and Wilkinson A
Publisher: Dawson Books
Published: 2013
ISBN: 978-0273-75786
Title: A Handbook of Human Resource Management Practice – (E-

Book)
Authors: Armstrong M
Publisher: Kogan Page
Published: 2006
ISBN: 0749446315
Title: Human Resource Management at work

Authors: Marchington M and Wilkinson A
Publisher: Chartered Institute of Personnel and Development
Published: 2008
ISBN: 9781843982005

Student Study Guide
Title: Introduction to Human Resource Management

Authors: Banfield P and Kay R
Publisher: Oxford University Press
Published: 2008
ISBN: 97801992911526
Title: An Introduction to Human Resource Management

Authors: Bloisi W
Publisher: McGraw Hill
Published: 2007
ISBN: 9780077109684
Journals
There are many academic journals relevant to this module however you may find
the brief list below quite helpful:
Human Resource Management Journal
People Management
Personnel Review
Human Resource Development International
Caterer and Hotelkeeper
Cornell Hotel and Restaurant Administration Quarterly
Hospitality, HCIMA
International Journal of Contemporary Hospitality Management
International Journal of Hospitality Management
International Journal of Tourism Management
International Journal of Tourism Research
Journal of Hospitality and Tourism Management
Tourism and Hospitality Research
Tourism Management.

Student Study Guide
Internet and Web Pages
The Advisory, Conciliation and Arbitration Service (ACAS) www.acas.org.uk
The American Society for Human Resources www.shrm.org
Chartered Institute of Personnel and Development (CIPD) www.cipd.co.uk
World Tourism Organisation (WTO/OMT) www.world-tourism.org/
World Travel and Tourism Council www.wttc.org
International Hotel and Restaurant Association www.ih-ra.com
British Hospitality Association www.bha-online.org.uk
Caterer and Hotelkeeper www.caterer.com
Hotel and Catering International Management Association www.hcima.org.uk
Napier University Learning Information Services (NULIS) Hospitality and Tourism

Subject Guide
http://nulis.napier.ac.uk/SubjectGuides/HTM/HTM.htm
Hotel and Catering International Management Association (HCIMA) On-line Catalogue

(includes Journals and E-Books)
http://hcima.org.uk/content/lib_info/documents/mem-
only/library_e_journal_catalogue.cfm

Student Study Guide

Student Study Guide
Overview of Topics
3 Overview of Topics
There are a total of 10 topics that will be covered during the course of this module. A
copy of the materials which will be used during your classes will be provided to you via
Moodle – Edinburgh Napier’s virtual learning environment.
Topics 1: Introduction to Human Resource Management: Definitions,

Activities and the importance of HRM
• Explain the basic concepts underpinning the study and practice of human
resource management
• Provide a critical analysis of the practicality and effectiveness of the HRM
approach for any organisation
• Compare and contrast the characteristics of human resource management and
earlier perspectives on people management
• Outline the range of activities with which those responsible for HRM are likely to
be involved
• Critically evaluate the main arguments about differences between HRM and
traditional personnel management
Topics 2 and 3: Exploring Macro and Micro Trends affecting Human

Resource Management and implementing HR within organisations
• Understand how human resource management can add value to an organisation

• Understand the different theoretical models available for analysing the role of the
HR function
• Outline common features in HRM models and theories
• Explore Atkinson’s flexible firm model and how this applies to contemporary
organisations
• Outline contingency and universalist approaches of HRM practices
• Evaluating how HR and organisational strategy are linked and influence one
another within organisations

Student Study Guide
Overview of Topics
Topic 4: The importance and impact of HRM policies and practices within
organisations, particularly exploring the impact on employees
• Distinguish between the roles of line managers and HR managers.

• Describe the roles of human resource specialists
• Evaluate impacts of engagement and commitment of employees
• Understanding the psychological contract and the influence this has within
organisations
Topic 5: Reward Management
• Explore different types of reward

• Evaluate the impact of rewards within organisations
• Outline the purpose of reward management
• Discuss characteristics of reward strategies and analyse what contributes to their
effectiveness
Topic 6: Performance Management
• Define and understand the importance of performance management

• Understand the aim and role of performance management
• Analyse the characteristics of performance management strategies within
organisations
• Explore the influence performance management has within organisations
Topic 7: The Recruitment Process
• Explain the aims of recruitment and understand the roles of line and HR manager
in the process
• Understand the process of job analysis and the influence this has in organisations
• Argue for and against alternative strategies to fulfil recruitment requirements
• Describe and design recruitment strategies

Student Study Guide
Overview of Topics
Topic 8: The Selection Process
• Explain the aims of the selection process

• Outline the selection strategy which can be used by organisation
• Understand the purpose and methodology of the most commonly used
techniques for collecting data and making selection decisions
• Critically assess a number of selection techniques in terms of validity and
reliability.
Topics 9 and 10: Training and Development
• Describe the relevance of theories of learning to training and development

• Evaluate the systematic training cycle, its role and its importance
• Critically evaluate a variety of training techniques
• Describe the roles of HR manager and line managers in training and development
• Understand the processes and techniques used to design and evaluate training
and development interventions

Student Study Guide
Overview of Topics

Student Study Guide
Tutorial Guidance
4 Tutorial Guidance
These notes are intended to help you as you attend tutorials. The tutorial exercises for
each Topic are detailed below. The pace at which you work throughout these exercises
will be set by your tutor, who may also occasionally add material to ensure
contextualization throughout the module. Please ensure you attend tutorials as these
provide opportunities to talk through the materials and enrich your understanding of
the subject. An overview of the 12 topics to be covered during tutorials follows.
Topic One: Models of HRM
Key concepts
Understand how to apply models of HRM to a practical case study.
TUTORIAL
Read the following case study (Flight Right Call Centre) and answer the
questions that follow.
Jane works for Flight-Right, a company providing holidays and flights on-line, and
giving telephone advice to customers wanting to organise a holiday. When she first
started two years ago, she had daily quotas for calls and she didn’t enjoy her job.
However, a new HR manager has recently introduced changes to the way the call
centre operates. The HR manager believes that the staff should be given more freedom
in their jobs so that they can provide creative solutions to meet the company’s growth
strategy and feel committed to the organisation. The new HR manager has been
actively involved with the senior management team to develop the company’s long
term strategy and a new HR strategy. The first thing the HR manager did was to hold
staff meetings to get a clear picture of what was working well and what changes could
be made to improve working practice.
As a result of the new HR strategy key changes have been made to the way people
work in the organisation. The customer service centre no longer has any call quotas;
staff can spend as long as it takes with customers and become a point of contact within
the organisation so that customers can talk to the same person about any issue. As
part of this change initiative, the company has sent all line managers on a training
course so that they can recruit, train and manage the performance of their staff. Team
meetings for customer service operators and other departments within the organisation
have been introduced so that they can understand more about each other’s roles and
the problems that can arise if there isn’t co-operation in relation to customer orders and
problems. Staff in the call centre are expected to take regular breaks away from their

Student Study Guide
Tutorial Guidance
workstations and can contact the other departments by phone, to build up inter-
departmental relationships. Training and development is at the heart of these changes
and all staff are encouraged to identify their training and development needs with their
supervisors every three months. Supervisors are expected to recruit their own staff;
carry out regular performance reviews; provide support and coaching; and find flexible
solutions to individual problems. The company has also introduced subsidised gym
membership; a counselling service for staff; and an open door policy for all managers.
Flight-Right believe that their increasing success is due to the way that work is now
organised; staff can develop their skills and feel valued by the organisation. Managers
within Flight-Right are now recruited for their attitudes towards managing and valuing
staff and not just for their qualifications and previous experience. The latest staff
attitude survey demonstrated the success of these practices as 92% of staff across all
departments agreed that they felt valued by their organisation, compared to the
previous survey 2 years ago where only 62% of staff felt valued.
As a result of these changes, the company has improved its turnover and profit margin
by nearly 20% within the last year and staff turnover has reduced from 30% to 10%.
Hard and soft models of HRM

As we saw in the previous section there has been academic debate about the
distinction between personnel and HRM. In relation to HRM there is also a distinction
between ‘soft’ and ‘hard’ models, Storey (1989).
A simplified explanation of this distinction is that it is dependent upon where the
emphasis is placed in relation to the phrase, Human Resource Management.
‘Soft’ Human Resource Management – here the emphasis is on the human aspect of
the phrase, people are seen as assets, distinct from other resources such as finance
and operations. Therefore, strategies need to be developed to encourage commitment
from workers. A key model in the development of the ‘soft’ approach is the Harvard
model, Beer et al (1984), cited in Bloisi (2007:17). This approach links back to the
behavioural science school and Japanese work practices discussed earlier in relation
to the historical influences.
The Harvard model, Beer et al (1984), clearly recognises the importance of the external
environment and a variety of stakeholders, including employee groups as being
influential upon the HRM policy choices that an organisation makes. These policy
choices will then lead to HR outcomes of commitment, competence and cost
effectiveness, which in turn will lead to longer term consequences of individual well-
being, organisational effectiveness and societal well-being. This model has been
further extended by Guest (1987) to include seven policy choices.

Student Study Guide
Tutorial Guidance
‘Hard’ Human Resource Management – here humans are seen as a resource used to
achieve organisational goals, and just like other resources they need to be managed.
Strategies should be developed to align human resource strategy with an
organisation’s strategy. A key model in relation to this approach is the ‘matching’ model
of Fombrun (1984) as cited in Bloisi (2007:23). The ‘hard’ model of HRM has its roots
in scientific and strategic management practices. This approach argues that
‘organisations exist to accomplish a mission or achieve objectives and the aim in
improving HRM is to ensure that HR strategies are developed achieve these goals;
maintain performance and managerial control.
Please read the case study and answer the following questions;
1. What type of approach to HRM do you think has been adopted at Flight-Right?
Give reasons for your answer.
2. What are the advantages and disadvantages of the hard and soft approach to
HRM from both a manager and employee perspective?
3. Identify the possible implications to Flight-Right of adopting a ‘best practice’
approach to HRM

Student Study Guide
Tutorial Guidance
Topic Two: Human Resource Management: role and responsibilities
Key Concepts
Evaluate the roles and responsibilities of HR managers and line managers.
Think of an organisation you have worked in or one you currently work in. What are
the main areas in which a personnel/human resource manager is likely to be involved?
Make a list of these areas in order of importance in terms of adding value to the
company. For each of the areas on the list, indicate the type of involvement of the
human resource manager and whether other managers are also likely to have a role
in handling this activity. Fill in the table following the format suggested below. You
should aim to complete at least 10 areas of HR activity.
Table 1: Main activities of human resource managers and line managers
Rank Main activity Type of Type of Problems that Possible

order of human involvement of involvement of the each may solutions to
resource the HR specialist line manager encounter in problems
specialists carrying out
this role
1 Motivating Involvement in Contribute to Difficult to Provide full
workers to design and discussions of decide upon and training and
achieve implementation of performance gain development
improved techniques to management commitment to a for all
performance assess effectively techniques. Assess particular managers
performance of performance of those performance and staff.
employees in a in own department. management
way that links Involve teams and technique.
clearly with the individuals in setting Mangers may
organisations and agreeing targets not have time
strategic plan. and monitoring and expertise to
Train and involve performance. Monitor carry out
people in their success and appraisal
performance give feedback. interviews.
management
techniques. Some staff may
be de-motivated
and difficult to
manage.
2 Training and
development

Student Study Guide
Tutorial Guidance
Topic Three: Exploring different strategies of HRM
Key Concept
The aim of this activity is to analyse the different strategies that can be utilised by HR in
the organisations. This is to explore the different approaches to HRM and tensions that
exist within the practice of HRM in organisations and the strategic importance of HRM.
Task:
You will take turns to visit different stations that will be set up in your tutorials, this will
allow you to discuss and evaluate different HRM strategy aspects within organisations.
By exploring advantages, disadvantages and associated impacts will help you to apply
these theories to organisations whilst seeing what your fellow students have also
discussed. At each station you will evaluate the allocated strategy theory (as identified
in A) by addressing the questions (as outlined in B) and will rotate around each station
so that you can add your groups views to that of your fellow students.
A. Evaluate the following HR and organisational strategy theories in turn at different
stations;
i. Universalist Approach
ii. Contingency Approach
iii. Business strategy fit with HRM Model
B. Then consider the following questions in relation to each of the theories above;
• How do you define this theory and its importance within organisations?
• What are the associated advantages and disadvantages of the theory within
organisations?
• How could each theory impact organisations?

Student Study Guide
Tutorial Guidance
Topic Four: HRM and employees (psychological contracts)
Key concept
The aim of this activity is to explore psychological contracts and assess their possible
impacts within organisations. By exploring the role of expectations and considering
how implementing different HR practices, policies and strategies can have on
employees’ motivations and performance within organisations.
Task:
Individually, consider what your own psychological contract would entail.
Then in groups, brainstorm similarities and differences between your psychological
contracts and complete a mind-map of what a psychological contract looks like to your
group members. Display and share your groups’ mind-map to allow you to consider
and review as a class the variety of psychological contracts.
Once you have had a chance to compare with your fellow students we will consider
the role that organisations along with HR practices and strategies play in influencing
these contracts within organisations via a class discussion.
Then discuss and analyse how you think the psychological contract could be broken?
And what can be done to ensure it is maintained? (Consider the role of both parties).
Be prepared to share these discussions with the class so that you can compare your
group’s views against others.
This will be important to realise the differences between perspectives and different
psychological contracts within even a small group and allow you to realise how difficult
it can be for an organisation to maintain positive and effective psychological contracts.
A class discussion of the different perspectives of the class will ensure you can analyse
the practical implications within organisations, which will be essential for your
assessment.

Student Study Guide
Tutorial Guidance
Topic Five: Reward Management
Key concept
The aim of this activity is to analyse and debate reward strategies that can be utilised
by HR in organisations. This is to explore the different approaches to reward strategies
and impacts of them on employees’ motivation, engagement and performance within
organisations. Ensure you are applying the theory and considering the impacts for both
employees and employers.
Task:
In groups, you will be allocated a type of reward management approach (of either
intrinsic or extrinsic rewards) and should consider the following questions;
• What are possible advantages of the reward approach?
• What are possible disadvantages of the reward approach?
• What are the implications for the employee of the reward approach?
• What are the implications for the employer of the reward approach?
You should then debate your groups’ perspective and answers to the questions, this
will allow you to analyse different reward strategies within organisations and the role
they play in influencing employees and their associated performance. By debating the
advantages, disadvantages and associated implications of reward management
approaches it is important to explore the employer and employees impacts of reward
management as this aids in your understanding and applicability of the approaches for
both employers and employees.

Student Study Guide
Tutorial Guidance
Topic Six: Performance Management
Key concept
The purpose of this activity is to ensure that you understand the main principles
regarding performance management and to get them to apply these principles to an
organisation that you are familiar with.
Task: Read the case study ‘5 Ways Performance Management Can Inspire and
Engage Employees’ and answer the questions that follow.
‘5 Ways Performance Management Can Inspire and Engage Employees’
Human resources leaders today face pressing issues when it comes to balancing
organisational priorities with what they need to successfully lead and support their
workforce. Bersin by Deloitte’s 2017 predictions for HR notes that organisational
design will be challenged and more focus will be put on “human performance”. In
addition, Bersin by Deloitte’s predictions highlight that employee well-being will
become a critical part of HR, talent and leadership. This represents a shift in the
employer-employee relationship. It’s about understanding employee expectations and
balancing those expectations from the employer perspective.
It’s not yet clear what this means for businesses across the world, but what we do know
is organisations need to be proactive, flexible and innovative to better meet the needs of
its employees. In order to do this, business leaders need to consider a shift from the
traditional organisational mindset of “What can we get out of our employees?” to a one of
“How can we help our employees succeed, so in turn our company can achieve its goals?”
At the heart of this mindset shift is great leadership – an area that businesses can’t
afford not to pay attention to. And the key to improving how we support employee
performance lies with leaders.
The CIPD Employee Outlook Autumn 2016 report found organisations can indeed
improve coaching and feedback for employees, as well as learning and development
and career progression. We all know that typical talent practices have gone under
scrutiny over the past few years and with good reason – the needs of employees just
aren’t being met.

Student Study Guide
Tutorial Guidance
Using Performance Management to Engage

So how can your organisation use performance management to engage, develop and
inspire your employees? Here are five tips:
1. Develop Great Leaders

A 2014 Towers Watson poll found that when leaders were seen as effective, 72
percent of employees were highly engaged. Great leaders inspire their people by
taking the time to understand what motivates them. They also drive business and
personal growth by creating an environment where people feel comfortable
enough to experiment, communicate and support one another.
But most people aren’t born great leaders; they need training and ongoing
support themselves to effectively lead a team. Organisations can help by
providing leaders with the tools, coaching and support they need to build
relationships with their team members and nurture employee development.
2. Encourage Leaders to Hold Regular Check-ins With Employees

A 2016 McKinsey report found that many companies like GE and Adobe are working
on holding more frequent discussions on performance as well as forward-focused
coaching rather than backwards-looking ratings and rankings. The best way for
leaders to get to know their employees is through ongoing conversations. This
approach builds greater trust and allows for honest and effective discussions about
what’s happening in the lives of employees in and out of the workplace. The context
of employee performance matters just as much as the conversation about it.
By creating an environment that supports regular conversations, leaders open
themselves up to creating a better relationship with their team and each team
member and are better able to manage, correct and encourage performance in
time for immediate effect.
3. Build a Feedback and Recognition-Rich Culture

Everyone likes to know if they’re doing a good job – and if feedback is given
thoughtfully, they also appreciate ideas on how they could do better. According
to a SHRM study, 55 percent of employees felt that recognition from their
manager about their performance was very important to job satisfaction. By giving
and receiving continuous feedback, employees know which behaviours are
working for them and which ones that aren’t.
Provide leaders with access to tips and techniques for giving and receiving
feedback and recognition that best suits the individual communication and
personality style of each employee. Personalising communication is important
because the impact can be much greater for employees.

Student Study Guide
Tutorial Guidance
4. Establish a Culture of Forward-Focused Growth and Development

In a 2016 Accenture study, 80 percent of new grads expect their first employer to
give them formal training, but in reality only 54 percent of graduates received any
training from their first employer. Employers can improve job satisfaction as well
as attract and hold on to top talent by providing employees with the time they
need to develop their skills.
Educating leaders about the importance of creating space for employee to pursue
development opportunities can help their people build critical skills and retention.
Helping employees succeed and get better at what they do or acquire skills for
future responsibilities helps organisations build loyalty and stay competitive in turn.
5. Make Work Meaningful

When employees can see how their work contributes to the organisation’s
success, they’re more engaged and motivated to do great work. Yet according to
the CIPD, nearly 30 percent of employees feel they get a limited amount of
information about their organisation’s strategy.
Leaders can help inspire employees by aligning an individual’s goals with the
company’s overall objectives and clearly communicating their strategy to all
employees, so they know how their work contributes to organisational success.
Leaders can then position themselves to better address the needs of their workforce
by connecting performance management to day-to-day business activities.
Small Changes, Big Results

For employees, engagement is about a feeling and a connection to the organisation,
and feeling that their contribution is valued. By investing in leadership development,
specifically how leaders can impact and support the individual needs of employees,
organisations can play a key role to help improve job satisfaction and engagement.
Educating leaders and employees on the value of how to give and receive coaching
and feedback, and how employee performance can be supported on a day-to-day
basis, may very well be small tweaks to how you’re already managing performance. If
not, these changes to your talent strategy have the potential to make a big difference
to your workforce and your bottom line.
Think about what it would mean for your organisation if the majority of employees all came
to work feeling good about what they’re doing. When organisations think like people – not
like a business – the true impact of engagement can have a lasting impression.
Article by Dominique Jones, Chief People Officer, Halogen Software, available from:
http://engageforsuccess.org/5-ways-performance-management-can-inspire-engage-
employees

Student Study Guide
Tutorial Guidance
Questions
1. According to the article, what are the key enablers and results of a good
performance culture?
2. In groups, pick one company that one of you has worked for (or is familiar with)
and discuss the following:
a. What is the existing performance management system?
b. What are the strengths and weaknesses for:
i. Employees
ii. Managers
iii. The organisation
c. How would you improve this performance management system?

Student Study Guide
Tutorial Guidance
Topic Seven: The Recruitment Process
Key concept
The aim of this activity is to evaluate recruitment methods along with online job
advertisements. In order to apply the theory to practice and thoroughly examine the
underpinning theory of recruitment methods we want you to review theory of
recruitment methods and evaluate live job advertisements for the top 10 Signapore
employers (as of March 2019).
Task:
We want you to undertake the role of a HR consultant in this tutorial and evaluate
theory underpinning the recruitment processes of organisations. First, we want you to
focus on the implications of undertaking job analysis to review the organisations
requirements and then to evaluate online job adverts of organisations.
1. Provide a clear theoretical rationale for undertaking job analysis for a vacancy in
an organisation, outlining the implications of failing to comprehensively review
and describe the job.
2. In this task, we want you to consider live job advertisements and evaluate their
effectiveness.
a) Review live job advertisements from your chosen 2 of the following top 10
Signapore employers (2019 by Randstad);
1 3M 6 Bank of America Merrill Lynch
2 ABB 7 BNP Paribas
3 Accenture 8 Breadtalk Group
4 ACCOR Hotels 9 CapitaLand
5 Alibaba Group 10 Changi Airport Group
b) Evaluate the job advertisements and assess whether the relevant areas are
present and the detail provided;
Initial Thoughts
How easy was it to find the careers
website?
Initial impressions of the careers

site/section?

Student Study Guide
Tutorial Guidance
Item in the job advertisement Y/N? Evaluation

Job title
Type of contract and location of role
Specific salary (or reward package)
Number of working hours
Manage expectations (Information

from the person specification: Key
essential and desirable criteria)
Information about the company –

selling yourself as an employer of
choice
Brief information about the job duties
Compliance with equalities agenda?
Do you think the advert would attract

quality candidates? Why?

Student Study Guide
Tutorial Guidance
Topic Eight: Selection interviewing
Key concept
During this activity we will critically analyse each stage of the selection process,
considering the different decisions organisations need to make. We will then design a
selection process for a ‘Graduate Trainee Manager’ with an outline of your
recommendation with appropriate decisions that will be made at each stage. For the
exam, you will be asked to apply the theoretical literature on selection and apply it to a
practical scenario.
Task: Garland Hotels Case Study

You have been asked to create a selection process for a Graduate Trainee Manager
in the Garland Hotels. Please use the Garland Hotel case study and supporting job
description and person specifications.
Following this, outline and discuss the different stages in the selection process and
provide a justification of your recommended selection strategy, justifying the decisions
that you would make at each stage.
Case Study - Garland Hotels

Garland Hotels is an expanding upmarket hotel chain currently consisting of 50 hotels
which are spread throughout the United Kingdom with an average bedroom capacity
of 400. All of the hotels are located either out of or on the outskirts of towns in grand
country parkland settings. The hotels are renowned for their fine restaurants and
extensive indoor and outdoor leisure facilities. The Board of Directors is considering
controlled expansion of the business through the selective acquisition of hotels in the
European Union. The HR Director sits on the Board and has a strategic role in human
resource planning and managing organisational change in a competitive hospitality
market. Four regional HR Business partners provide advice and consultancy to hotel
managers who have devolved responsibility for operational matters to line managers.
The total number of employees is 18,000.
Garland hotels have a strong culture and management values which emphasise the
following skills and competencies:
• work as a team player
• embrace organisational development and ongoing change and flexibility
• giving purpose and direction – creating and communicating a vision
• making a personal impact – leading by example
• think strategically
• getting the best from people – motivating and developing people
• focusing on delivery – achieving value for money and results.

Student Study Guide
Tutorial Guidance
They are looking for technically competent individuals who have a proven record
of performance and achievement and who have evidence of ongoing learning and
development alongside a commitment to service quality.
Historically Garland Hotels has not recruited many graduate trainee managers and did
not have a systematic procedure for doing so. Graduates were recruited at the discretion
of individual hotel managers who devised individual training programmes. Success rates
judged by graduate trainees moving into general management positions were poor and
turnover was high. Three years ago the Board decided that high quality graduate recruits
would be needed to support future business development and a more systematic but
small scale graduate recruitment has taken place. Graduate recruitment has been
supported by a two year training scheme of six, four-month secondments to customer-
facing and support service departments. The training scheme involves the trainees
working in at least 3 different hotels and the General Manager of the hotels in which the
trainee is working acts as coach and mentor. The objectives of the graduate
management trainees include delivering high customer service standards, working as
part of a team for each area, contributing to staffing decisions, budgetary control and
developing an all-round understanding of the hotel business. The onus is on the
graduate trainees to apply for management positions as they become available. Hours
of work are ‘unsociable’ but compensated for by free meals, access to leisure facilities
and a reasonable (for the hotel industry) total working week averaging 45 hours. The
total reward strategy for the graduate trainees encompasses pay rates in the top market
quartile, six weeks holiday, profit share, a defined pension scheme (currently under
review) and subsidised private medical insurance. The Board of Directors, following the
advice of the HR Director has decided that the business requires 100 graduates to be
recruited and trained in a three year period. This is clearly a significant increase in the
small-scale intake of the past 3 years and will involve significant investment. The
graduate management trainees are to provide the future life blood of the organisation at
Hotel Manager Level. The Board is convinced that graduates with a good honours
degree in a business related discipline who are well rewarded and receive good training
will make a significant contribution to the future success of the organisation.
You are one of four regional HR managers and have been asked by the HR Director
to develop the graduate recruitment and selection process to ensure that quality
graduates are recruited to meet medium and long term business needs.

Student Study Guide
Tutorial Guidance
Job Description for position of Graduate Trainee Manager at Garland Hotels

Job Title Graduate Trainee Manager
Reports to General Manager of Hotel
Responsible for No direct reports but contribute to staffing decisions at

management level
Purpose of post To develop vital hotel management skills in order to

become future General Manager
Major duties • Delivering high customer service standards

• Working as part of a team for each area
• Contributing to staffing decisions
• Budgetary control
• Developing an all-round understanding of the hotel
business
• Any other task relevant to hotel management

Student Study Guide
Tutorial Guidance
PERSON SPECIFICATION
Job Title: Graduate Trainee Manager
Location: Edinburgh Date prepared: October 2019
CHARACTERISTICS ESSENTIAL DESIRABLE
Education Business Honours Degree at Hospitality Degree at first

2.2 level level
Qualifications
Customer service training Budgetary and Monetary
Training control finance training
Work experience Customer service work Working within the
Hospitality sector,
especially hotels
Working at Supervisory
level
Skills and Knowledge Excellent Team-worker Knowledge and
understanding of the hotel
Good decision maker business at management
High levels of customer level
service
Knowledge of the hospitality
sector
Personality/ Disposition Enthusiastic
Approachable
Reliable
Trustworthy
Communication skills High level of English language Able to speak a number of

at; oral, written and spoken languages.
levels.
Personal Circumstances Able to work unsociable Clean driving license

working hours

Student Study Guide
Tutorial Guidance
Topic Nine: Training and Development: Training Needs analysis and

designing training
Key concept
The aim of this activity is to discuss the initial stages in the training cycle with an
exploration of analysing training needs and how this influences the design of training
interventions. By considering these initial stages the importance and impact of both
considerations must be at the forefront of the discussions.
Task
Answer the following questions considering the debates raised in the lecture and the
importance on achieving optimal organisational performance.
1. Critically evaluate the role training needs analysis plays when designing training
and development programmes within organisations.
2. Outline the importance of aligning the performance management system with the
available training and development programmes.
3. Considering Honey and Mumford’s learning styles, align the following learning
methods to the appropriate/preferred learning style or styles (if more than one
would align).

Student Study Guide
Tutorial Guidance
Learning and Development methods Honey and Justification of chosen

Mumford’s learning style
learning style(s)
Learning Method 1: Structured warm-up
activities - Icebreakers
Getting your workshop off on the right foot is
essential. Using structured activities at the
beginning of the learning design ensures that the
learners get involved right away, introduces them to
each other, increases their energy and interest, and
perhaps gives an early introduction to a key idea or
skill that will be developed later.
Learning Method 2: Directed Reading Materials
Reading materials can enhance learning as long as
they are relevant and their purpose is clearly
understood. The positive impact of reading is
increased when the reading material is relevant to
learners' own situations, at their reading level, and
done in conjunction with other learning methods.
Learning Method 3: Training Presentation (or
Tutor input)
Presentations are excellent for the delivery of
information. Tutors need to prepare and present it
properly, no matter how short it is. The content for
the presentation is determined by the tutor, based
on their analysis of the learners' knowledge of the
topic. Learners play a passive role generally
absorbing the information that is presented.
Learning Method 4: DVD/Video including clips

from Internet
DVDs, video and films are really not a separate
learning method but can be regarded as a type of
presentation. They have particular advantages as,
depending on their quality, can stimulate interest
and motivate participants. Often they can show
types of behaviour, or principles and theory being
used for real. The content can provide illustrations
and models for the ideas and skills you are
presenting in your workshop.
Learning Method 5: Demonstrations and Guided
practice
Demonstrations are a powerful learning method
because learners use many of their senses.
Demonstrations bring alive whatever points you are
trying to make. Learners can experience an idea or
technique. Demonstrations are essential when you
are trying to teach a psychomotor procedure or
operation. Following the demonstration, learners
will be asked to imitate the actions that they have
just watched and asked to practice, preferably
guided by the tutor.

Student Study Guide
Tutorial Guidance
Learning Method 6: Discussions

Discussion is frequently used by trainers; however,
it isn't learned quickly. The art of handling
discussions takes a lot of preparation and practice.
Discussions between the facilitator and learners
and those among learners are a useful experience
because the learners can take a more active role,
help to determine more of the content to be
discussed, and use more of their senses.
Learning Method 7: Question and Answer
Questions are frequently used by trainers as part of
formative or summative assessment as well as to
facilitate discussions.
Questions can be used to:
Determine what participants already know about a
topic
Determine what they need to learn
Encourage participation and involvement in the
group
Provide the tutor with feedback about how the
experience is being received
Learning Method 8: Case Studies
The case study is a printed description of a problem
with sufficient detail for participants to determine
appropriate action they might take. The case study
simulates reality, draws upon participants'
experiences and knowledge, and involves them
more actively in the learning process and forces
them to apply theory to practice.
Learning Method 9: In-tray and Card Sorts

A form of simulation which involves processing
documents with vital information. The in-tray
exercise simulates a typical office in-tray which
contains various items requiring action. The card
sort exercise involves multiple listing of items that
need sorted, grouped, and/or ranked.
These hands-on exercises increase learners'
involvement and require them to put concepts into
practice. Learners must draw on their experiences
and make decisions.
Learning Method 10: Role Plays
Role plays are another hands-on method for
simulating real life. The role play enacts an incident
and gives learners a chance to re-examine their
behaviour. It allows them:
The opportunity to practise and experiment with
new behaviour
To emphasise different viewpoints
To receive feedback on their behaviour

Student Study Guide
Tutorial Guidance
A role play draws upon the participants'

experiences and knowledge and forces them to
apply theory to practice. Their role would be
passive if they only watch others. Multiple role play
will increase the participative role of all the learners.
Feelings as well as content need to be processed
carefully during the debriefing stage.
Learning Method 11: Games and Activities

Games are another form of simulation often,
although not always, with a more competitive
element to them.
With games and activities, learners are actively
involved and use as many senses as possible.
They help learners learn a concept or key idea,
increase self- awareness, provide practice for
risk-taking, or develop a specific skill such as
leadership. Games and activities range from the
very simple to the very complex.
Learning Method 12: Action learning and
learning projects
The CIPD (2014) define action learning as “a
method of collaborative learning where a small
group of learners (an ‘action learning set’) meet
regularly to reflect on real work issues. Its basic
philosophy is that the most effective learning takes
place when individuals are faced with a real
problem to solve.”
Most often used for management development, it
involves putting managers to work in cross-
functional teams, exposing them to different areas.
This approach enables them to learn about other
aspects of the organisation and to broaden their
knowledge of the organisation and how each
element connects and interacts with another.
Careful thought needs to be given to choosing the
right project for individuals as part of tailored
development.
Learning Method 13: Coaching

The CIPD (2014) define coaching and mentoring as
being “development techniques based on the use of
one-to-one discussions to enhance an individual’s
skills, knowledge or work performance – often for
the current job, but also to support career
transitions”.
Coaches can be external to the organisation (for
example in the case of senior management or
leadership positions) but most often line managers
are often expected to operate internally in a
coaching capacity in the workplace.

Student Study Guide
Tutorial Guidance
Learning Method 14: Mentoring

Mentoring tends to describe a relationship in which
a more experienced colleague (rather than line
managers or external coaches) uses his or her
greater knowledge and understanding of the work
or workplace to support the development of a more
junior or inexperienced member of staff.
Reverse mentoring may also be used to enable
cross-generational learning.
Learning Method 15: Drama in Training

This can involve a combination of role play and
demonstrations. One way that it can be used is
where a situation is acted out in front of an
audience and a facilitator asks the audience
questions about the situation that they have just
watched, whilst the actors are “frozen” The
audience can then be asked to suggest a course of
action to be undertaken next and a number of
scenarios can then be played out.
It is good for situations where attitudes or
behaviours are being explored – for example,
bullying and harassment training, or learning and
development programmes around equality and
diversity.

Student Study Guide
Tutorial Guidance
Topic Ten: Training and Development: Training Evaluation
Key concept
The purpose of this tutorial is to enable you to develop you understanding of models
and methods of evaluation within training and development. We will be asking you to
explore the importance of training evaluation and also to apply the Kirkpatrick Model
to an example training outline and session focused on ‘supervisory skills’.
Task
Consider the following questions and the example training outline and session in order to
apply Kirkpatrick’s model of training evaluation to this supervisory skills training event.
1. Analyse the importance of training evaluation and its role in the systematic
training model considering the impacts for employers and employees
2. Using Kirkpatrick’s model of training evaluation, devise an evaluation strategy for
the ‘supervisory skills’ training workshop by considering each stage of
Kirkpatrick’s model identify and justify the possible training evaluation methods
that could be used during and after the event.

Student Study Guide
Tutorial Guidance
Proposed Evaluation Strategy
Level of Suggested Suggested Justification of

Kirkpatrick’s Model evaluation method timing/timescale selected method
Level 1: Reaction
Level 2: Learning
Level 3: Transfer
Level 4: Results
Training and Development Outline - Supervisory Skills
This programme provides an introduction to what is involved in the role of a supervisor

and explores the skill set and attributes needed to be an effective supervisor. The
course also explores the principles of leadership and motivation; team characteristics;
time management; communication and listening skills; managing conflict
Aims
To enable delegates to understand the role, the skills and characteristics of an effective
supervisor.
Objectives/Deliverables:
Participants will be able to:
1. Explain the role and responsibilities of a supervisor,
2. Describe the principles of leadership and motivation
3. Explain how characteristics of a team impact on team performance
4. Review methods of managing conflict in teams
5. Provide effective feedback on performance to team members
6. Identify key aspects of listening and questioning skills, to build trust and support
effective communication

Student Study Guide
Tutorial Guidance
7. Use a practical framework to apply time management techniques most effectively

Content and approach envisaged:
This is expected to be workshop based with a strong emphasis on practical people-
focused skills. Delegates will also contribute to group discussions about the challenges
facing supervisors (and how to overcome them!). The content of the workshop
includes:
• Making the Transition
• Responsibilities of a Supervisor
• Leadership with a little “l”
• Motivating staff
• Setting Goals
• Giving Feedback
• Providing Instruction
• Time Management
• Managing Conflict
• Dealing with Difficult Employees
• Communication skills (The Communication Funnel, Active Listening, Asking
Questions, What is Paraphrasing, Non-Verbal Messages)
• Reflecting on learning, reviewing, and action planning
Suggested delivery format

This programme is a two day course, aimed at new or newly appointed supervisors.
The workshop is very practical and uses a range of “real play” scenarios as part of the
hands-on, interactive approach.

Student Study Guide
Tutorial Guidance
Example delivery outline day 1 of supervisory skills
Time Objective/ Activity Resource Facilitated by

Deliverable
9-9.15am All Introduction lecture and Presentation on L&D Manager
presentation with icebreaker computer and
activity post-its for
icebreaker
9.15-9.45 1 Outline of key responsibilities of Presentation on L&D Manager
supervisor presentation computer
9.45-10.30 1, 3 Group discussion and activity of Group L&D Manager
key skills of supervisors, sharing discussion and
identified core responsibilities activity
10.30-11 COFFEE BREAK
11-11.45 1, 2 Video clip outline and hand out Video clip on L&D Manager
of underpinning importance of computer with
leadership skills handout
11.45- 1, 2, 3 Group discussion and Group L&D Manager
12.30 evaluation of the video with discussion and
questions posed by the activity
facilitator
12.30-1 1, 2, 3 Question and answer session to Q&A session L&D Manager
explore learning from video clip (FAQs to be
and consolidate learning from prepared as a
morning group activity result)
1-2pm LUNCH BREAK
2-2.30 3, 4, 6 Demonstration of effective and Demonstration L&D Manager
then of toxic approach to a and helper
leadership conversation
2.30-3.15 6 Role play exercise in pairs Role play Participants
where one plays the employee,
the other the supervisor and
they are given scenarios to work
through
3.15-3.30 COFFEE BREAK
3.30-4 1, 2, 3, 4, 6 Group discussion and Q&A of Group L&D Manager
key findings from demonstration discussion
and role play
4-4.45 4 Game centred around Game with L&D Manager
managing conflict and how to handouts
approach this situation and afterwards
begin to manage it
4.45-5 All Summary presentation of the Presentation on L&D Manager
seminal aspects and quick computer
discussion of key take away
points to note on post-it’s for the
session the following day

Student Study Guide
Module Assessment Guidance
5 Module Assessment Guidance
INTRODUCTION TO HUMAN RESOURCE MANAGEMENT
MODULE ASSESSMENT
Assessments:
Coursework based on Deliveroo Case Study
Exam open book (2 hours)
Please see Moodle for details of your

submission dates for the assessments

Student Study Guide
Assessment Case Study: Deliveroo
Company Overview
Deliveroo is a UK based start up company which began
as a dream at co-founders Will Shu and Greg Orlowski
office desks in 2013. It is a delivery service application
(app) that operates with restaurant partners to deliver
meals to customers via its riders.
The customer orders a meal via the Deliveroo app, that is accepted by the restaurant
partner. Riders are able to view incoming order requests by customers in their area,
which they can accept or decline, once accepted the driver is responsible for picking
up and subsequently delivering the order, all managed via the app. With the tagline
“Order high-quality takeaway online from top Singapore restaurants, fast delivery
straight to your home or office.” (Deliveroo, 2019). Deliveroo pride itself on the flexibility
it offers both customers and riders and reiterates the choice on behalf of the rider.
The company has faced a number of issues during its growth period where it has
expanded into over 500 cities in 14 countries across the world. Following significant
funding from Amazon in 2019 the company intends to continue growing.
HR Trend
Deliveroo is one company who work within the ‘gig economy’ (Kalleberg and Dunn,
2016) in that its riders are not classified as ‘employees’ of the company. Rather,
Deliveroo treats its employees as ‘contractors’ meaning that they are essentially self-
employed. Deliveroo refers to their riders as ‘independent contractors’ as they are paid
by the job.
Healy, Nicholson and Pekarek (2017) suggest that although gig economy working is a
minor feature of the current labour market, “discussions of the ‘future of work’ – how
much work will be available, how it will be arrange and the impacts of technological
change – frequently refer to the gig economy” (p.233). O’Connor (2016) discusses the
realities of this working pattern within gig economy organisations by exploring the
algorithmic management that it utilises to manage employees via the app. Although
the use of algorithms to manage workers seems new it is actually founded in theory
from over a century ago when organisations hoped to manage the tasks and time
people took to complete these tasks (known as scientific management). However as
Rosenblat (2016) argues that although the use of algorithms influences perceptions
surrounding management “Uber’s model clearly raises new challenges for companies
that aim to produce scalable, standardized services for consumers through the
automation of worker-employer relationships.”

Student Study Guide
Many other companies (such as Deliveroo) have followed this example, using a system
of contracting instead of hiring workers as employees. In addition, many companies in
other industries (such as software development, manufacturing and even education)
increasingly use contractors rather than employing people on a permanent basis.
Since inception, the company have faced many issues predominantly surrounding
workers’ rights for their freelance riders. However being the first rider and still
undertaking deliveries when he can, co-founder and current CEO Shu was able to
explore challenges the drivers would face and firmly stresses the most important
element for everyone involved is flexibility. Additionally Shu shares that in his
experience the riders will often ‘work’ with a number of delivery services and will
fluctuate between them based on demand (i.e. between Uber Eats, JustEat and
Deliveroo), therefore flexibility is key for the riders. In November 2017, Deliveroo won
its UK based legal fight and the right to not call it’s riders employees and rather
continue to classify them as freelance contractors, unlike rivals Uber. Regardless of
this, between May and August 2018, Deliveroo focuses on additional perks
surrounding riders welfare by providing accident cover, first aid training and medical
insurance across the world.
Using independent contractors is an attractive option for many employers because
they are not entitled to the same rights and benefits as fulltime employees (UK Govt.,
2017; Torrington, Hall, Taylor and Atkinson, 2014). Key differences between the
different types of employees are for example, they do not need to be paid holiday pay
or sick pay and they do not need to be provided with the tools to do the job (e.g. a bike
in the case of Deliveroo although riders are required to have one). However, this
classification of workers has attracted criticism from commentators and politicians
throughout the world, including the UK (The Guardian, 2015). Although Deliveroo
stress the idea of flexibility is core for everyone involved but most importantly for the
riders who come from a wide array of backgrounds with Shu arguing that “…riders do
the job because it’s flexible” and believes if the job becomes inflexible then less people
will want to do the job. This corresponds with evidence of the psychological contract of
riders who left reviews on Glassdoor (2019) who commented on the “very healthy
attitude towards working from home and flexible working hours”. Further, they
commented on the friendly working environment with good communication with the
management, with perks such as good pay rates and perks are strongly valued.
However some reviewers on Glassdoor (2019) did comment aspects of uncertainty
could have a negative impact on their experiences. These areas can include if a rider
has an injury, if their bike is stolen, if the weather is bad or if there is no demand for
deliveries this can negatively impact the riders. These reviews demonstrates realities
of the gig economy on workers.

Student Study Guide
In Singapore, you are invited to apply to become a driver with ‘a 5 minute application’
and informed you only need 3 things. These include; 1) Singapore citizenship or
permanent resident status; 2) A motorbike (with a valid Class 2/2A/2B license) or
bicycle, compliant with legal requirements; 3) A smartphone – iPhone (iOS 10 and
above) or Android (5.0 and above) (Deliveroo, 2019). There are numerous driver
testimonials detailing the great work life balance and a focus on flexibility the
expectations of freedom and flexible working are evident from the outset.
Recently Deliveroo have begun to expand in ‘Deliveroo Editions’ which provide an
‘outpost’ of restaurants where the restaurant partners will provide all resources (e.g.
staff as well as ingredients). In Singapore, they are also branching out from just
deliveries with ‘food markets’, the largest of which opened Alice@Mediapolis in one-
north in March 2019. This large 40 seater ‘futuristic’ dining experience offers a fully-
automated experience with “no need to interact with human servers at all” (Lim, 2019).
You order via a kiosk and collect via a ‘cubbie’ which details the name you have
inserted upon ordering. However this requires staff to be in the kitchen ensuring the
food is available and notifying the system when it is ready to collect.
This branching out of services is just one way Deliveroo is attempting to keep up with
its competitors. In 2019 they have also received $575 million investment from Amazon
and have shared plans to grow it’s tech team, develop new technologies, reach more
customers all whilst offering additional support to its restaurant partners and riders.
This plan of additional support for riders stems from a recognition of backlash the ‘gig
economy’ has received due to the fact companies such as Deliveroo are treating
workers as independent contractors rather than employees which incurs less cost for
the company. And after winning their UK legal battle Deliveroo continues to class riders
as contractors, however it has invested in perks for its riders by providing them with
cost-free insurance and free access to hundreds of online courses. Also, unlike
competitor ‘DoorDash’ Deliveroo have confirmed 100% of tips provided by customers
go straight to their riders.
In addition, by utilising this system, employers of independent contractors can more
quickly and easily change the size of their workforce in response to changes in
demand. This means that using contractors can offer advantages in both cost and
flexibility for employers by adapting between numerical, temporal and functional types
of flexibility (as Atkinson’s, 1984, model suggests as a comprehensive treatment for
organisational flexibility). It also means that their overarching business strategy and
model hugely affects the people management within the organisation and in pursuit of
the highest level of flexibility there have been loses for many workers; particularly in
terms of their employment security and added benefits from the company (Healy,
Nicolson and Pekarek, 2017). To ensure that Deliveroo are able to respond to the local
regions they will be based within they opt to introduce Business Intelligence Units to

Student Study Guide
understand and respond to local demands. For example Klara (2018) comments “The
unit, operating out of Deliveroo Singapore’s corporate office in Tanjong Pagar, will be
tasked with the following functions; to deepen understanding of the region – local food
trends, tastes and restaurant markets; to enhance performance for riders, restaurants
and customers; and to look for expansion opportunities in existing countries and new
markets.” Further, Deliveroo will aim to ensure that they can match the riders to the
demand of the area, which will help clarify expectations of both the riders and
Deliveroo. This level of local consideration demonstrates Deliveroo’s commitment to
adapt and respond their business model to the local context they are based within.
¤
In researching your answer, you should be using recommended textbooks, journal
articles, Deliveroo publications and articles about Deliveroo and its business practices.
Here are some references specific to the case study to get you started with your
research on Deliveroo and the rise of contractors (also called ‘the gig economy’), but
we do expect you to find and add in your own resources, particularly from academic
sources (such as textbooks and journal articles):
Brinkley, I. (2016). The Work Foundation: In search of the gig economy. Retrieved
from: http://www.theworkfoundation.com/wp-content/uploads/2016/11/407_In-search-
of-the-gig-economy_June2016.pdf
CIPD (2017). CIPD Report: Stories from the gig economy. Retrieved from:
https://www.cipd.co.uk/knowledge/work/trends/gig-economy-report
Deliveroo. (2019) Ride with us. Retrieved from: https://deliveroo.com.sg/apply?utm-

campaign=ridewithus&utm-medium=organic&utm-source=landingpage
Edwards, J. (2017). Will Shu talks about the workers’ rights litigation that threatens $2
billion Deliveroo. Retrieved from: https://www.businessinsider.com/will-shu-deliveroo-
workers-rights-employment-status-ruling-2017-11?r=UK
Glassdoor. (2019). Deliveroo Reviews. Retrieved from:

https://www.glassdoor.sg/Reviews/Deliveroo-Reviews-E1053365.htm
Healy, J., Nicholson, D., and Pekarek, A. (2018). Should we take the gig economy
seriously? Labour & Industry: a journal of the social and economic relations of work,
27(3), pp.232-248 DOI: 10.1080/10301763.2017.1377048
Kalleberg, A. L., & Dunn, M. (2016). Good Jobs, Bad Jobs in the Gig Economy. The
Gig Economy: Employment Implications: Perspectives on Work 2016, 20.

Student Study Guide
Kalra, A. S. (2018). Deliveroo to set up BI unit in Singapore, may expand to Hong

Kong. Retrieved from: https://www.humanresourcesonline.net/deliveroo-to-set-up-bi-
unit-in-singapore-may-expand-to-hong-kong/
Lim, S. (2019). Deliveroo just unveiled its first Food Market in Singapore – here’s what
ordering at the ‘futuristic’ dining space is like. Retrieved from:
https://www.businessinsider.sg/deliveroo-just-unveiled-its-first-food-market-in-
singapore-heres-what-eating-at-the-futuristic-dining-space-is-like/
McClear, S. (2015). Too many independent contractors are essentially employees-

without the benefits. The Guardian. Retrieved from:
https://www.theguardian.com/commentisfree/2015/aug/20/independent-contractors-
employees-without-benefits
O’Connor, S. (2016). When your boss is an algorithm. Financial Times, September

2016. Retrieved from: https://www.ft.com/content/88fdc58e-754f-11e6-b60a-
de4532d5ea35?mhq5j=e5
Price Waterhouse Cooper. (2017). Improved employment rights would boost number
of gig workers. Retrieved from: https://www.pwc.co.uk/who-we-are/regional-
sites/midlands/press-releases/Improved-employment-rights-would-boost-number-of-
gig-workers.html

Student Study Guide
Coursework Assignment Details
Analyse and critique Deliveroo’s approach to HR using 2 of the following HR

topics/models/debates;
• Universalist versus Contingency (p.50-54*)
• Business Strategy fit with HR (p.46-49*)
• Atkinson’s flexible firm model (p.98-100*)
• The psychological contract (p.164-166*)
• Reward strategies (p.416-421*)
*Page numbers refer to the online version of Torrington, Hall, Taylor and Atkinson’s
(2014) textbook (9th ed.), which can be accessed through the library.
In your report, you should refer to Deliveroo’s HR practices and additional contextual
factors such as the labour market characteristics facing Deliveroo in Singapore, the
regulatory environment, the business strategy and growth profile of Delieroo
Singapore, and the HR practices of competitors.
We expect you to evidence the following skills in your report:
• Application of theoretical models to understand the reasons behind and potential
consequences of HR practices at Deliveroo
• Critical analysis of the strengths and weaknesses of Deliveroo’s approach to HR,
based on application of models/topics
• Understanding of the inherent tensions in HR (e.g. synchronising with business
strategy and promoting good employee relations)
Specific Assessment Details

In writing your report, you must demonstrate that you have understood the topics you
have selected; referred to relevant academic sources and that you are able to apply the
theory to the case study. You should use a good level of academic rigour and literature
to analyse the different components of Deliveroo Singapore’s HR strategy. Your report
should be written from the third person perspective, as this is the correct style for an
academic report submission at Edinburgh Napier University. Your opinions should not be
included in the report but rather you should analyse the academic theories and debates
in order to provide a critical examination of the theory in relation to practice.
Your report word limit is 2000 words (10% below or above the limit is acceptable) and
approximate word guides for each section are provided for guidance. When presenting
your report please use 1.5 or double line spacing with a size 12 font. You should adhere
to the Edinburgh Napier University APA Referencing style throughout your report. You

Student Study Guide
should use the marking criteria to ensure you meet the requirements of this level of
study. You should submit the entire assessment to Turnitin as this will be utilised to
provide you with feedback.
Assessment Writing Guide

The following structure should be applied to your report with the following indicative
word limits applied to each section:
Table of Contents
You should include a table of contents that details the contents of your report.
1. Introduction (100 words)

Clear statement of the purpose of your report
Theoretical context of your report which outlines the topics you have chosen to
focus upon
Organisational context of your report (Deliveroo Singapore)
Clear statement of proceedings (to provide a brief overview of the following
sections)
2. Topics to Consider (1800 words)

2.1 Topic 1 (900 words)
Theoretical analysis of the topic (drawing on academic references)
How it relates to Deliveroo’s HR practices (drawing on academic references and
references to case information about Deliveroo)
2.2 Topic 2 (900 words)
Theoretical analysis of the topic (drawing on academic references)
How it relates to Deliveroo’s HR practices (drawing on academic references and
references to case information about Deliveroo)
3. Conclusion (100 words)

Summary of key issues raised throughout report
Discussion of the key strengths and weaknesses of Deliveroo’s HR practices
based on your analysis
Final comments reinforcing importance of report and highlighting any
recommendations for Deliveroo
List of References (adhering to the APA Referencing Style)

Student Study Guide
Assessment Guidance
Introduction to Human Resource Management

Case study Assessment Criteria
Criteria Indicative Merit: Good Pass Acceptable Pass Poor:
Weighting
65% and above 55 – 64% 40 – 54% Less than 40%
Overall presentation Neat legible presentation. Neat legible Neat presentation. Untidy presentation
& style Correct spelling. Accurate presentation. Frequent spelling and difficult to read.
grammar and punctuation. Occasional spelling errors. Fairly accurate Significant spelling
10% Meaning clear and fluid errors. Mainly accurate grammar and and grammatical
with an articulate grammar and punctuation. Meaning errors. Meaning
academic writing style. punctuation. Coherent mostly clear and unclear in places.
meaning and fluent adequate writing style. Language lacks
writing style. fluency.
Quality of Introduction Clearly states the purpose Clearly sets the Although unclear, the Leaves the reader in
of the report. Effectively purpose of the report. purpose of the report doubt as to the
sets the scene by Provides some context can be inferred. purpose of the report.
introducing Deliveroo and regarding Deliveroo Context partial or Context of the report
10% overviewing the topics and the topics covered. missing either an unclear or not
covered. Explains in Gives a good indication introduction to provided. No
specific terms how the of the structure and Deliveroo or to the indication of the
report will be structured. contents of the report. topics covered. Some contents of the report.
indication of the
contents of the report.
Evidence of research Demonstrates sound Demonstrates good Demonstrates a Little and superficial
and wider reading knowledge of an extensive knowledge of a reasonable knowledge knowledge of
range of appropriate and reasonable range of of a limited range of appropriate literature.
current literature. Has appropriate and current appropriate literature. Few of the
30% read, understood and literature. Has read, Has read, somewhat recommended
referenced recommended understood and understood and readings are cited and
readings and a very good referenced a referenced some of the there are evident
range of additional reasonable range of the recommended gaps in
relevant sources. recommended readings readings. Some errors understanding.
and references some in understanding may
additional sources. be evident.
Human Resource Management

47 Student Study Guide
Assessment Guidance
Critical analysis and Critical approach to the Attempts to take a Approach to topics Approach to topics
coherence of topics through recognising critical approach to the mainly descriptive. relies on description.
argument and discussing the topics through Limited analysis of the Inadequate level of
existence of multiple highlighting multiple key issues raised. analysis of the key
perspectives and/or perspectives or Arguments issues raised.
critiques. Thorough critiques. Some underdeveloped but Arguments are
30% analysis of topics raised analysis of the key demonstrates some incoherent and fail to
drawing on well- issues raised drawing understanding of the consider the practical
referenced case on well-referenced case practical implications of implications of the
information. Arguments information. Argument the topics on topics on Deliveroo’s
highly developed to reasonably well Deliveroo’s HR policy. HR policy.
consider the practical developed to consider
implications of the topics the practical
on Deliveroo’s HR policy. implications of the
topics on Deliveroo’s
HR policy.
Quality of conclusion Identifies significant points Summarises main Adequate summary of Fails to summarise
from preceding discussion. points effectively. main points. Some main points. No
Draws together main Makes a concluding discussion of proper discussion of
threads of argument. statement regarding Deliveroo’s strengths the strengths and
Makes a strong concluding Deliveroo’s strengths and weaknesses is weaknesses of
statement regarding and weaknesses and evident but it may not Deliveroo and no
10% Deliveroo’s strengths and identifies appropriate flow neatly from the useful
weaknesses and identifies recommendations analysis. recommendations are
appropriate and insightful based on these. No Recommendations may developed. Introduces
recommendations based new information be weak or missing. No new information.
on these. No new introduced. new information
information introduced. introduced.
Referencing Literature is accurately Literature is mostly Some literature is Literature is not
integrated into the text. All integrated into the text. integrated into the text. integrated into the text
sources used are correctly Most sources are Most sources are of not used. Sources
10% acknowledged. APA correctly acknowledged, unacknowledged.
Referencing Style used. acknowledged. APA although some errors. APA Referencing
Referencing Style used. APA Referencing Style Style not used/used
used but poorly.
inconsistencies.

Student Study Guide
Exam Guidance Details
The exam duration is 2 hours in length. The exam paper contains two sections; Section
A: Recruitment and Selection and Section B: Training and Development. Each section
has two questions contained within it and you should answer one question in each.
49
INTRODUCTION TO HRM – HRM08701 – SAMPLE EXAM
Part A: Recruitment and Selection
Answer one question from this section. All questions carry equal marks
Question 1
Critically evaluate how analysing a vacancy within your organisation informs your
overall recruitment strategy exploring the implications surrounding the decisions made
at each stage of the strategy.
Total 100 marks.
Question 2
As the HR assistant, you have been asked to prepare a selection strategy for
individuals who have applied and been recruited for a business focused graduate
scheme at your international hotel for your HR manager.
Outline and justify different approaches that can be taken and explore the strengths
and weaknesses of these different approaches considering the implications for the
organisation and your new employees.
Total 100 marks.
Total marks for part A is 100 as only one question is answered
50
Part B: Training and Development

Answer one question from this section
Question 3
Critically explore the factors that impact whether or not training and development is
viewed as successful or not for employees, evaluating why these can be perceived
that way and the effects on the performance management of employees.
Total 100 marks.
Question 4
As a training and development consultant, you have been hired by a HR director who
has invested in a new training programme based on training line mangers on the
current self-service e-HR system. The focus of the training programme centred on how
the line managers and their employees will use the system and lasted for 5 working
days. It was delivered by a number of internal and external training providers but
overseen by yourself as a consultant. The line managers who attended the training will
go on to transfer this information and skill to their direct employees.
Provide recommendations on how you can ensure the training programme can be
evaluated to ensure that it provided a good level of return on investment and explore
the requirements of evaluating utilising Kirkpatick’s levels of evaluation.
Total 100 marks.
Total marks for part B is 100 as only one question is answered
End of Paper
51
ent Questions and Case Study
52

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Introduction to Human Resource Management

STUDENT STUDY GUIDE

Andrew Bratton • The Business School • Edinburgh Napier University

First published by Norma D’Annunzio-Green, Edinburgh Napier University, Scotland © 2010

1. Welcome to Human Resource Management 1

2. Further Reading and Other Resources 5

5. Module Assessment Guidance 39

1 Welcome to Human Resource Management

Hello and welcome to the Introduction to Human Resource Management module.

1 Human Resource Management

1.1 What is the module about?

Why study human resource management?

Aim of the module

Human Resource Management 2

After studying this module you should be able to:

3 Human Resource Management

1.2 Studying this module

Please note that ALL assessments are compulsory

Component 1 (50% of total grade)

Coursework based on Case Study of Deliveroo

Component 2 (50% of total grade)

2 hour, open book Exam

Human Resource Management 4

2 Further Reading and Other Resources

Title: Contemporary Human Resource Management: text and cases –

Title: A Handbook of Human Resource Management Practice – (E-

Title: Human Resource Management at work

5 Human Resource Management

Title: Introduction to Human Resource Management

Title: An Introduction to Human Resource Management

Human Resource Management 6

Internet and Web Pages

The Advisory, Conciliation and Arbitration Service (ACAS) www.acas.org.uk

The American Society for Human Resources www.shrm.org

Chartered Institute of Personnel and Development (CIPD) www.cipd.co.uk

World Tourism Organisation (WTO/OMT) www.world-tourism.org/

World Travel and Tourism Council www.wttc.org

International Hotel and Restaurant Association www.ih-ra.com

British Hospitality Association www.bha-online.org.uk

Caterer and Hotelkeeper www.caterer.com

Hotel and Catering International Management Association www.hcima.org.uk

Napier University Learning Information Services (NULIS) Hospitality and Tourism

Hotel and Catering International Management Association (HCIMA) On-line Catalogue

7 Human Resource Management

Human Resource Management 8

Topics 1: Introduction to Human Resource Management: Definitions,

Topics 2 and 3: Exploring Macro and Micro Trends affecting Human

• Understand how human resource management can add value to an organisation

9 Human Resource Management

• Distinguish between the roles of line managers and HR managers.

Topic 5: Reward Management

• Explore different types of reward

Topic 6: Performance Management

• Define and understand the importance of performance management

Topic 7: The Recruitment Process

Human Resource Management 10

Topic 8: The Selection Process

• Explain the aims of the selection process

Topics 9 and 10: Training and Development

• Describe the relevance of theories of learning to training and development

11 Human Resource Management

Human Resource Management 12

Topic One: Models of HRM

13 Human Resource Management