Concerns and Complaints
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Section Page Sources of Additional Information 1 1. Welcome 2 2 Award Management 3 3. Your course team 3 4. An introduction to your course – aims and intended learning 7 outcomes 5. The structure of your course 8 6. Employability 9 7. Staffordshire Graduate 10 8. Professional recognition 11 9. Learning, teaching and assessment on your course 14 9.1 Learning and Teaching 14 9.2 Assessment 15 9.3 How to submit assessments 15 9.4 Compensation 16 9.5 Feedback on your work 16 9.6 Extenuating Circumstances 16 9.7 Moderation Process 17 9.8 External examiners appointed to your course 17 10. Residential Course 18 11. Extra Costs 19 12. Communication 19 13. Support and Guidance (Including Personal Tutoring) 19 14. The Student Voice 20 15. Rules and Regulations 20 16. Recognition of Prior Learning (RPL) 21 17. Equality and Diversity 21 18. Concerns and Complaints 22 Appendices 23
2 2 Sources of Additional Information This handbook provides useful information about your course, how it will be delivered and how you will be assessed. It does not try to give you all the information you will need during your time at the university. More information can be found in the following places: On-Line Student Guide The on-line student guide (http://www.staffs.ac.uk/student/guide) provides important information about the university and the services available to students, including:
Welcome Week Disciplinary matters including Student Cards academic misconduct e:VisionStaffs Portal Appeals and complaints Our Student Charter Referencing and study skills The Staffordshire Graduate (including guidance on Term Dates completing assessments) Timetabling What to do if you can’t hand in Student accommodation work due to circumstances Campus and travel information beyond your control Finance, fees and support Examinations Disclosure and Barring Service Getting feedback on your work applications The student voice Visas Employability and careers Course and module enrolment IT services and support Changing your award or Disability and dyslexia modules Counselling Withdrawing or intermitting The Nursery from your course The Multi-Faith Chaplaincy University rules and regulations Graduation Certificates, Transcripts and Verification Letters
Module Handbooks Your course is made up from a number of individual modules. Detailed information on each module is provided in separate module handbooks. Your module tutor will tell you how to access the handbook for their module.
The Blackboard On-Line Learning Environment Information and learning materials for your modules will be provided on the Blackboard on-line Learning Environment. Blackboard will form an important part of your learning experience. Please let your module tutor know if you encounter any problems accessing this material. Welcome
Welcome to the Faculty of Business and Law. You join us at a really exciting time, as we are transforming our campus into a modern and vibrant environment that will enhance the academic and social life of the university and your learning experience. Through the “Staffordshire Graduate” programme, we focus on you, our students. We will help you to become independent thinkers, to debate, question and discuss key issues in your chosen subject. You will be encouraged to be enterprising and entrepreneurial, to be an effective communicator and successful team worker. We will focus on supporting your development through your course, so that you will have the best opportunity for successful graduate employment on completion. Employability, enterprise and entrepreneurship are important to us at the university and are integral to the design of all our courses. This means that we have close connections with employers, business practitioners and professional bodies that help us make our courses relevant, interesting and up to date. The people you will meet in the Faculty are friendly and approachable. They are all keen to help you succeed. Our aim is to nurture and inspire you, to help you grow, to build your potential through working in a vibrant, thriving, and sustainable international academic environment. Our academic staff are passionate about their subjects, their teaching, research and enterprise. They will help you to build your knowledge, understanding and expertise through sharing with you experiences of their academic research, their work with local communities and their work with organisations, local, national and international. The Faculty of Business and Law is international in its perspective. The people that you meet will inspire you through the international perspective they have gained through studying at or working in partnership with other universities and colleges, both in this country and around the world. There are many opportunities for you to learn and gain a global perspective; from other students and the academic staff. We will help you to see new possibilities and to bring new horizons into view. Above all, our strongest partnership is with you, our students. We put our students at the heart of everything that we do and we are committed to giving you the best possible experience we can. We understand the importance of the commitment you have made to us and we value the time you spend with us, and remember, we are always pleased to hear what you have to say. I hope you have a successful, exciting and fulfilling time with us. Dr Peter Jones Acting Dean of the Faculty of Business and Law
Here is the link to the Faculty of Business and Law web page:-
http://www.staffs.ac.uk/academic_depts/fbel/index.jsp Award Management
Faculty Management
Dean of Faculty Dr Peter Jones, [email protected], Room B315, Tel: 01782 294029, The Dean has responsibility for the strategic development, operation and management of the faculty. Associate Deans – The Dean is supported in running the Faculty by the following Associate Deans:
Robert Curtis – Associate Dean – Learning and Teaching; [email protected] Room B250, Tel: 01782 294346 David Williamson – Associate Dean-Scholarship, Enterprise and Research; [email protected], Room B303, Tel: 01782 294192
Award Management
The Postgraduate HRM awards are one of a suite of awards run by the Organisational Behaviour, Leadership & Change (OBLC) Academic Group of the Business School. The OBLC group is headed by Rune By, supported by the Award Leader and the tutors who deliver the modules.
Rune By (Head of OBLC Academic Group) [email protected], Room B262, Tel: 01782 294161 Rune is responsible for the management of all the postgraduate HRM awards and the integrity of the academic discipline. He is also responsible for ensuring the awards are appropriately resourced and delivered. Graeme Mather (Award Leader) Hazel Squire (Acting Award Leader) Responsible for the day-to-day management of the Pg Cert, Pg Dip HRM awards, dealing with resourcing issues and ensuring any student concerns are appropriately addressed. (See ‘Your Course Team’)
Your Course Team
Role Name Room Email Telephone Award Graeme B262 [email protected] 01782 Leader Mather .uk 294210
Acting Hazel B200 [email protected] 01782 Award Squire 294985 Leader
Tutor Room Email Telephone Dr Peter Beszter B283 [email protected] 01782 294020 Dr Jenny Gale B264 [email protected] 01782 298521 Anni Hollings B249 [email protected] 01782 294202 Dr Zedias B279 [email protected] 01782 294910 Mutema k Associate LW127 [email protected] 01782 Professor Keith 294462 / Puttick 294550
Role Name Room Email Telephone Course David May B108 [email protected] 01782 Administrato k 295907 r Graeme Mather Graeme is a Senior Lecturer in HRM and Organisational Behaviour and currently the Course Leader for the Part-time Postgraduate Certificate and Diploma in HRM. He teaches on a variety of postgraduate courses including the Certificate and Diploma in HRM and the MBA. In addition, he supervises MBA and Masters Dissertations. His research interests are employee relations and public sector performance management. He is currently undertaking doctoral research into performance management in the UK further education sector. Hazel Squire Hazel has 20 years experience of teaching a range of subjects, including strategy, leadership and management and human resource management. She has 15 years management experience in a large department of a further education college. She has extensive quality assurance experience including leading on a recent review and revalidation of undergraduate business programmes. She also has experience as an external examiner and has considerable experience of panel membership of validations and has led on a full College Review of Higher Education by the Quality Assurance Agency. Her current research interest is focused on an aging population and she is registered for PhD looking at the needs of older workers, in relation to the problems of an aging population in the workplace.
Hazel is the Business School’s co-ordinator for all the CIPD approved awards at Levels 3, 5 & 7. Dr Jenny Gale Jenny is a Senior Lecturer in HRM and Organizational Behaviour and currently the Course Leader for the MA in Strategic Human Resource Management (top- up). She teaches across various awards, including the Post-graduate Diploma in HRM and the Doctorate in Business Administration. She has subject expertise in the following: Employee Relations, Managing Performance, and qualitative research methods. She is also engaged in research supervision for both MBA and Masters Dissertations in additional to doctoral theses. Her research interests include public sector employment relations, particularly within the criminal justice system and developments in public service HRM and the labour process.
Associate Professor Keith Puttick Keith is an Associate Professor of Law in the Law School, Faculty of Business, Education & Law. He is a Solicitor and former Barrister, and a co-author of Employment Rights (3rd edn) and Civil Appeals (Ed. Sir Michael Burton, Foreword by Lord Woolf LCJ) (2nd edn), and is the main author of Wages & the Law. He contributes regularly to the Industrial Law Journal and the Journal of Immigration, Asylum and Nationality Law, and has worked in legal practice and as a tribunal judge. He was a keynote speaker at the XI European Congress of Labour Law & Social Security, Dublin, Republic of Ireland, September 2014, and more recently a speaker at the XXI World Congress of Labour Law & Social Security, Capetown, South Africa. He co-presented a paper at the Socio-Legal Studies Association 2015 Annual Conference, Warwick University with Dr Peter Beszter of the Business School entitled 'Is it Time to Restore the Wages Councils and Regulated Sectoral Bargaining?'). He is a member of the Employment Law Association and Industrial Law Society, and has been Director of the Law School’s Institute of Industrial Law since 1996.
Dr Peter Beszter Dr Peter Beszter is an academic in HRM and Employment Law and has been at Staffordshire University since 2013. Previously, Peter worked for twenty five years in local government as a Divisional Personnel Officer specialising in employment relations. During this time he has been involved in the major local government reforms, ranging from Compulsory Competitive Tendering to Single Status and has gained experience at both an operational and corporate level. Peter’s research interest focuses on local government reform and its impact on employment relations. He currently teaches across the business school’s undergraduate, postgraduate and professional programmes
Anni Hollings Anni Hollings is a Principal Lecturer in HRM and Faculty Academic Learning and Teaching Manager. Anni has worked extensively with many organisations in the pursuit of organizational success through effective leadership and management development programmes. Her main interests are in Organizational Change and Leadership and Strategic HRM. Her research focuses on organizational storytelling and its impact on change and development as well as innovations in learning and teaching As well as being a University Teaching Excellence Fellow, Anni is the Branch Chair of UCU and regularly consults with the University Management Team on matters affecting academic staff.
Dr Zedias Mutema Zedias is a Lecturer in HRM and Organizational Behaviour. He teaches across various awards, including the Post-graduate Diploma in HRM and the Masters in Business Administration. He has subject expertise in the following: Managing Employee Relations, Managing and Coordinating the HR Function, Qualitative Research Methods, The Human Capital Dimension, Strategic Management in Organisations, and Leading, Managing & Developing People. He is also engaged in research supervision for the Masters Dissertations. His primary research interests lie in broad areas of comparative Human Resource Management and Employment Relations. He is particularly interested in African labour history and contemporary Sub-Saharan African Employment relations and trends in the domestication of ILO and other international conventions on employment in Sub-Saharan Africa 4. An Introduction to your Course
A very warm welcome to the course on behalf of the University and all the teaching team! We hope that your studies with us are enjoyable and successful and enable you to make a real difference to your way of thinking and workplace effectiveness. The teaching & supervision team are a mix of academics, researchers and practitioner staff with very extensive experience, and are all very keen to make sure that you develop both as an individual and HR professional through a range of stimulating and relevant activities I look forward to working with you. Graeme Mather (Award Leader Part-time Postgraduate Certificate & Diploma in HRM)
Your award has a set of written learning outcomes that describe what you should be able to do by the end of the course. These statements are designed to help you understand what you need to do to pass your course and receive your award. The outcomes for your course can be found in appendix A of this handbook. Each module you study has separate learning outcomes which join together to enable you to demonstrate that you have achieved the overall learning outcomes for your award. The learning outcomes for your modules can be found in your module handbooks.
The specific learning outcomes for your award and modules have been matched to eight university wide learning outcome statements (knowledge and understanding; learning; enquiry; analysis; problem solving; communication; application; and reflection). These standard statements describe the abilities and skills all Staffordshire University students should demonstrate in order to pass their course. The statements have been designed to meet national expectations contained within the Framework for Higher Education Qualifications. This ensures that the learning outcomes for your course are equivalent to similar courses at other UK universities and colleges. A table showing how your module learning outcomes have been aligned with the eight university learning outcome statements can be found in appendix B.
The design of your course has been guided by the QAA national subject benchmark for level 7 Business and Management qualifications. Written by national experts, the benchmark describes the defining characteristics of the subject area and the abilities and skills you should be able to demonstrate by the end of the course. A table showing how your course reflects the subject benchmark can be found in appendix B.
The Structure of your Course
Year 1 - Postgraduate Certificate in Human Resource Management (60 credits) Teaching Block One Teaching Block Two Developing Skills for Business Human Resource Management in Leadership Context (ORGB70337) (ORGB70299) (core module, 15 credits Level 7) (core module, 15 credits Level 7) Leading, Managing & Developing Resourcing & Talent Management People (ORGB70265) (ORGB70205) (15 credits Level 7) (core module, 15 credits Level 7)
Developing Skills for Business Leadership • To develop a strong sense of self awareness. • To develop and improve a range of definable skills. • To develop critical reflection and post graduate study skills.
Leading, Managing and Developing People • To evaluate the effectiveness of systems that support people management, development and leadership.
Human Resource Management in Context • To introduce the principal internal and external environmental contexts of contemporary organisations. • To examine how leading organisations respond to these dynamic contexts. • To examine how corporate decisions are made.
Resourcing and Talent Management • To manage Resourcing and Talent Management interventions appropriately. Year 2 - Postgraduate Diploma in Human Resource Management (60 credits) Teaching Block One Teaching Block Two
Managing Employee Relations (ORGB70278) Option (15 credits Level 7)
Investigating a Business Issue from an HR Perspective (ORGB70335)
(core module, 30 credits Level 7)
Managing Employee Relations • To manage employee relations issues to improve organisational and individual performance and resolving conflict in the employment relationship. Investigating a Business Issue from an HR Perspective • To diagnose and investigate a live complex business issue from a HR perspective. • To apply a critically evaluative approach through empirical investigation and academic research. Options (there is no guarantee that all the options will be available) Employment Law Performance Management Learning & Talent Development Understanding and Implementing Coaching & Mentoring
Employability
Students enrolling onto the courses are usually in full or part-time employment with varying degrees of HR working experience. The programme allows you to achieve an award of real value to the HR professional. It has both an academic and professional standing within the HR community and beyond. It is seen as an essential qualification for HR career progression. Moreover, the courses will also contribute to your continuous professional development; you will have the opportunity to develop as independent learners able to apply both academic and practical skills to your current work and in more challenging HR roles in the future.
Staffordshire Graduate
The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work.
The Staffordshire Graduate will: Discipline Expertise: Have an understanding of the forefront of knowledge in their chosen field
Professionalism: Be prepared to be work-ready and employable and understand the importance of being enterprising and entrepreneurial
Global Citizenship: Have an understanding of global issues and of their place in a globalised economy
Communication and Teamwork: Be an effective communicator and presenter and able to interact appropriately with a range of colleagues Have developed the skills of independence of thought and (when appropriate) social interaction through teamwork
Reflective and Critical Learner: Have the ability to carry out inquiry-based learning and critical analysis Be a problem solver and creator of opportunities
Lifelong Learning: Be technologically, digitally and information literate Be able to apply Staffordshire Graduate attributes to a range of life experiences to facilitate life-long learning and life-long success.
All students will have many opportunities to develop and achieve these attributes. These will include learning opportunities within their chosen awards and co- curricular activities such as work experience, volunteering and the development of ‘employability’, ‘enterprise’ and ‘entrepreneurial’ skills. Employability, Enterprise and Entrepreneurship
Being employable… ... involves the development of a set of skills, knowledge and personal attributes that makes graduates more likely to gain employment, have the capability of being effective in the workplace and be successful in their chosen occupation to the benefit of themselves, the workforce, the community and the economy.
Being Enterprising … …involves a set of skills and attitudes that can enable a culture of identifying opportunities, creativity, risk taking and innovation. It can involve many activities – for instance organising an event, planning an overseas trip or involvement in a social enterprise. Equally it can be about finding new solutions to old problems in your workplace, conducting a piece of research in a resourceful way, starting a new society or being involved in a community project. Employers value enterprising people!
Being Entrepreneurial… …very often involves using enterprise skills to create new businesses and bring them to market. There is considerable support for those wishing to do so while at University. However, being entrepreneurial is not just about business skills or starting new ventures; it is a way of thinking and behaving relevant to all parts of society and the economy in terms of mindsets, behaviours, skills and capabilities to come up with new ways of doing things well and the flexibility to change career direction.
Professional Recognition
The Courses are recognised by the CIPD (Chartered Institute of Personnel & Development) and are centred on their ‘Advanced’ awards with the same name. The modules are aligned to the CIPD learning outcomes. The University holds ‘CIPD Approved’ status which means the assessments are set, marked and moderated by the University directly.
The Chartered Institute of Personnel and Development (www.cipd.co.uk)
The Chartered Institute of Personnel and Development is the world’s largest Chartered HR and development body, originally founded in 1913. We’re advancing HR, setting the standards for best practice, shaping thinking and building HR capability. We currently have over 135,000 members including more than 80,000 professional members, representing the most influential senior HR leaders from the world’s leading organisations and the next generation of HR professionals.
Our internationally recognised professional qualifications are a great way to acquire the essential underpinning knowledge and skills needed to become an effective HR or L&D practitioner. Our philosophy is to embed business awareness and understanding within our qualifications which means you’ll learn how to develop and implement HR interventions and strategies in order to make an impact in the workplace.
Resources to support you Whether you are just starting out, or looking to advance your career, the CIPD is there to support you every step of the way as well as to inspire you to achieve your full career potential. Our study resources are designed to help you find what you need quickly, enabling you to study smarter. These can be found in our Student Resource Area cipd.co.uk/qualifications/student-resources
Some of the resources available to you as a member include:
HR factsheets – PDF downloadable documents, perfect for getting an overview of any HR topic, visit cipd.co.uk/hr-resources/factsheets
Research reports – in-depth analysis and commentary on current issues, with real-life case studies, visit cipd.co.uk/hr-resources/research
Practical tools – checklists, diagnostics and frameworks to help you plan and transform your thoughts into actions, visit cipd.co.uk/hr-resources/practical-tools
My CPD map – online self-assessments against the CIPD Profession Map, showing you what you need to know and do as a HR practitioner at every stage of your career, visit cipd.co.uk/cpd/my-cpd-map
Dedicated discussion boards – online Communities area where you can ask questions and get study support from CIPD students and members, visit cipd.co.uk/community
How to join as a Student member The quickest and easiest way to join the CIPD is to complete our online membership form at cipd.co.uk/new-member/login. When your study centre has registered you onto a CIPD programme, you will receive an email asking you to log in to the student registration portal and confirm your qualification and membership details. It takes no longer than ten minutes to join or update your membership details.
You can pay for your membership by annual Direct Debit via debit/credit card, or you can choose to pay in quarterly instalments. If your company will be paying for your membership fees, you can request an invoice by contacting us on +44 (0) 20 8612 6208 or [email protected].
If you are already a member, you will still need to register online to confirm your enrolment on a qualification and ensure membership recognition upon completion. However you will not have to pay any additional fees.
After you have completed the registration process you will receive your CIPD membership pack and card within ten working days. For further information about membership or studying CIPD qualifications please contact us on +44 (0) 20 8612 6208.
Progressing to Professional membership Once you have successfully completed your Postgraduate Diploma/Masters qualification, you will automatically gain Associate professional membership of the CIPD. Increasingly, HR professionals around the world are pursuing CIPD professional membership to achieve industry recognition.
This professional accolade signifies someone who has gone beyond the achievement of a qualification and has a recognised track record of creating a real impact in the workplace. It demonstrates that they have been benchmarked against a set of international standards for best practice in HR and can make a difference to an organisation’s strategy and its people.
You can find out more about the different levels of CIPD professional membership at cipd.co.uk/membership/professional
As an Associate member of the CIPD you’ll be entitled to use the designation Assoc CIPD after your name, which shows employers: you have met rigorous criteria and international standards for best-practice HR you have the ability to make a real impact in the workplace you are committed to continuing professional development as a practitioner.
Upgrading to Chartered membership Our Advanced level qualification is set at Postgraduate Level and is designed to develop your understanding of organisations and the external context within which HR operates. Upon completion of our Advanced Level Diploma, or recognised university Postgraduate Diploma/Masters qualification, you will have met the knowledge requirement needed to upgrade to either Chartered Member of Charted Fellow of the CIPD. During the upgrade application, you will also be asked to demonstrate that you can evidence the skills and behaviours in accordance with the membership criteria for these levels.
For more information about the upgrading process, and to download the relevant application forms, please visit cipd.co.uk/membership/upgrading Get involved!
CIPD branches are local networks of volunteers who work to provide you with networking and learning opportunities. Get in touch with your local branch now to find out what's happening in your area cipd.co.uk/local
Finally, don’t forget to follow us on our social networking sites for more information on upcoming webinars, events and other useful resources!
facebook.com/cipduk twitter.com/cipdstudents linkedin.com/company/cipd cipd.co.uk/community
Learning, Teaching and Assessment on your Course
Learning and Teaching
Teaching and Learning and Assessment Strategy Methods used to deliver this curriculum are designed to provide you with a critical view of the’ best’ or ‘good’ practice, set into the context of the latest theories, models and frameworks. They are designed to develop the academic critical analysis skills and the practical HR skills needed to be an effective HR professional. The methods of teaching and learning used will vary according to the nature of the subject.
The course will be offered in the traditional afternoon and evening on campus delivery for local students. This will normally be on a Wednesday, the traditional day for professional students to attend University part time.
Face-to-face sessions Face to face sessions will focus on student-centred approaches, capitalising on existing knowledge and experience from different organisations. Opportunities will be offered to enable students to evaluate and compare practice across different businesses and sectors. The methods of teaching and learning used will vary according to the nature of the subject matter ranging from tutor led lectures to interactive and group based activities including group presentations, to residential and role play. Students will be expected to engage actively in all sessions. This will facilitate the analysis and application of concepts and principles and develop HR skill sets.
Work-Based Learning Students will be expected to engage in work-based projects and research, to examine the principles and concepts explored in the light of current work based practice. Reflection will be a key part of the work-based learning, to enable students to develop the connection between learning from the academic and work-based environment. The aim is to draw learning experiences from the various environments in which HR professionals are studying and working. In particular, studying whilst working, and supporting HR professionals through a range of materials and methods, allows an approach to teaching and learning that suits a variety of learning styles.
This is part of their continuing professional development, a requirement of the CIPD and will assist them in becoming a ‘thinking performer’.
Independent Study Students will be expected to engage in independent study in order to consolidate and build upon learning from the contact sessions. This will take the form of undertaking follow-up tasks, reflecting on own practice, reading relevant literature, and engaging with online materials through the University’s virtual learning environment (VLE), Blackboard. Students will be expected to keep up to date with current research through the CIPD ‘People Management’ magazine, the CIPD website (www.cipd.co.uk) and from other supporting journal articles and topical sources (e.g. http://www.bbc.co.uk/news/business/ ). Electronic Support Face to face sessions will be supplemented by online materials using the university’s VLE. Blackboard will be used to provide access to further resources to support and build on face-to-face sessions, and to provide flexible access to materials, reading lists and other materials, such as web addresses. At the same time, the face-to-face sessions and VLE-based materials will be developed with a view to capitalising on students’ diverse professional experiences, thereby creating a rich learning environment. In addition, online journals and other relevant material can be accessed using the online library resources. Library resources Assessment
The assessment strategy is a combination of formative tasks which form part of the learning process and summative assignments, normally completed towards the end of each module. All assessed work should conform to the Harvard referencing system: Harvard referencing
As you will be undertaking research (as an integral aspect of the IBI module) that requires access to people and information that is not normally within the public domain, you are required to complete an appropriate ethics form before any primary research (i.e. the collection of data via interviews, questionnaires, focus groups, observations, organisational documents, etc.) commences. Failure to do so will put you in breach of the University’s ethics policy and regulations. Your IBI supervisor will direct you to the relevant forms and will discuss with you the ethical implications of your research. For further information please visit the University’s web page on research ethics:
Research ethics
How to Submit Assessments
Assessments are normally submitted online. There will be some exceptions to this procedure. Each module leader will explain the appropriate way to submit assessments for each of their respective modules. You must submit all pieces of assessment required for each module on or before the submission date for each piece of assessment. Failure to do so is likely to result in failure of the module overall.
9.4 Compensation
Compensation (ie. allowing a marginal ‘fail’ performance in one module to be compensated by a good performance in another module) is not permitted.
Where a module has multiple assessments, a poor performance (ie. below 50%) in one element of assessment may be compensated by a good performance in another element of assessment, providing the aggregate mark is at least 50%. Students must score a minimum of 40% in each assessment. Where a student fails to score a minimum of 40% in each assessment, they would have to resit that particular assessment in order to pass the overall module. 9.5 Extenuating Circumstances There may be occasions when you are unable to submit or undertake a piece of assessment due to circumstances beyond your control. The University has put in place a procedure for dealing with such extenuating circumstances. You can find more information on the university’s extenuating circumstances procedure at: http://www.staffs.ac.uk/extenuating/
9.6 Feedback on your Work You will normally receive feedback on all your assessments, other than examinations, within 20 working days following the date of submission of your assessment or actual date of the assessment (in the case of class tests). It may be the case that the 20 day rule for some assessments cannot be met for justified reasons (for example, modules on which a large number of students are enrolled). However, it is anticipated that this will apply to only a small number of cases and, in those cases, the feedback return period will not exceed 25 days.
In order to ensure that feedback is provided within 20 days, in most cases, the marks for your work will be provisional and will be subject to final ratification by the appropriate Assessment Board in due course.
Good feedback should reflect the following seven principles:-
1. Be an interactive process involving student-tutor and student-student dialogue 2. Facilitate the development of self-assessment and reflection 3. Clarify for students and staff, through dialogue, what good or bad performance actually is in the assignment or task 4. Be developmental, progressive and transferable to new learning contexts 5. Be ongoing and embedded within the learning process 6. Motivate, build esteem and confidence to support sustainable lifelong learning 7. Support the development of learning groups and communities. Formative Feedback Each module is delivered by a series of teaching sessions supported by online learning materials. Learning at face to face sessions and through online materials will be supportive by the use of a series of formative tasks, to reinforce the learning process. For example these may take the form of completing a case study exercise or preparing for a presentation. Feedback from such formative tasks will normally be via the group activities and specific individual reflection on a particular subject area or skill being assessed. Formative tasks do not form part of the formal assessment the module. This will be determined by the ‘summative assessment’.
Summative Assessment Confirmation of the specific assessment requirements will be provided at the beginning of each module. Specific details of the assessments and grading criteria are provided in the module handbooks.
1. Moderation Process
The following procedures are be adopted for marking assessments and processing the results: The module assessments are blind first-marked by each Module Tutor delivering the module in accordance with University and School’s Policies. A sample of the assessments across all marking bands will then be blind second marked by the nominated second marker. After second marking initial provisional feedback will be given to students. The sample will be forwarded to the appropriate External Examiner. All marks awarded will be considered by the Business School Assessment/Award Board.
External Examiners Appointed to your Course External examiners help the university to ensure that the standards of your course are comparable to those provided by other universities or colleges in the UK. More information on the role performed by external examiners can be found at: www.staffs.ac.uk/externalexaminers/ The external examiner for your course is:
Dr Paul Bennett, Programme Leader, MA HRM, University of the West of England (UWE). It is not appropriate for you to make direct contact with your external examiner.
8. 10. Residential Course
Introduction The Residential is designed to expose the participants to a wide variety of group-based activities and roles that they might otherwise be unable to experience in their normal working environment and that are very difficult to simulate in a class teaching situation. The various activities will create situations in which the participants can critically assess their own strengths and weaknesses and experience the interaction of group dynamics, thereby making participants better able to function in and to lead groups. Most of the activities involve co-operation between the members of individual groups to achieve the desired goals whilst they interact and compete with other groups. The individual group members have responsibility for contributing to each other’s actions and teams will gain from such mutual support and co-operation.
The residential does have an ‘academic content’ and is closely linked to the Developing Skills for Business Leadership module. . The rest of the content is to be found in the personal sense you make of the experiences you undergo and how you manage to relate those experiences back to the workplace. You will be expected to help each other in drawing out the lessons to be learned and the conclusions to be drawn from most of the activities. The tutorial team are there to help facilitate and support this process. Purpose of the Course
On completion, you should be able to demonstrate these learning outcomes: To gain practical insight into individual and team/group behaviour. To develop an effective approach to team management and leadership To develop sophisticated oral and written communication skills. To demonstrate ways of effectively influencing people to achieve a desired objective. To develop conflict resolution skills. To analyse own learning processes in order to develop personal and organisational effectiveness
Learning Strategies will include: Presentations Discussions Outdoor Pursuits Activities Questionnaires Small Group Work Case Studies Role Play Exercises Creative activities 11. Extra Costs
You will be expected to become a student member of the CIPD during the course of your studies on the Postgraduate and Certificate and Diploma courses.
12. Communication Communications from the Course Leader or members of the teaching team will be through email (please use your student email account) and/or Blackboard in the form of group emails and announcements.
1. Support and Guidance (including Personal Tutoring)
Academic Support Throughout your course you will meet the Module Tutors at the taught sessions. If you require additional academic advice and guidance, please do not hesitate to contact the Module Tutors, Course Leader or the Course Administrator. One- to-one support tutorials can be arranged on request, either be face to face, by telephone or by e-mail.
General Support If you have concerns about your ability to complete your course for any reason, you are strongly encouraged to speak to one of the tutors and hopefully a mutually agreeable support strategy can be offered to you.
In addition, further information on university support services can be found in the on-line student guide (available at: http://www.staffs.ac.uk/student/guide/) The Student Advice Centre run by the Students’ Union provides independent, impartial and confidential advice to students free of charge. More information on the Students’ Union can be found at: https://www.staffsunion.com/)
Personal Tutor
You will be allocated an academic member of staff who will act as your personal tutor. They will normally be allocated a tutorial group. In the final stages of Masters Awards the personal tutor responsibility will transfer to the Dissertation Supervisor. The meetings between personal tutors and students will be of two types. There may be a one-to-one meeting or a group meeting. It is expected that tutors will meet formally with tutees at least once a semester. The one-to- one meeting will be at the request of the student or tutor (if the tutor notes problems) and will take place at a mutually agreed time. The group meetings will be scheduled for a time either just before or after a normal attendance by the student group. Your personal tutor will be notified to you by the Postgraduate Administrator. The role of the personal tutor is to take day-to-day responsibility for the pastoral and academic well-being of the students allocated to them. If you are experiencing any difficulties with your studies at Staffordshire University, whether of an academic nature or not, your personal tutor will always be prepared to discuss the issues with you. Of course you can always make use of specialist support services offered by the University, but your personal tutor may be able to offer appropriate support and guidance. You need to meet your personal tutor 3 (three) times in the academic year.
The Student Voice
During the course you will have the opportunity to share your views and opinions on your modules, course and the university. Your feedback is key to ensuring that we get an accurate picture of what it is like to be a student at Staffordshire University and enables us to enhance the learning experience for current and future students. Course Committees: We have two course committees, one for Postgraduate Certificate students and the other for Postgraduate Diploma students. Each course committee meets towards the end of teaching blocks one and two.
Student representatives are elected by their peers to sit on the appropriate committee. It is the representatives’ responsibility to aggregate the views of their fellow students prior to the event and present this to the committee meetings.
Students Surveys: You will be invited to complete the Postgraduate Taught Experience Survey (PTES) details of which can be found at: Student Voice
Rules and Regulations
Your course is delivered and assessed according to the University’s Academic Award Regulations. These can be accessed at: http://www.staffs.ac.uk/regulations
Course Specific Regulations
Core modules cannot be compensated. Compensation on option modules can only be considered at Grade Point 6, and then only in very exceptional circumstances.
The following modules may not be waived by accreditation of prior (or experiential learning (APEL) and are assessed by unseen examination.
Human Resource Management in Context Leading, Managing and Developing People
Except in the case where students have completed the relevant modules as prescribed by the CIPD in their transition arrangements, via previous CIPD examinations.
Students must join the CIPD at the commencement of their studies. The Award Administrator will help manage the application process but maintenance of membership and the payment of fees is the sole responsibility of the student.
Recognition of Prior Learning (RPL)
Recognition of Prior Learning (RPL) is the term used when a student uses his or her previous experiences to gain admission to a programme of study; admission to a module; admission at an intermediate stage in a programme (advanced standing); or to gain exemption from part of a programme of study. These previous experiences may be work-based learning, general learning experiences (experiential) or certificated qualifications. You should normally apply for exemptions or admission with advanced standing through the RPL scheme when you apply for a place on the award, or immediately upon registration for your award. You will not be allowed to apply for RPL once you have submitted the assessment. If you apply for exemptions or admission with advanced standing through the RPL scheme you may be required to undergo some assessment to determine the relevance of your experiences/qualifications. Staffordshire University’s RPL scheme can be accessed at: http://www.staffs.ac.uk/assets/apel_policy_tcm44-26828.pdf It should be noted that the onus is on students to compile/present evidence in a suitable format, showing clear mapping of coverage of learning outcomes for RPL purposes. The CIPD also offer to look at mapping of previous qualifications against their modules and entire courses, but a charge is made for this. Please enquire with the CIPD directly for further details. Equality and Diversity
Staffordshire University is committed to equality of opportunity and diversity: these are part of the core values of the institution. We aim to be an inclusive organisation where everyone has a fair opportunity to fulfill their potential. At Staffordshire University we recognise that people are unique individuals. We are committed to ensuring that all our students and staff - whatever their background, nationality, cultural heritage, age, race, disability, ethnic origin, gender, sexual orientation, religion, belief, colour, gender identity, skills and experiences - are able to study or work in an environment free from discrimination, harassment, bullying and victimisation. We all have a responsibility to ensure that this happens, and students and staff are expected to behave in a way that promotes a welcoming and inclusive environment for all. The Students’ Charter sets out the University’s commitment to students and your responsibilities as a student. This can be found at www.staffs.ac.uk/legal/policies/studentcharter/ The University also has a behaviour policy to inform students and staff of the behaviour expected of students. This can be found at: www.staffs.ac.uk/legal/policies/index.jsp More information, support and advice about any aspect of equality and diversity at Staffordshire University can be obtained from: http://www.staffs.ac.uk/support_depts/equality/index.jsp
Concerns and Complaints
We endeavour through our support systems to deal with any concerns and complaints informally. Within your department, we advise you to talk to your Module Tutor, Award Leader or Personal Tutor as soon as possible. You will also have the opportunity to raise any concerns at the Staff/Student Liaison Committee meetings, where they will be discussed and any actions communicated to all students in the group. If your concerns are of a more personal nature you can consult with Lesley Mountford, the Faculty’s Student Guidance Advisor, [email protected], Room D105 (Cadman Building), Tel. 01782 294047 If you are still dissatisfied then the University has in place a Complaints Procedure. For more information on ‘Appeals, Complaints and Conduct’ please see the following website: http://www.staffs.ac.uk/support_depts/info_centre/handbook/conduct/ Appendix A – Learning Outcomes
Award Outcomes Postgraduate Certificate in Human Resource Management Knowledge & Understanding Demonstrate a critical understanding of professional HRM effectiveness in the business context with appropriate reference to theory and practice. Learning Exhibit capacity for independence in formulating realistic, well-informed views based on current theory and practice. Enquiry Critically evaluate own HRM practice and engagement in professional development, demonstrating advanced scholarship in linking contemporary theory with professional HRM practice. Analysis Analyse and critically evaluate the impact of models, concepts and theories on personal and organisational practice. Problem Solving Evaluate contemporary issues in order to inform decision making and make informed judgments in proposing realistic and workable HRM strategies. Communicate effectively, efficiently and appropriately through the presentation of information, arguments and ideas targeted to specific audiences. Reflection Demonstrate informed application of knowledge through the critical assessment of own practice. Communication Communicate their conclusions clearly to HR specialist and non-specialist audiences. Application Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility self-direction and originality in tackling and solving problems.
Postgraduate Diploma in Human Resource Management Knowledge & Understanding Demonstrate a critical understanding of professional HRM effectiveness in the business context underpinned by contemporary research, theory and practice.
Learning Exhibit capacity for independence in formulating realistic, well-informed views based on current theory and practice.
Enquiry Critically evaluate own HRM practice and engagement in professional development, demonstrating advanced scholarship in linking contemporary theory with professional HRM practice.
Analysis Analyse and critically evaluate the impact of current research, challenges and opportunities on own practice. Problem Solving Evaluate contemporary issues in order to inform decision making and make informed judgments in proposing creative and workable HRM strategies. Communicate effectively, efficiently and appropriately through the presentation of information, arguments and ideas targeted to specific audiences.
Reflection Demonstrate originality in the application of knowledge through the critical assessment of own practice.
Communication Communicate their conclusions clearly to HR specialist and non-specialist audiences, for example line management, staff and other organisational stakeholders.
Application Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional HRM specialist or equivalent level. Schedule of Learning Outcomes Learning Outcomes Kn o wl Pr Co ed ob m Ap ge Le An Re En le m pli Modules & ar al fle qu m un ca Un ni ysi cti iry So ic tio de ng s on lvi ati n rst ng on an di ng Human Resource Management ü ü ü in Context Leading, Managing and ü ü ü ü ü ü Developing People Developing Skills for Business ü ü ü ü ü ü Leadership Investigating a Business Issue ü ü ü ü ü ü from an HR Perspective Resourcing and Talent ü ü ü ü ü Management Managing Employee Relations ü ü ü ü ü ü
Options
Employment Law ü ü ü ü ü ü ü
Performance Management ü ü ü ü Learning & Talent ü ü ü ü Development Understanding and Implementing Coaching and ü ü ü ü ü ü ü Mentoring
Module Outcomes Note: The modules have to be mapped to CIPD learning outcomes, which explains why there are significantly more learning outcomes in each module compared to normal University practice.
Developing Skills for Business Leadership Learning Outcomes 1 Manage themselves more effectively in the workplace or Application in another professional context Reflection 3 Manage inter-personal relationships at work more Application effectively Reflection 5 Make sound and justifiable decisions and solve Application problems more effectively Enquiry Problem Solving 8 Lead and influence others more effectively Application Problem Solving 10 Interpret financial information and manage financial Application resources Problem Solving 12 Demonstrate enhanced it proficiency Application 13 Demonstrate an essential people management skill-set Application Learning 15 Demonstrate competence in postgraduate study skills Enquiry Knowledge & Understanding Learnin g
Learning Leading, Managing & Developing People Outcomes 1 Review and evaluate major contemporary research Analysis and debates in the fields of HRM and HRD Enquiry 3 Evaluate major theories relating to motivation, Analysis commitment and engagement at work and how these Enquiry are put into practice by organisations 5 Debate and critically evaluate the characteristics of Learning effective leadership and the methods used to develop leaders in organisations 6 Contribute to the promotion of flexible working and Communication effective change management in organisations Problem Solving 8 Promote professionalism and an ethical approach to Applicatio HRM and HRD practice in organisations n Leaning Human Resource Management in Context Outcomes 1 Analyse and critically evaluate contemporary Knowledge & organisations and their principal environments Understanding Learning 3 Analyse and critically evaluate the managerial and Knowledge & business environment within which HR professionals Understanding work Learning 5 Analyse and critically evaluate how organisational and Analysis HR strategies are developed in response to internal and Learning external environmental factors 7 Analyse and critically evaluate the market and Analysis competitive environments of organisations and how Knowledge & organisational leaders and the hr function respond to Understanding them 9 Analyse and critically evaluate globalisation and Analysis international forces and their impact on organisational Knowledge & and hr strategies and hr practices Understanding 11 Analyse and critically evaluate demographic, social and Analysis technological trends and their impact on organisational Knowledge & and HR strategies and hr practices Understanding 13 Analyse and critically evaluate government policy and Analysis legal regulation and their impact on organisational and Knowledge & HR strategies and HR practices Understanding
Learning Resourcing & Talent Management Outcomes 1 Analyse the major features of national and Analysis international employment markets from which organisations source staff and how these markets evolve or change. 2 Play a leading role in the development and evaluation Problem Solving of resourcing and talent management strategies, diversity management and flexible working initiatives. 3 Manage recruitment, selection and induction activities Application effectively, efficiently, lawfully and professionally. 4 Undertake long- and short-term talent planning and Application succession planning exercises with a view to building long-term organisational performance. 5 Gather and analyse information on employee turnover Enquiry as the basis for developing robust staff retention Learning strategies 6 Manage retirement, redundancy and dismissal practices Applicatio fairly, efficiently and in accordance with the n expectations of the law, ethical and professional practice.
Learning Managing Employee Relations Outcomes 1. Understand, analyse and critically evaluate different Application theories and perspectives on employment relations Communication 3. Understand, analyse and critically evaluate the impact Problem Solving of local, national and global contexts shaping employment relations climates 4. Understand, analyse and critically evaluate the roles Knowledge & and functions of the different parties to control and Understanding manage the employment relationship 5. Understand, analyse and critically evaluate the Communication importance of employment relations processes that support organisational performance, including the design and implementation of policies and practices in the areas of employee engagement; diversity management; employee communication, involvement and participation negotiation and bargaining; conflict resolution; and change management and management control. 6. Understand, analyse and critically evaluate the Analysis importance of employment relations procedure that help mitigate organisational risk, including the design and Enquiry implementation of policies and practices in the areas of discipline, grievance, dismissal and redundancy. 8. Understand, analyse and critically evaluate the Analysis integration of employment relations processes and how Enquir they impact on policy, practice and organisational y outcomes such as performance and employee engagement
Investigating a Business Idea from an HR Learning Perspective Outcomes 1 Identify a business issue that is of strategic Enquiry relevance to the organisation 2 Critically analyse and discuss existing literature, Analysis contemporary hr policy and practice relevant to the chosen issue 3 Compare and contrast the relative merits of Enquiry different research methods and their relevance to different situations 4 Undertake a systematic analysis of quantitative Application and/or qualitative information and present the results Communication in a clear and consistent format. 6 Draw realistic and appropriate conclusions and Problem Solving make recommendations based on costed options 7 Develop and present a persuasive business report. Application 8 Write a reflective account of what has been Reflectio learned during the project and how this can be applied n in the future.
Learning Employment Law Outcomes 1 Explain the core principles that underpin employment Knowledge & law as it applies in the UK (or Ireland), including Understanding statutory and common law and their purpose, origin Learning and practical implications 3 Advise colleagues about significant legal implications of Analysis decisions, plans or proposals in the employment field Problem Solving 5 Advise about the appropriate action that should be Application taken in workplace scenarios where employment Problem Solving regulation applies 7 Play a leading role in determining the appropriate Analysis organisational response when legal action on the part of a worker or employee is either anticipated, Problem Solving threatened or taken 9 Participate in the preparation, presentation and settling Application of employment tribunal cases Communication 11 Know how to keep knowledge of developments in Reflectio employment law up to date to enhance ability to advise n about the impact of these developments on employment policy and practice in participants’ organisations
Performance Management Learning Outcomes 1. Systematically decide and communicate strategic Communication performance aims, objectives, priorities and target 2. Plan effective performance management policies and Application practices to improve organisational and employee performance 3. Devise and sustain arguments for using appropriate Application performance management techniques, rewards and Enquiry sanctions to improve performance 5. Demonstrate the communication skills required when Application managing achievement and underachievement Communication
7. Critically evaluate the effectiveness of performance Analysis management.
Learning and Talent Development Learning Outcomes 1. Critically analyse and evaluate the formulation and Analysis implementation of processes of learning and talent development strategies for defining and achieving current and future effectiveness at national, organisational, group and individual levels. 2. Critically evaluate the potential and appropriateness Analysis of a range of learning and talent development strategies, policies and methods with reference to relevant contextual factors. 3. Lead the initiation, development and Application implementation of learning and talent development strategies, interventions and activities
4. Work effectively and collaboratively with key Application internal and external partners and stakeholders to Communication diagnose and manage learning and talent development response to problems and issues and ensure clarity of role and contribution to agreed responses. 6. Critically assess the role and influence the politics of Analysis learning and talent development policy and practice in a range of contexts. 7. Act ethically and professionally with a demonstrated Reflection commitment to equality of opportunity and diversity in learning and talent development and to continuous personal and professional development.
Understanding & Implementing Coaching & Mentoring Learning Outcomes 1. Explain and critically analyse the concepts of Analysis leadership and management and their application in an organisational, social, environmental and multicultural context. 2. Evaluate, select and apply a range of approaches to Enquiry identifying leadership and management development needs in differing organisational contexts 3. Critically analyse and evaluate approaches to the Analysis formulation and implementation of leadership and management development strategies to meet current Enquiry and future organisational needs. 5. Design, critically evaluate and advise on a range of Application leadership and management development Problem Solving interventions to implement leadership and management development strategies and plans. 7. Work collaboratively, ethically and effectively to Communication support a partnership approach to leadership and Problem Solving management development. 9. Explain and evaluate the role of leadership and Analysis management development in enhancing and developing organisational competence. Analysis 10. Critically assess and evaluate approaches to Learning the development of leadership and management in international and global contexts. 12. Act ethically and professionally with a Reflection demonstrated commitment to equality of opportunity and diversity in the design and delivery of leadership and management development and to continuous personal and professional development. Appendix B – Assessment Schedule
Module Assessment Human Resource Management in Context Exam (2 hours)
Leading, Managing and Developing Case study exam - open book with People unseen questions (2 hours) (100%)
Developing Skills for Business Leadership 1. A theoretically underpinned essay that critically evaluates the relevance of management and leadership skills and competencies on contemporary organisations, underpinned by a skills assessment reflection and a Personal Development Plan. (2,000 words) (60%)
2. Financial Management and Statistical Analysis Activities. Data Calculation and summarisation (40%)
Investigating a Business Issue from an A Management Report (7,000 words) HR Perspective (100%) Resourcing and Talent Management An Assignment (3,000 words) (100%)
Performance Management Performance Management Report on a live PM issue in the organisation (to be agreed with tutor). (3,000 words) (100%)
Managing Employee Relations A role play exercise covering key aspects of employee relations (40%)
A 2,000 word Assignment (60%) Employment Law A 3,000 word assignment based on a case study or observations of an employee tribunal case. (100%) Understanding & Implementing Coaching A 3,000 word Report (100%) & Mentoring Learning & Talent Development An Assignment, (3,000 words) (100%) Appendix C – Curriculum Mapping
Benchmark Standards (QAA, June 2015) 1. A systematic understanding of relevant knowledge about organisations, their external context and how they are managed
2. Application of relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or organisation
3. A critical awareness of current issues in business and management which is informed by leading edge research and practice in the field
4. An understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues
5. Creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management
6. Ability to acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations
7. Conceptual understanding that enables the student to: a. evaluate the rigour and validity of published research and assess its relevance to new situations b. use existing research and scholarship to identify new or revised approaches to practice
8. Ability to conduct research into business and management issues that requires familiarity with a range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process
9. Ability to communicate effectively using a range of media (for example, orally, in writing, and through digital media)
10.Ability to operate effectively in a variety of team roles and take leadership roles, where appropriate
QAA Benchmark Standards (June 2015) Benchmark Standards (QAA 2015) Modules 1 2 3 4 5 6 7 8 9 10 Leading Managing and Developing √ √ √ √ √ √ √ People Human Resource Management in √ √ √ √ √ √ Context Developing Skills for Business √ √ √ √ √ √ √ √ √ Leadership Resourcing & Talent √ √ √ √ √ √ Management Managing Employee √ √ √ √ √ √ Relations Investigating a Business Idea √ √ √ √ √ √ √ √ √ from an HR Perspective Appendix D – Residential Course Handbook
Please note the programme may vary for this year’s course
Pg Cert HRM Residential Handbook 2015
The Residential is designed to expose the participants to a wide variety of group- based activities and roles that they might otherwise be unable to experience in their normal working environment and that are very difficult to simulate in a class teaching situation.
The various activities will create situations in which the participants can critically assess their own strengths and weaknesses and experience the interaction of group dynamics, thereby making participants better able to function in and to lead groups. Most of the activities involve co-operation between the members of individual groups to achieve the desired goals whilst they interact and compete with other groups.
The individual group members have responsibility for contributing to each other’s actions and teams will gain from such mutual support and co-operation. Contents Page
Domestic Arrangements 4
About the residential 5
Purpose of the Course 6
Course Team 6
Schedule of Events 7 Domestic Arrangements
1. Address Shrigley Hall Shrigley Park Macclesfield SK10 5SB United Kingdom
2. Fire precautions Please study the emergency instructions in the bedroom and make yourself aware of the appropriate fire regulations and exits.
3. Meal times As set out in the course programme
4. Consumption of Unless specified for mealtimes, you are responsible for beverages the cost of the consumption of all beverages obtained from the hotel bar.
5. Room keys Rooms must be vacated and your key returned to reception by 11am on the final day. Your luggage will be stored safely prior to your departure.
Note.
About the Residential The residential focuses on experiential learning. You will be working on a variety of different activities as a member of a group of participants designed by the module teaching team together with event specialists. All course staff will provide support and individual attention as far as is reasonably possible to everybody and every group on the programme. However, this is a postgraduate programme and the primary responsibility for making the most of the different experiences that are offered rests with you and the other members of your team.
Most activities during the programme will follow the format of :
- a briefing at the beginning of each of the activities to give you the necessary information for you to complete the task - the issue of some relevant handouts - the actual activity itself - a de-briefing after the activity in which the tutors will facilitate feedback on behaviour
Note, the residential does have an ‘academic content’ and is closely linked to the Developing Skills for Business Leadership module. The rest of the content is to be found in the personal sense you make of the experiences you undergo and how you manage to relate those experiences back to the workplace. You will be expected to help each other in drawing out the lessons to be learned and the conclusions to be drawn from most of the activities. The tutorial team are there to help facilitate and support this process.
Observation and feedback are two of the residential’s key activities. There would be little learning on a programme of this nature without them. We will be returning to the “Gentle art of Feedback” as the programme develops.
Finally, there will be a variety of teams taking part in the event. It is likely that at least some of these will experience difficulties on an interpersonal level. Staff are there to help out. If however, you find that your particular group is having an extraordinarily bad time, for whatever reason, please let the staff team know and they will do their best to help – there is no point suffering in silence. Our objective is to help you improve your performance in teams whilst giving you some interesting and enjoyable things to do in a safe environment where you can experiment.
Team Building
"We trained hard - but it seemed every time we were beginning to form into teams, we would reorganise. I was to learn later in life we tend to meet every new situation by reorganising, and a wonderful method it can be for creating the illusion of progress while producing confusion, inefficiency, and demoralisation."
Petronius Arbiter said that in 66 A.D.
Purpose of the Course
On completion, you should be able to demonstrate these learning outcomes: To gain practical insight into individual and team/group behaviour. To develop an effective approach to team management and leadership To develop sophisticated oral and written communication skills. To demonstrate ways of effectively influencing people to achieve a desired objective. To develop conflict resolution skills. To analyse own learning processes in order to develop personal and organisational effectiveness
Learning Strategies will include: Presentations Discussions Outdoor Pursuits Activities Questionnaires Small Group Work Case Studies Role Play Exercises Creative activities
The course will illustrate and put into practice the essentials of team-building for managers through a series of planned events, which are designed to develop an awareness of group processes, the need to build effective teams, communication and self development.
The theories, ideas, techniques and skills are intended not only for direct application with a view to improving your team-working/negotiating performance in a variety of team- based/negotiating activities undertaken on the residential, but also subsequently in your Work/Life beyond the University.
Residential team
- Ahmad Mlouk ([email protected]) - Zedias Mutema - Anni Hollings - Judy Rimmer - Peter Montgomery & Team - Jane Pallister RESIDENTIAL
PROVISIONAL Schedule of Events
Day 1 - TIME ACTIVITY VENUE 09.30 10.30 Arrive Coffee and Checking in 11.30 Introductions Welcome Assignment and brief Administration Expectations Issue Cameras 12.30 Lunch 13.30 What shape am I and others? Myers-Briggs personality tests (Small Groups – 4 to 5 members) 14.30 Personality, teams and communication Groups teams, team roles and team development 15.30 Tuckman and groups, group development, decision phases Cave rescue 17.00 Mission improvisation 19.00 Dinner 21.00 Catwalk performance plus Assessment criteria 21.30 Closure
NB Tea and coffee will normally be provided around 11.15 am and 3.15 pm each day
Day 2 - TIME ACTIVITY VENUE 08.00 Breakfast 09.00 Review previous day 09.30 Negotiations: roles, techniques, tactics and outcomes 10.30 Case study: role allocation and discussion 11.00 Teams meet first (11.00 am) as initial pairings and then full negotiating teams half way through the session (11.45 am) Continue discussion and planning over lunch Identify and set out objectives 14.00 Negotiations begin 16.45 Negotiations end. Teams discuss and review their progress 17.00 Plenary session: Achievements and objectives compared 17.30 Break 18.00 Speaker 19.30 Dinner 21.00 Group planning for outdoor team development exercise 23.00 Close
Day 3 – TIME ACTIVITY VENUE 07.00 Breakfast 09.00 Outdoor team development exercises. Peter Montgomery and ESCAPE 11.45 Lunch (early to account for afternoon activities) 16.00 Return for Plenary session. 18.00 Closure 19.00 Dinner Day 4 TIME ACTIVITY 08.00 Breakfast 09.00 Evaluation processes Group reviews 10.30 Story Board creation 11.30 Group reviews 12.30 Lunch 13.30 Plenary and group presentations 16.00 Coach departs 17.00 ETA Staffordshire University, Leek Road
NB: You must vacate your room by 11 am.