FACULTY OF MANAGEMENT

and THE BUSINESS SCHOOL

DEPARTMENT OF PEOPLE AND ORGANIZATIONS

MSc Management with Human Resource

MSc International Management
MSc Marketing Management
MSc Medical Imaging

Managing People

UNIT HANDBOOK

[2023-24]

Unit Leader:
Name: Dr. Yumei Yang
Tel: 01202968718
Email: yangy@bournemouth.ac.uk

Other Tutors involved with the Unit:

Name: Dr. Gbola Gbadamosi
Tel: 01202 968745
Email: ggbadamosi@bournemouth.ac.uk

Name: Carly Lamont

Tel: 01202 965905
Email: CLamont@bournemouth.ac.uk

Name: Dr. Ola Thomson

Email : abthomson@bournemouth.ac.uk

Disclaimer
Information contained within this unit handbook is correct at the time of going to press (Jan 2024). However, some information
may change and Bournemouth University reserves the right to make changes to procedures, regulations and processes
subject to maintaining equivalent standards.

Unit Handbook: Managing People 2023-24version 1 page

CONTENTS PAGE

1.0 Welcome from the Unit Tutor / Tutor Biography 3

2.0 Unit Aim 4

3.0 Learning Outcomes 4

4.0 Learning Environment 4

5.0 Outline of Lecture and Seminar programme 5

6.0 Unit Assessment Strategy 5

7.0 Brief for Assignment(s): 7

8.0 Unit Resources 11

9.0 THE AACSB Assurance of Learning 14

10.0 Appendix 1: Marksheet for Self and Peer Assessment 16

Unit Handbook: Managing People 2023-24version 1 page

1.0 WELCOME FROM THE UNIT TUTOR

Welcome to the Managing People Unit

This unit is an introduction to the field of organizational behaviour. As human beings we
spend a lot of time in organizations (be it for fun in a football club or for work with any given
employers). Unfortunately, organizational life is complicated to understand and has impact
on our professional and personal life. Similarly, individuals tend to react differently to
organizational environments. Thus, this unit will introduce basic principles of organizational
behaviour to you, e.g. related to personality, teamwork and change management and others.
As future managers you are likely to be exposed to these issues when dealing with employees
and the unit provide a toolkit that helps you to make sense of and navigate difficult situations
that may arise in your future working life. Within this unit, you and your colleagues will
work close together to discuss case studies and solve proposed organizational issues. We
would expect you to work cohesively as a team but have independent opinions as an
individual.

We are looking forward to meeting you in the unit

Dr. Yumei Yang, Dr. Gbola Gbadamosi , Carly Lamont and Dr. Ola Thomson

Unit Handbook: Managing People 2023-24version 1 page

2.0 UNIT AIM

The unit aims to develop students’ knowledge, skills and understanding of the theories and
practices of organisational behaviour, especially in the area of people management, and how
this can effectively contribute to positive organisational outcomes.

3.0 LEARNING OUTCOMES

Having successfully completed this unit the student is expected to:

1. critically demonstrate understanding and knowledge of people management in the

changing business context;
2. critically evaluate and implement specific concepts and techniques to manage a range
of cross-cultural international business scenarios;
3. work autonomously and with others, showing initiative and personal responsibility
through critical engagement with ideas and situations;
4. communicate effectively with a range of audiences.

4.0 LEARNING ENVIRONMENT

A range of learning and teaching methods such as lectures, which embrace facilitation of
learning and seminars which encourage as much individual learning as group work and
constructive thinking in a student centred environment will be applied. Lectures will cover
core concepts and theories drawn from a contemporary international mainly research
literature, whilst the seminars delivered through group work complement the theory with
practical organisational examples. All the learning materials will be added to Brightspace
prior to the lecture and seminars, and you, as independent learners, should prepare the
activities before coming to the class, so that you can engage the discussion with your peers
and your lecturers.

Indicative Content

 Understanding organisational behaviour

 Approaches to organisation and management
 The organisational environment
 Personality
 Learning and development
 Perception and communication
 Work motivation and job satisfaction
 Working in groups and teams
 Corporate responsibility and ethics
 Organisational culture and change
 Contemporary issues and triggers for change
 International/cross-cultural dimension


Unit Handbook: Managing People 2023-24version 1 page

5.0 OUTLINE OF LECTURES AND SEMINARS
Seminar
Week Date Lecture Lecturer
(1hour)
Introduction /
organisational
31 29/01 Unit introduction Yumei
behaviour theoretical
background

32 05/02 Cultural context Case study Yumei

The Individual –
33 12/02 Case study Carly
Personality
34 19/02 Motivation Group discussion Carly
35 26/02 Edfestival
Form Teams during the
36 04/03 Teamwork seminar time; your Yumei
attendance is required.
Group discussion about
motivation Quiz and Trouble
37 11/03 Organizational culture Carly
brewing in the fitness centre
about teamwork
In class activities about
38 18/03 Organizational Change Carly
organizational culture
39-41 Easter Break
Managing perceptions Group tasks-Presentation and
42 15/04 Gbola
& Communication debate
Organizational
structure design and Case study and in-class
43 22/04 Gbola
bureaucracy from discussion
control and flexibility
The future of work:
Automation, Artificial
44 29/04 In-class activity and Quizzes Gbola
intelligence & The Gig
Economy

Please note, this schedule indicates planned unit content but may be subject to change. All materials
will be posted in advance on Brightspace. Please check Brightspace regularly for updates and
materials you must read or prepare before class.

Unit Handbook: Managing People 2023-24version 1 page

6.0 UNIT ASSESSMENT STRATEGY
Assessment Information

The coursework is a group assignment with self- and peer-assessment, in which each student
evaluates on a one to ten scale the contributions made by himself/herself and each of his/her
respective group members.

Assessable Coursework:

 ILO’s 1-4 will be assessed through 100% coursework.

 The coursework is a 3000 (+/-10%) word group written assignment with self- and peer-
assessment.
 You will receive a group mark which will be converted to an individual mark once the results
of the self- and peer assessment have been evaluated.

Assessment details can be found in the assignment brief (next section).

Unit Handbook: Managing People 2023-24version 1 page

 7.0 ASSIGNMENT BRIEF

Faculty of Management
& The Business School
Assignment Brief

Programmes: Level: 7
MSc Management with Human Resources
MSc International Management
MSc Marketing Management
MSc Medical Imaging

Unit Name: Managing People Unit Tutor: Dr. Yumei Yang

Dr. Gbola Gbadamosi
Carly Lamont
Dr. Ola Thomson

Weighting of this assignment:

Assignment Marker: Dr. Yumei Yang, Dr. Gbola
Gbadamosi; Carly Lamont; Dr. Ola Thomson (as % of total coursework assessment for the
unit): 100%
Assignment Title: Group written assignment

Feedback method: Electronic

Issue date: Jan 2024 Part 1: Group report

Submission of the report: by 12:00 noon on Monday, 13th May

2024*

Part 2: Self- and peer-assessment (SPA)

Submission of the SPA scores must be made by 12:00 noon on 15t
May 2024 through an online platform, Qualtrics. The online link wil
be published to students two weeks before the deadline.

The SPA form is a REQUIRED component of the assignment and if

you do not complete the SPA form by the deadline, your assignmen
will be deemed incomplete and your final mark will be reduced by
five marks.

Additional file: Minutes of meetings should be submitted together

with the group report. Please use the template in the appendix.

Unit Handbook: Managing People 2023-24version 1 page

 *In accordance with University regulations any coursework
submitted after the due deadline will be regarded as late.

It is your responsibility to be aware of University Regulations relating to academic offences and to

avoid committing them. The BU definitions and the penalties are listed in: Academic Offences:
Policy & Procedure for Taught Awards
If you are unable to submit your assignment on time due to medical or other mitigating
circumstances you must complete an Exceptional Circumstances Form PRIOR to the deadline and
submit it for approval.

Details of what you are expected to do:

1. Rationale
This unit aims to provide students with a foundation of understanding the concepts and practice of management
and organisational behaviour in the context of the changing nature of work and business in the international
arena. This assignment requires the students to study the material covered in the lecture in-depth, and apply
critical analysis using this material to a chosen topic below.
2. The learning outcomes being
This coursework assesses learning outcomes 1 -4 as stated above.
3. Overview of assignment

Part 1: Group Report

Work as a team of three or four to select an organisation and write a 3000-word report critically evaluating a
work-related outcome either the chosen organisation enjoyed or suffered. Drawing on ONE theme explored
during the MP unit, you are expected to analyse the potential causes of the outcome. The report should use
evidence from existing literature and practical examples.
All the team members are expected to be involved in the writing and preparation. In addition, a self and peer
assessment is part of the assessment for all the students.

Structure of the work

Executive summary: (exclude from the word count): A summary of the entire report including the main points.
This differs from the introduction in that the introduction explains what you plan to do, this explains what you
have done.
Introduction: An explanation of the aims of the report as well as an indication of the structure the report will
take.
Outcome in a chosen organisation: Key points about the organisation with an explanation of the outcome.
This must be made clear and be explicit. The rest of your discussion will only make sense in light of this
section.
The cause of the outcome drawing from the themes covered in MP unit: Firstly, explain the theory (e.g.
Adams equity theory for motivation); Secondly, Apply the theory to practical reality of the organisation (e.g.
how the chosen organization motivate employees based on Adams equity theory); Thirdly, Implication. i.e. how
does it lead to the outcome of the chosen organization. Note that sometimes the relationship is not direct, but
takes more than one step to get to the outcome. Finally, critique: what other academic perspectives are there on
what your’ve suggested?
Recommendations: In light of the discussion above, in what areas could the organisation improve? As with the
themes, justify improvements theoretically then practically, i.e. explain using sources of analysis the theory
behind what you’re suggesting the organisation should do. Explain practically what the organisation should do.

Unit Handbook: Managing People 2023-24version 1 page

 Explain theoretically how it will lead to desirable outcomes. What are the limitations to your plan? How can
they be overcome, or why do they not apply in this instance?

Assessment criteria and weightings (Group report)

This is a group assignment. Assessment criteria and relative weighting are as follows:

Subject Knowledge (50%).

1. Demonstration of knowledge and understanding of the theories and concepts that underpin managing
people
2. Evidence of extensive reading/research.
3. Good synthesis of the existing research in the chosen topic.

Deep and Critical analysis (30%):

4. Application of relevant theories to the analysis
5. Employment of a critical and analytical approach to the evaluation of ideas
6. Comprehensiveness (breadth and depth) of information/research - demonstration that the analysis is
supported by a good amount of research with clear references to a range of appropriate literature

Evaluation of findings and professional impact (10%):

7. Implications of the findings should be supported by the preceding analysis
8. Professional impact is clearly communicated in relation to the company
Academic style and presentation (10%)
9. Ability to present the argument in a logical, coherent and succinct manner with appropriate use of
academic and professional vocabulary.
10. Reference to the appropriate academic literature, mainly referring to published journal articles instead of
textbooks.
11. Clear structure and presentation of ideas (incl. labelling, figures, tables & titles).
12. Proper use of BU referencing Harvard Style.

Assignment Format
Submit one electronic (Word) document via the turnitin box. Written work will be within the following guideline:
 Word count: 3000 words (+ or -10%). If the word count is violated beyond the +/- 10% variation, your mark
will be reduced by 5% for 100 words above/ below the threshold.
 The word count excludes references and any appendix (you count the words starting with the word
Introduction and count until the final word in the conclusions).
 You should use titles and sub-sections in your assignment. An abstract is required, but not included in the
work count. You may add a content page if you wish and this will not be included in the word count.
 Electronic copy must be tidy, and not show any history of track changes.
 If your essay includes graphics, please ensure these are of a high quality.
 The first page should include the title of your report, all of your team members’name, student number and a
word count only. This information is not included in the word limit. The main body of your work starts from the
second page.

Unit Handbook: Managing People 2023-24version 1 page

 Part 2: Self and Peer Assessment

This Self and Peer Assessment (SPA) will be used to moderate your group report team mark to account for
individual contributions.

Every student submits a Self and Peer Assessment (SPA) form through an online survey (see Appendix 1). You
provide a mark and a feedback, for yourself and all members of your group, reflecting critically and objectively
on the contribution each team member has made to the report. The mark is explained in Appendix 1. The
feedback should be between 50-100 words per student.
In awarding marks and providing feedback, you should consider a range of criteria, including reliability,
communication, enthusiasm, dedication, quality of work produced, etc.
The tutors reserve the right to make any reasonable adjustments and to investigate any anomalies. If the online
survey is out of service due to technical issues, an e-copy of assessment form will be submitted to Brightspace.
The SPA influences your final mark regarding the following principles:
 Students undertake SPA only for the Group to which they belong.
 Tutors agree a report mark [T] for each group.
 Each student gets an Individual SPA mark [I], which is the mean average of the Self and Peer assessment.
 Each group gets a Group SPA mark [G], which is the mean average of all Self and Peer marks for the group.
 The formula for calculating a student’s final mark is
(Tx0.5) + ((Tx0.5)/G) x I.
 The SPA formula is applied to 50% of the group mark (second summand), with the remaining 50%
‘ringfenced’ (protected – first summand).
Examples:
 The group mark is 60. Student A achieves an Individual SPA mark of 6.2. The Group SPA mark is 6.0.
Student A’s mark is: (60x0.5)+(60x0.5)/6.0) x 6.2 = 61.
 The group mark is 65. Student B achieves an Individual SPA mark of 5.5. The Group SPA mark is 6.2.
Student B’s mark is: (65x0.5)+(65x0.5)/6.2) x 5.5 = 61.3%.

Please note that tutors reserve the right to:

 adjust any marks awarded, on the basis of academic judgement and consideration of contextual factors and
all available evidence regarding contribution and engagement.
 investigate any anomalies and require students to provide evidence of their contribution upon request.
5. Details of what you are expected to do:

a. Self-select into groups of between 3 and 4 members during a seminar time. When it is possible, groups will
consist of students from at least two countries and will be constituted in such a way that benefits students to
learn about different cultures.
b. CONFIRM YOUR GROUP MEMBERS WITH YOUR SEMINAR TUTOR during the selected seminar
time. If students are absent during the week, the seminar tutors will randomly add the student to a group.
c. All team members are required to write the report and the work should be roughly evenly divided.

6. Exclusion of Non-Contributing Students

Occasionally, in group-based assessment, there will be students who – for various reasons – fail to engage
meaningfully in assessment tasks. Whilst it is the responsibility of every student to manage themselves and actively
participate in the assessment, it is also the responsibility of each group to do everything it can to encourage any non-
contributing students to participate. Where informal measures to do this are unsuccessful, groups should follow these
steps:

1. The Group Leader should write to the student concerned, via their BU email address, copying in the other

Unit Handbook: Managing People 2023-24version 1 page

 group members. The email should outline the team’s concerns and identify required actions, along with
appropriate deadline(s). The email should state that unless there is a satisfactory outcome, the matter will be
escalated to the Unit Leader.
2. If step 1 above is not successful, the Group Leader should write to the student concerned again, via their BU
email address, copying in the other group members and the Unit Leader. The email should outline the team’s
concerns and identify required actions, along with appropriate deadline(s). The email should state that unless
there is a satisfactory outcome, the group will request that the student be excluded.
3. If step 2 above is not successful, the Group Leader should bring the matter to the attention of the Unit Leader,
providing a summary of the issues, and forwarding all and any related correspondence. The Unit Leader will
contact the individual(s) concerned and issue a final warning.
4. If step 3 above does not resolve the matter, the Unit Leader will exclude the student(s) concerned and notify
the Programme Coordinator.

Students with legitimate reasons for not engaging will of course be advised and supported in accordance with
established Mitigating Circumstances policies and procedures.

For any advice on excluding students, including in relation to the wording of emails, please contact the Unit
Tutor.

If a group follows correctly, professionally and in a timely manner the process outlined above non-engaged
students will be removed from the group and will receive a mark of 0% for this assessment. This will result in
the student failing the unit and being considered by the Summer Exam Board for reassessment in
accordance with the Universities assessment regulations.

Disclaimer: The information provided in this assignment brief (version 1) is correct at time of publication.
In the unlikely event that any changes are deemed necessary, they will be communicated clearly via e-mail and/or the VLE
(Brightspace) and a new version of this assignment brief will be circulated.

Unit Handbook: Managing People 2023-24version 1 page

8.0 UNIT RESOURCES

Core text:

King, E and Lawley, S., 2022. Organizational Behaviour, 4th . Oxford press.

Mullins, L. 2016. Management and organisational behaviour: A critical text. 11th. Pearson.
(available as e-book)

Alternative textbooks:

Bratton, J. 2016.Work and organizational Behaviour. 3rd ed. Palgrave.

Buchanan, D. and Huczynsiki. 2017. Organizational Behaviour, 9th ed. Pearson.

Readings by topic

Please note additional readings may be communicated during lectures

Lecture Required Readings

Introduction / organisational Mullins, L. (2016), Management and Organisational Behaviour, (9th

behaviour theoretical Ed), Pearson. Chapters 1 and 2.
background
King, E and Lawley, S., 2022. Organizational Behaviour, 4th ed.
Oxford press. Chapter 1

Cultural context Taras, V., Steel, P. and Kirkman, B. L. (2011), Three decades of
research on national culture in the workplace: Do the differences
still make a difference? Organizational Dynamics, 40, 189-198.

Hall & Hall (2001), Key concepts: underlying structures of culture, in

Albrecht, M. (2001), International HRM: managing diversity in the
workplace, pp.24-40, Oxford: Blackwell. Chapter 2 (S)

Brewster, C., Sparrow, P. and Vernon, G. (2016). The impact of

national culture, in Brewster, C. et al, International human
resource management, pp.54-83, London: CIPD. Chapter 3

House, R. J. et al. Eds. (2004) Culture, leadership, and organizations:

The GLOBE study of 62 societies, Thousand Oaks: Sage
Publications. Chapter 3 (S)

Vaiman, V. and Brewster, C. (2015) How far do cultural differences

explain the differences between nations? Implications for HRM.
International Journal of Human Resource Management. 26(2).
151-164

Tung, L. and Verbeke, A. (2010) Beyond Hofstede and GLOBE:

improving the quality of cross-cultural research. Journal of
international Business Studies. 41(8).1259-1274

Unit Handbook: Managing People 2023-24version 1 page

 Team Work
Organizational culture
The individual – personality
Motivation
Managing perceptions &
Communication: Impression
Management, False
Performance, and Job
Crafting
Unit Handbook: Managing People 2023-24version 1
Mullins, L. (2016), Management and Organisational Behaviour, (9th
Ed), Pearson. Chapter8
King, E and Lawley, S., 2022. Organizational Behaviour, 4th ed.
Oxford press. Chapter 6
King ,E and Lawley, S., 2022. Organizational Behaviour, 4th . Oxford
press. Chapter 7
Mullins, L. (2016), Management and Organisational Behaviour, (11th
Ed), Essex, Prentice Hall. Chapters 15
Wang, C. and Rafiq, M., (2014), Ambidextrous organizational culture,
contextual Ambidexterity and new product innovation: A
comparative study of UK and Chinese High-tech Firms. British
Journal of Management, Vol.25, 58-76.
Mullins, L. (2016), Management and Organisational Behaviour, (11th
Ed), Essex, Prentice Hall. Chapters 4.
Bratton, J.(2016), Introduction to Work and Organisational Behaviour,
New York, Palgrave Macmillan. Chapter 4
Frey, B. S., Homberg, F., & Osterloh, M. (2013). Organizational
Control Systems and Pay for Performance in the Public Service.
Organization Studies, 34(7) 949–972.
Foss, N., Pedersen, T., Fosgaard,M. and Stea, D., 2015. Why
complementary HRM practices impact performance: The case of
rewards, job design, and work climate in a knowledge-sharing
context. 54(6). 955-976.
Kuvaas, B., Buch, R., Weibel, A., Dysfvik, A., and Nerstad, C.G.
(2017). Do intrinsic and extrinsic motivation relate differently to
employee outcomes? Journal of Economic Psychology 61: 244-58
King, E and Lawley, S., 2022. Organizational Behaviour, 4th Ed.
Oxford press.
[Chapter 11]
Amaral, A. A., Powell, D. M., & Ho, J. L. (2019). Why does
impression management positively influence interview ratings? The
mediating role of competence and warmth. International Journal of
Selection and Assessment, 27(4), 315-327.
Ellis, A. P., West, B. J., Ryan, A. M., & DeShon, R. P. (2002). The use
of impression management tactics in structured interviews: A function
of question type? Journal of Applied Psychology, 87(6), 1200-1208.
McFarland, L. A., Ryan, A. M., & Kriska, S. D. (2003). Impression
management use and effectiveness across assessment methods. Journal
page
 of Management, 29(5), 641-661.

Klotz, A. C., He, W., Yam, K. C., Bolino, M. C., Wei, W., & Houston
III, L. (2018). Good actors but bad apples: Deviant consequences of
daily impression management at work. Journal of Applied Psychology,
103(10), 1145.

Bourdage, J. S., Schmidt, J., Wiltshire, J., Nguyen, B., & Lee, K.
(2020). Personality, interview performance, and the mediating role of
impression management. Journal of Occupational and Organizational
Psychology, 93(3), 556-577.

Wilhelmy, A., Roulin, N., & Wingate, T. G. (2021). Does it take two to
tango? Examining how applicants and interviewers adapt their
impression management to each other. Journal of Business and
Psychology, 36(6), 1053-1076.

Gbadamosi, G.; Ndaba, J. & Oni, F.O. (2007) “Predicting Charlatan

Behaviour in a non-Western setting: lack of trust or absence of
commitment?” Journal of Management Development, Vol. 26, No. 8,
753-769.

Wrzesniewski, A., Berg, J.M. and Dutton, J.E. (2010) “Turn the job
you have into the job you want”, Harvard Business Review, Vol. 88,
No. 6, pp. 114-117.
Organizational structure, King, E and Lawley, S., 2022. Organizational Behaviour, 4th Ed.
design, and bureaucracy Oxford press.
[Chapter 2]

Hamel, Gary and Zanini, Michele. 2018. The end of bureaucracy: How
a Chinese appliance maker is reinventing management for the digital
age. Harvard Business Review 96 (6): 50–59.

Aluko, Olu and Knight, Helen. 2017. From corner store to superstore:
A historical analysis of Sainsbury’s co-evolution. Journal of
Management History 23 (4): 423–35.

BBC News. 2012. India’s bureaucracy is ‘worst in Asia’, BBC News, 1

December. Available at: https://www.bbc.co.uk/news/world-asia-india-
16523672 [Accessed 22 February 2021].

Beaumont, Peter and McCurry, Justin. 2020. Covid test and trace: How
does UK compare with other countries? The Guardian, 18 September.
Available at: https://www.theguardian.com/world/2020/sep/18/covid-
test-and-trace-uk-compare-other-countries-south-korea-germany
[Accessed 5 November 2021].

Black Business History Month. 2018. Day 5: Charles Clinton

Spaulding. Available at:
http://www.blackbusinesshistorymonth.com/day-5-charles-clinton-
spaulding/ [Accessed 7 April 2021].

Vik, Pål. 2017. ‘The computer says no’: The demise of the traditional
bank manager and the depersonalisation of British banking, 1960–
2010. Business History 59 (2): 231–49.

Unit Handbook: Managing People 2023-24version 1 page

 King, E and Lawley, S., 2022. Organizational Behaviour, 4th Ed.
Change Oxford press.
[Chapter 12]

Kotter, J and Schlesinger, L. 2008, Choosing strategies for change,

Harvard Business Review. July-August 2008, 130-139.

Mathews, B. and Linski, C. 2016. Shifting the paradigm: re-evaluating

resistance to organizational change, Journal of organizational
change management. 29(6).963-972.

Nadler, D. and Tushman, M. 1989, Organizational Frame Bending:

Principles for Managing Reorientation. The Academy of
Management.194-204

Rafferty, A. and Jimmieson, N. 2017, Subjective perceptions of

organizational change and employee resistance to change: Direct
and mediated relationships with employee well-being. British
Journal of Management, 28, 248-264.

The Future of work: King, E and Lawley, S., 2022. Organizational Behaviour, 4th Ed.
Automation, Artificial Oxford press.
Intelligence & The Gig [Chapters 4 & 10]
Economy
Frey, Carl B. and Osborne, Michael A. 2017. The future of
employment: How susceptible are jobs to computerisation?
Technological Forecasting and Social Change 114: 254–80.

Butler, Peter and Hammer, Anita. 2018. ‘A minute’s a life-time in fast-

food!’ Managerial job quality in the quick service restaurant sector.
Work, Employment and Society 33 (1): 96–111.

BBC News. 2016. A day in the life of an Amazon delivery driver. BBC
News, 11 November. Available at: https://www.bbc.co.uk/news/uk-
england-37912858 [Accessed 13 December 2021].

Adidas. 2015. Adidas’ first Speedfactory lands in Germany. Available

at: https://www.adidas-group.com/en/media/news-archive/press-
releases/2015/adidas-first-speedfactory-lands-germany/ [Accessed 13
December 2021].
Amazon. 2016. Introducing Amazon Go and the world’s most
advanced shopping technology. YouTube. Available at:
https://www.youtube.com/watch?v=NrmMk1Myrxc [Accessed 13
December 2021].

Bennett, Oliver. 2015. Rage against the machine: The trouble with self-
service. ManagementToday, 26 June. Available at:
https://www.managementtoday.co.uk/rage-against-machine-trouble-
self-service/article/1353549 [Accessed 13 December 2021].

Bond, Shannon. 2018. Amazon teams with Marriott to put Alexa in

hotels. Financial Times, 19 June. Available at:
https://www.ft.com/content/84e8f960-736c-11e8-aa31-31da4279a601
[Accessed 13 December 2021].
Unit Handbook: Managing People 2023-24version 1 page
 Cant, Callum. 2017. I’m a Deliveroo rider. Collective action is the only
way we’ll get a fair deal. The Guardian, 31 March. Available at:
https://www.theguardian.com/commentisfree/2017/mar/31/deliveroo-
organising-wages-conditions-gig-economy [Accessed 13 December
2021].

Connolly, Rachel. 2020. The pandemic has taken surveillance of

workers to the next level. The Guardian, 14 December. Available at:
https://www.theguardian.com/commentisfree/2020/dec/14/pandemic-
workers-surveillance-monitor-jobs [Accessed 4 July 2021].

Hancock, Alice. 2021. Technology on the menu for Covid-hit

restaurants. Financial Times, 11 August. Available at:
https://www.ft.com/content/225b1409-3894-4b92-b1a2-b6f9481f75eb
[Accessed 13 December 2021].

Paul, Tawny. 2017. The gig economy is nothing new—it was standard
practice in the 18th century. The Conversation, 18 July. Available at:
https://theconversation.com/the-gig-economy-is-nothing-new-it-was-
standard-practice-in-the-18th-century-81057 [Accessed 13 December
2021].

Silverberg, David. 2021. How Covid turbocharged the QR revolution.

BBC News, 22 January. Available at:
https://www.bbc.co.uk/news/business-55579480 [Accessed 7 April
2021].

Note: The above Key Texts are complemented by additional reading from journal articles selected by the Unit
Tutors indicated on the reading list in Brightspace

Unit Handbook: Managing People 2023-24version 1 page

9.0 THE AACSB ASSURANCE OF LEARNING (AOL)

AACSB basis accreditation judgment through 15 standards and a critical area of learning and
teaching addresses Curricular Management and Assurance of Learning (AOL). We assess
Assurance of Learning through a set of generic Learning Goals (listed below) that are
mapped against your programme learning goals.

Our graduates possess an array of knowledge, skills, attributes, behaviours and values, which
enable them to succeed and we believe they stand out in four key areas in particular. We
express these through our AACSB Assurance of Learning Goals and Objectives.

For our postgraduate students:

The AOL Goals are listed below, with those reinforced in this unit’s assessments as indicated
below:

Goal 1: Our graduates will be highly competent communicators 

Goal 2: Our graduates will be capable, independent researchers
Goal 3: Our graduates will have a critical understanding of responsible 
business practice

Goal 4: Our graduates will have an in-depth understanding of their subject

specialism in a global context

During your time with us in the Faculty of Management & The Business School you will find
that several your assignments will be assessed using both BU marking criteria and the AOL
assessment criteria. The marking scale that we use for AOL is as follows:

BU mark
0-49.9% 50-69.9% 70-100%
(at Postgraduate Level)
Does Not Yet
AOL assessment Meets Exceeds
Meet
rating Expectations Expectations
Expectations

It is important for you to be aware of the distinction between passing under BU assessment
regulation and still ‘not yet met’ the AOL assessment threshold. If this is the case, you will
still be able to progress, as you meet BU assessment requirements. However, you will be
able to receive feedback to enable you to benchmark your performance against the AOL
goals.

If you have any questions about how AOL has been incorporated into the marking of one of
your assignments, please contact the Unit Leader.

If you would like to learn more about The AACSB, you can visit their website at
http://www.aacsb.edu/

Alternatively you can contact our Director of Accreditation, Dr Elvira Bolat at

ebolat@bournemouth.ac.uk

Unit Handbook: Managing People 2023-24version 1 page

10.0 Appendix 1: Self and peer assessment form

This Self and Peer Assessment Form will be used, where appropriate, to moderate the
student group mark awarded for the final written assignment. Individual marks for this
assignment may be moderated upwards or downwards on the basis of the self and peer
assessment marks. The tutors reserve the right to make any reasonable adjustments and to
investigate any anomalies.

Self-Assessment

Using the sheet attached, award yourself a mark out of 10, on the basis of how much you feel you
contributed to the preparation, organisation and delivery of the assignment, relative to other team
members. Reflect on both the quality and quantity of your input, using this scale. Any student
wishing to award a mark over 8 or less than 4 must consult with the unit tutor first.

8 out of 10 I made an outstanding contribution to the assignment

7 out of 10 My contribution was greater than most members of the team
6 out of 10 My contribution was about the same as other members of the team
5 out of 10 I contributed a little less than most members of the team
4 out of 10 I contributed much less than most other members of the team
less than 4 I contributed little, if anything, to the assignment

Peer Assessment
Using the sheet attached, award a mark out of 10 to each other member of the assignment team,
indicating how much you feel each person contributed to the preparation, organisation and delivery of
the assignment, relative to yourself and other team members. You should reflect on both the quality
and quantity of each individual’s input, using the following scale:

8 out of 10 Student X made an outstanding contribution to the assignment

7 out of 10 Student X’s contribution was greater than most members of the team
6 out of 10 Student X’s contribution was about the same as other team members
5 out of 10 Student X contributed a little less than most members of the team
4 out of 10 Student X contributed much less than most other members of the team
less than 4 Student X contributed little, if anything, to the assignment

The Self and Peer Assessment (SPA) form must be completed on by 12:00 noon on 16 th May
2023.The e-form is hosted by Qualtrics, the link is shared at Brightsapce and will be sent to to your
email .The SPA form is a REQUIRED component of the assignment and your assignment will be
deemed incomplete and your final mark will be 50 in maximum.
Marksheet for Self and Peer Assessment

Unit Handbook: Managing People 2023-24version 1 page

Seminar groups: (e.g. MScMktMgt Feb18/A) -----------------

Group name: (e.g. YY_Monday (15:00-17:00)_ Group 1)---------------------------------------------

Self-assessment Mark out of Areas you have improved after the teamwork
10
Your name

Peer-assessment Mark out of Justificatory comments (critique)

10

Member 1(in A-Z order of

family name)

Add further rows as

appropriate

Any further short comments on your group work:

By submitting this form, you are confirming that it is your own opinion on the contribution of
yourself and your fellow group members

Your signature

Unit Handbook: Managing People 2023-24version 1 page

Appendix 2

Minutes

Meeting title: Date + Time:

Location:

Attendees: Agenda:

Absentees

Decisions Action items

Unit Handbook: Managing People 2023-24version 1 page