L7 Strategic Global HRM & Decision Making Assessment Brief, 2023-24

Portfolio Assessment Brief

1. Introduction

This module is designed to provide students with the knowledge to develop and apply an
understanding of organisational theory and global strategic human resource management theory
and practice. It is designed to explore, develop and apply research in the subject area and to help
students gain a critical global perspective of the complex nature of the inter-relationships
between people, organisations and the environment where it operates. The subject discipline is
contextualised and applied to the study of contemporary global organisations.

2. Scenario

You may use your own employment context, or that of another organisation with which you are
very familiar, to base your assignment and you must cite clear recommendations for improvement
in reference to the specific portfolio elements.

3. Format

You must produce the following as a single coherent piece of work, which is appropriately
presented. Data tables, diagrams and headings are excluded from the word count. Your overall
structure/presentation, communication, and academic referencing (according to the SHU required
approach), will all impact upon your assessment marks and therefore need to be addressed as you
develop your work.

4. Your 4,000-word piece of work must include the following:

1. With reference to the taught content on global HRM, critically evaluate one chosen global HR
practice in the context of your chosen organisation (e,g. global HR strategies, managing
expatriates, comparative HRM models, global and local resourcing, international rewards,
managing global expertise, developing global expertise, global performance management,
etc.) in terms of its efficient and effective management of people. Make recommendations for
its improvement. Guide word count: 1,250 words
2. With reference to the taught content on organisational behaviour, critically review and
analyse one of the following in the context of the HR policy of the chosen organisation:
conflict management, engagement, diversity, CSR, disciplinary and grievance, etc. Make
recommendations on how these can be improved in order to influence behaviour of
employees. Guide word count: 1250 words
3. Drawing on your analysis and recommendations from Task 1 and 2, and considering financial
models / organisational issues / factors, what measures and recommendations would you put
in place to advance the overall operational and financial performance of the chosen
organisation? In your analysis and recommendations, you must take financial models /
organisational issues / factors into consideration. Guide word count: 1000 words
4. Critically reflect your personal learning on the module. Explain how you will use this learning
to inform your own current and future people management practices. Guide word count: 500
words

The portfolio assessment will be marked using the marking grid, shown below. See further
assessment guidance in the ‘Assessment Guidance Notes’.
Coursework Assessment Criteria and Marking Grid
Degree Classification
Criteria
1. With reference to the taught
content on global HRM, critically
evaluate one chosen global HR
practice in the context of your
chosen organisation (e,g. global HR
strategies, managing expatriates,
comparative HRM models, global
and local resourcing, international
rewards, managing global
expertise, developing global
expertise, global performance
management, etc.) in terms of its
efficient and effective management
of people. Make recommendations
for its improvement.
2. With reference to the taught
content on organisational
behaviour, critically review and
analyse one of the following in the
context of the HR policy of the
chosen organisation: conflict
management, engagement,
diversity, CSR, disciplinary and
grievance, etc. Make
recommendations on how these
can be improved in order to
influence behaviour of employees.
3. Drawing on your analysis and
recommendations from Task 1 and
2, and considering financial models
/ organisational issues / factors,
what measures and
recommendations would you put
in place to advance the overall
operational and financial
performance of the chosen
organisation? In your analysis and
recommendations, you must take
financial models / organisational
issues / factors into consideration.
Zero Very Low Fail Marginal Fail Pass Merit Distinction Distinction
G Zero G 2 – Low Fail, 25% G 7 – Low Pass, 50% G 10 – Low Merit, 62% G 13 – Low Distinction, 74%
G 1 – Very Low Fail, G 16 – Exceptional
G 4 – Mid Fail, 35% G 8 – Mid Pass, 55% G 11 – Mid Merit, 65% G 14 – Mid Distinction, 81%
10% Distinction, 96%
G 6 – Borderline Fail, 45% G 9 – High Pass, 58% G 12 – High Merit, 68% G 15 – High Distinction, 89%
Work not Work has not Work is descriptive and Satisfactory evaluation Good evaluation using Very good evaluation of Excellent analysis of
submitted, addressed the limited evaluation of though using limited range of sources on the global HR practices using a global HR practices using
work of no criteria and is highly global HR practices and sources on the selected selected global HR wide range of sources. a wide range of sources.
merit, subjective and alignment with corporate global HR practices. practices, with limited Analysis is relevant, coherent Analysis is relevant,
descriptive. No strategies, efficiency, and Analysis is not always analysis of interlinked and contextualised to a good coherent and
evidence of effectiveness of people coherent or contextualised topics. The evaluation is standard. Good evaluation of contextualised to a high
academic research management. No logical or aligned with the clear and contextualised. the link between the analysis standard. Excellent link
on global HR attempt at innovation or corporate strategies, Reasonable link between and strong between the analysis
practices. creativity. efficiency, and the analysis and recommendations and good and fully justified
effectiveness of people recommendations and level of innovation and recommendations. High
management. Weak link some attempts at creativity in response. level of innovation and
between the analysis and innovation and creativity creativity in response.
recommendations and in response.
little attempt at innovation
and creativity in response.
Work not Work has not Work is descriptive, with Satisfactory analysis and Good analysis and clear Very good evaluation and Excellent evaluation of
submitted, addressed the little understanding of the awareness of global HR depth of understanding of depth of understanding of global HR policies.
work of no criteria and is highly literature or identification policies, limited discussion global HR policies with global HR policies with clear Considerable and in-
merit, subjective and of global HR policies and or recommendations on some clear justification and depth understanding of
descriptive. No no workable how to influence the recommendations and contextualisation, good global HR policies,
evidence of recommendations. behaviour of employees. justification on how to recommendations on how to contextualisation.
academic research influence behaviour of influence the behaviour of Excellent, creative and
on global HR employees. employees. fully justified
policies. recommendations on
how to influence the
behaviour of employees.
Work not No evidence of any Highly descriptive Satisfactory interlinked Good interlinked analysis Very good interlinked Excellent evaluation of
submitted, discussion of the discussion of the approach analysis of the approach and depth of analysis of the approach and the approach with in-
work of no holistic approach or and recommendations are with very few understanding of the some clear depth holistic analysis
merit, recommendations unclear. recommendations for apprpoach and some recommendations for and with well justified
for improvements. Limited consideration of improvement. recommendations for improvement. recommendations.
No evidence of financial elements and Satifactory consideration improvement but not fully Very good consideration of Excellent consideration
considerations of ineffective appraisal of the of financial elements and justified. financial elements and use of of financial elements
financial elements costs and benefits of the models used to appraise Good consideration of a range of financial models and use of a range of
and therefore no HR plan. Little/no the costs and benefits of financial elements and use to appraise the costs and financial models to
application to understanding of financial the HR plan. Limited of financial models to benefits of the HR plan. appraise the costs and
exploring the techniques. understanding of financial appraise the costs and Student shows very good benefits of the HR plan.
viability of an HR techniques. benefits of the HR plan. understanding of financial Student shows detailed
plan. Student shows good techniques. understanding of
understanding of financial financial techniques.
2

4. Critically reflect your personal
learning on the module and
explain how you will use this
learning to inform your future HRM
practice.
5. Overall Presentation,
Communication and Referencing
techniques.
Work not No evidence of Limited personal Some self-awareness and Good evidence of Very good ability to inter- Outstanding ability to
submitted, personal awareness awareness or engagement critical reflection and little engagement with the relate concepts and ideas, critically reflect on
work of no or engagement with with the reflective practice application of module relevant theory and drawing on personal personal experience and
merit, the reflective process. theories. offering some reflections reflection and experience. engagement with
practice process. and examples. others. Extensive use of
course theory to support
arguments as well as use
of examples
Work not Fails to adopt a Limited structure. Difficult Satisfactory structure. Good structure. Clear to Excellent structure that Creative, logical and
submitted, logical structure. to follow. Limited Generally clear satisfactory follow. Good appropriately positions the coherent structure, with
work of no Very difficult to communication. Some communication. communication without debate. Excellent convincing development
merit, follow. Fails to significant errors. Limited Satisfactory referencing errors. Good referencing communication that clearly of arguments.
communicate referencing with some with limited errors. with all sources cited. articulates points expressed. Outstanding
clearly. Full of significant errors. Limited Satisfactory references list Good references list with Excellent referencing that communication that
grammatical and references list with with limited errors. all sources cited. aids understanding. Excellent clearly applies academic
spelling errors. Poor significant references list with sources language to enhance
or no attempt to errors/omissions. accurately described. meaning. Outstanding
reference and no referencing with wide-
references list ranging and accurate
references list that
enables clear attribution
and enhances
understanding.
Outstanding
3
Level 7: Generic grade descriptor: relationship of grades of achievement to percentage mark ranges and categorical grades (CG)
Mark
Class Category Grade % General Characteristics
range
Exceptional breadth and depth of knowledge and understanding evidenced by own independent insight and critical awareness of relevant literature
and concepts at the forefront of the discipline; evidence of extensive and appropriate independent inquiry operating with advanced concepts,
Exceptional 93 - methods and techniques to solve problems in unfamiliar contexts; Cogent arguments and explanations are consistently provided using a range of
Distinction 16 96
Distinction 100 media demonstrating an ability to communicate effectively in a variety of formats using a sophisticated level of the English language in an eloquent
and professional manner to both technical and non-technical audiences; a sustained academic approach to all aspects of the tasks is evidenced;
academic work extends boundaries of the disciplines and is beyond expectation of the level and may achieve publishable or commercial standard.
Excellent knowledge and understanding evidenced by some clear independent insight and critical awareness of relevant concepts some of which
High Distinction 15 85 - 92 89
are at the forefront of the discipline; evidence of appropriate independent inquiry operating with core concepts, methods and techniques to solve
complex problems in mostly familiar contexts; Arguments and explanations are provided that is well-supported by the literature and in some cases
Distinction Mid Distinction 14 78 - 84 81
uses a range of media demonstrating an ability to communicate effectively in a limited number of formats using own style that is suited to both
technical and non-technical audiences; a sustained academic approach to most aspects of the tasks is evidenced; one or more aspects of the
Low Distinction 13 70 - 77 74
academic work is beyond the prescribed range and evidences a competent understanding of all of the relevant taught content.
Very good knowledge and understanding is evidenced as the student is typically able to independently relate taught facts/concepts together
High Merit 12 67 - 69 68
some of which are at the forefront of the discipline; evidence of some competent independent inquiry operating with core concepts, methods
and techniques to solve familiar problems; Arguments and explanations are provided that are typically supported by the literature and in some
Merit Mid Merit 11 64 - 66 65
cases may challenge some received wisdoms; competently uses all taught media and communication methods to communicate effectively in a
familiar settings; an academically rigorous approach applied to some aspects of the tasks is evidenced; some beyond the prescribed range, may
Low Merit 10 60 - 63 62
rely on set sources to advance work/direct arguments; demonstrates autonomy in approach to learning.
Satisfactory knowledge and understanding of the area of study balanced towards the descriptive rather than critical or analytical and mostly
High Pass 9 57 - 59 58
confined to concepts that are not at the forefront of the discipline; evidence of some independent reading and research to advance work and
inform arguments and approaches; Arguments and explanations are limited in range and depth although some are adequately supported by the
Pass
Mid Pass 8 54 - 56 55
literature albeit descriptively rather than critically; competently uses at least one taught media and communication method to communicate
appropriately in familiar settings; although the approach applied to some aspects of the tasks may lack academic rigour, there are some clear
Low Pass 7 50 - 53 50 areas of competence within the prescribed range. Relies on set sources to advance work/direct arguments and communicated in a way which
shows clarity but structure may not always be coherent.
Borderline Fail 6 40 - 49 45 Knowledge and understanding is insufficient as the student only evidences an understanding of small subset of the taught concepts and
techniques; fails to make sufficient links between known concepts and facts to adequately solve relevant aspects of the brief/problem; little
Mid Fail 4 30 - 39 35 ability to independently select and evaluate reading/research with almost total reliance on set sources and unsubstantiated arguments/methods;
Fail
communication/presentation may be competent in places but fails to demonstrate structure, clarity and/or focus; inability to adequately define
Low Fail 2 20 - 29 25 problems and make reasoned judgements; the general approach to tasks lacks rigor and competence.

Knowledge and understanding is highly insufficient as the student is unable to evidence any meaningful understanding of taught concepts or
methods; very limited evidence of reading and research to advance work; inadequate technical and practical skills as the student is unable to use
Fail Very Low Fail 1 6-19 10
and apply such skills to address problems or make judgements; limited or lack of understanding of the boundaries of the discipline and does not
question received wisdom; approach to learning lacks autonomy and approach to tasks is not sustained; inability to communicate coherently.

Zero Zero 0 0-5 0 Work not submitted, work of no merit, penalty in some misconduct cases.
* the grade points associated with the postgraduate fail grades are nonlinear to accommodate the necessary integration of the undergraduate and
postgraduate scales for some courses.

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Generic level descriptors (level outcomes) – for reference in course / module design and
development of pass descriptors
Level 7 learning outcomes
Learners have:
1. a systematic understanding of knowledge, and a critical global awareness of current problems and/or new insights, much of which is at, or
informed by, the forefront of [the discipline]
2. a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in [the discipline]
3. an appreciation of uncertainty, ambiguity, and the limits of their knowledge, plus originality in the application of knowledge
4. a comprehensive understanding of techniques applicable to their own research or advanced scholarship
Learners can:
5. evaluate critically current research and advanced scholarship in the discipline
6. evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
7. work effectively both independently and in teams to deal with complex issues both systematically and creatively, make sound judgements in
the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences
8. continue to advance their knowledge and understanding, and to develop new skills to a high level.
Learners demonstrate:
9. the qualities and transferable skills necessary for employment requiring collaboration, initiative, self-awareness, personal responsibility, and
decision-making in complex and unpredictable contexts
10. ethical and sustainable practice and values representing the forefront of the discipline, and comprehensive global awareness, in the context of
[the discipline]
11. self-direction and originality in tackling and solving problems, and the ability to act autonomously in planning and implementing tasks at a
professional or equivalent level
12. the independent learning ability required for continuing professional development