Learning outcomes assessed within this piece of work as agreed at the programme level meeting Knowledge: Critically evaluate an in-depth aspect of HRM practice, aligned to a specific problem-based scenario. Intellectual/transferrable: Application of different types of resources (e.g. scholarly articles and case examples) to support recommendations aimed at resolving human resource management problems within an organisational context.   Type of assessment:​ Individual report Assessment deadline: 26/3/2017 (TBC)Instructions for assessment You are required to produce an individual report (3,000 words) based on a given HRM case scenario exploring and proposing recommendations to resolve the key HRM issues highlighted in the case scenario, together with an outline implementation on plan to support your recommendations. You are able to choose from one of three case scenarios as the basis for your report. You will find the case scenarios at the end of this assessment brief, together with the marking rubric. This information is also available on Moodle, together with some examples of previous assessment, so you get a better understanding of the expectations.The word limit for this assessment is 3,000 words, excluding references   How will we support you with your assessment? • Seminars designed to help you practise the skills you will need to be successful in the assessment • Formative feedback on a draft of your report outline (provided by your Seminar Tutor after reading week) • Links to the assessment throughout your seminars • Examples of previous coursework discussed in seminars, as well as extracts of coursework on Moodle from different grade boundaries where available How will your work be assessed? Your work will be assessed by a subject expert who will use the marking rubric provided on Moodle.  When you access your marked work it is important that you reflect on the feedback so that you can use it to improve future assignments. Referencing You MUST use the Harvard System. Case scenarios N.B. Please refer to the guidance notes on Moodle when choosing a case scenario for your assignment. You only need to choose one of the case scenarios below for your individual report.   Case scenario 1 – Age Diversity in a High Performance Car Design and Manufacturing Company   WWBM Luxury Cars is a multi-national car design and manufacturing company. It currently employs 80,000 employees worldwide and operates in 80 different countries.  Although the organization has placed increasing emphasis on diversity in recent years, it recognizes that that there is still more that can be done to be recognised as an exemplar organization. . WWBM Luxury Cars is becoming more aware of the issues relating to age diversity, given the changing demographics amongst the global workforce. The average age of its current employees is relatively high, 48 years. However the average age of employees in some of the more specialist technical roles is much higher. The organi ...

1. Learning outcomes assessed within this piece of work as agreed
at the programme level meeting
Knowledge: Critically evaluate an in-depth aspect of HRM
practice, aligned to a specific problem-based scenario.
Intellectual/transferrable: Application of different types of
resources (e.g. scholarly articles and case examples) to support
recommendations aimed at resolving human resource
management problems within an organisational context.
Type of assessment:
Individual report
Assessment deadline:
26/3/2017 (TBC)Instructions for assessment
You are required to produce an individual report (3,000 words)
based on a given HRM case scenario exploring and proposing
recommendations to resolve the key HRM issues highlighted in
the case scenario, together with an outline implementation on
plan to support your recommendations.
You are able to choose from one of three case scenarios as the
basis for your report. You will find the case scenarios at the end
of this assessment brief, together with the marking rubric. This
information is also available on Moodle, together with some
examples of previous assessment, so you get a better
understanding of the expectations.The word limit for this
assessment is 3,000 words, excluding references
How will we support you with your assessment?

2. • Seminars designed to help you practise the skills you will
need to be successful in the assessment
• Formative feedback on a draft of your report outline (provided
by your Seminar Tutor after reading week)
• Links to the assessment throughout your seminars
• Examples of previous coursework discussed in seminars, as
well as extracts of coursework on Moodle from different grade
boundaries where available
How will your work be assessed?
Your work will be assessed by a subject expert who will use the
marking rubric provided on Moodle. When you access your
marked work it is important that you reflect on the feedback so
that you can use it to improve future assignments.
Referencing
You MUST use the Harvard System.
Case scenarios
N.B. Please refer to the guidance notes on Moodle when
choosing a case scenario for your assignment. You only need to
choose one of the case scenarios below for your individual
report.
Case scenario 1 – Age Diversity in a High Performance Car
Design and Manufacturing Company
WWBM Luxury Cars is a multi-national car design and
manufacturing company. It currently employs 80,000 employees
worldwide and operates in 80 different countries. Although the
organization has placed increasing emphasis on diversity in
recent years, it recognizes that that there is still more that can
be done to be recognised as an exemplar organization. .
WWBM Luxury Cars is becoming more aware of the issues
relating to age diversity, given the changing demographics
amongst the global workforce. The average age of its current
employees is relatively high, 48 years. However the average age
of employees in some of the more specialist technical roles is
much higher. The organization is concerned that it is not
attracting sufficient new talent to fill the gaps as its current

3. highly skilled staff choose to retire. .
The organization is aware that this challenge will become more
difficult in the future for several reasons: increasing global
competition for talent, particularly in certain geographic
regions; dwindling supply of graduates who see engineering as
an attractive career prospect; new and emerging automotive
technologies that require new skills.
Although employees in many of the countries that the
organization operates in are no longer expected to retire at a
specific age, the company has recognised some of the
challenges associated with changing age demographics. The
engineering sector more broadly is expected to lose valuable
skills and experience over the next ten years, as older workers
approach potential retirement age. This demographic change
will leave a potential skills void for organizations like WWBM
Luxury Cars.
Although many of the technical roles in the organization are
not as physically demanding as those in the manufacturing area,
the senior managers have started to raise concerns about the
reluctance of technical staff, both older and younger, to work on
International projects. Staff too have expressed concerns about
the personal tensions associated with extensive travel, including
spending long periods of time working away from home. To-
date the organization has relied on its older and more
experienced engineers in Europe to work on International
projects to support business growth.
As the newly appointed Talent, Diversity and Inclusion
specialist within the corporate HR team in WWBM Luxury
Cars, you have been asked to review the organization’s talent
management policies and procedures and make
recommendations on how these could be changed to ensure that
the organizations attracts and develops an age-diverse
workforce.
Case scenario 2 – International expansion in a gaming software
development company VirtualGaming Ltd. is a growing UK-

4. based gaming software company. The company was founded in
the early 1990s by the current Managing Director. The
company’s Head Office is currently located in the South West
of England.
The company has grown rapidly since opening in the 1990s and
now employs 200 employees. As with many organizations in the
gaming industry, most of its employees are male even though
some of its products are aimed at women. Over the next three to
five years the company plans to expand the business, initially
into Eastern Europe, then internationally, especially North
Africa.
The company realises that to achieve its growth plans it will
need to develop and retain its current employee base, whilst at
the same time attracting new talent. The senior management
team are concerned that as the company grows it will be
difficult to deliver the same quality products unless they are
able to attract and retain the best employees. Only a few of the
current employees have any experience of working
Internationally.
Whilst the Directors are open to new ideas and implementing
leading-edge HR practices they are very nervous about
expanding into new geographical locations. Above all the
company is keen to retain its reputation of being innovative as
it expands the business.
Some existing members of staff have expressed an interest in
working overseas. They are attracted by the opportunity to
travel and live overseas and thus enhance their careers.
However, some employees have expressed concern about the
implications for their work-life-balance should they be asked to
work overseas.
One of the current Directors has recently been reading an article

5. that refers to the high rates of expatriate failure, so he is keen
to find a way for the company to avoid similar issues.
You have just been recruited as an HR specialist to help the
company develop an HR resourcing strategy to support the
company’s International growth plans. When producing your
strategy you will need to ensure that existing talent is fully
utilised, whist at the same time looking for new sources of
talent.
Case scenario 3 - Work-life-balance and well-being in a
professional services firm
CWP Services is a professional services firm that provides
change management and HR consulting services to
organizations, across a range of business sectors. CWP Services
currently employs 13,500 staff, across Europe; 65% of the
workforce is male and 35% female.
One of the firm’s diversity management goals is to increase the
percentage of female employees, especially those working in
senior roles. However as with other professional service firms
the nature of the work - client-focused, long hours working,
often working away from home - is making it difficult for the
organization to achieve this particular diversity goal.
Whilst in the past the firm has not found it difficult to attract
and retain key talent, the organization has started to notice that
the number of both young male and female applicants has
started to decline. In addition, the number of staff leaving after
3 - 5 years with the firm has started to increase, particularly
amongst those aged 35-45.
Results from the latest employee survey indicate that:
▪ Only 40% of staff is satisfied with their work-life balance.
The survey results indicate that female employees and those
working with International clients are the most dis-satisfied.
▪ Only 50% of staff feel that their manager is supportive when
they raise personal issues relating to work-life-balance.
▪ Only 40% of staff feels that the range of flexible work options
is sufficient to meet their changing needs.

6. ▪ Staff that have opted for flexible working feel that their career
has plateaued.
The senior partners of the firm have expressed concern about
the latest employee survey results, as well as other key HR
metrics. As the Director of HR for UK, Europe and the Middle
East, you have been tasked with identifying what changes the
firm could make to its flexible working and work-life-balance
policies and procedures to address the concerns of staff, whilst
at the same time providing a high level of service to clients.
Contemporary Case Studies in HRM – Individual Report
Marking Rubric (Spring 2017)
Mark range
100
Exemplary
85
Excellent
75
Very Good
65
Good
55
Competent
45
Weak
35
Marginal Fail
20
Fail
Introduction: summary of key issues raised in case scenario,
with commentary on broader contextual factors that may be
contributing to the issues in the case scenario. (20%)
Extremely clear understanding of task demonstrated. Key
themes in case scenario drawn out, supported with insightful
wider contextual commentary, supported with relevant academic
and/or practitioners sources.
Excellent understanding of task. Key themes summarised from

7. case. Clear attempt to link themes in case with wider contextual
factors (e.g. economic, social, political)
Very clear understanding of task. Essential themes from case
summarised. Some wider contextual factors discussed, with
some supporting evidence.
Clear understanding of task. Most of key themes from case
summarised.
Some wider contextual factors discussed, but limited supporting
evidence.
Reasonable understanding of the task. Key themes from case
summarized, but quite limited contextual factors discussed.
Poor understanding of the task. Rather incoherent themes from
case presented.
No contextual factors covered.
Poor understanding of the task. Incoherent introduction -
unnclear what the aim of your report is.
Very poor understanding of the task. Incoherent introduction.
Proposed solutions to address key issues in organizational case:
two/three clear recommendations, with relevant supporting
evidence to justify these (40%)
Extremely clear and relevant recommendations, supported with
a wide range of academic/practitioner sources, or comparable
case example. Extremely clear evidence of wider research.
Very clear and relevant recommendations, supported with a
good range of academic/practitioner sources, or comparable
case example. Clear evidence of wider research.
Clear and relevant recommendations, supported with a good
range of academic/practitioner sources, or comparable case
example. Evidence of wider research.
Relevant recommendations, supported with a good range of
academic/practitioner sources, or comparable case example.
Evidence of wider research, but over-reliance on other cases,
than case one type.

8. Relevant recommendations but supporting evidence limited.
Over reliance on a particular type of resource e.g. practitioner
sources, or supporting case example(9) not from comparable
sector.
Recommendations not well thought out – unrealistic , or do not
reflect the key issues in the case. Supporting evidence limited.
Recommendations not well thought out – unrealistic , or do not
reflect the key issues in the case. Supporting evidence very
limited.
Recommendations clearly not well thought out – unrealistic , or
do not reflect the key issues in the case. Lack of supporting
evidence.
Implementation plan: (30%)
This section is extremely well thought through. Clear actions,
with responsibilities. Timescales are realistic. Very clear
thoughts on how outcomes will be monitored.
This section is well thought through. Clear actions, with
responsibilities. Timescales are realistic. Clear thoughts on
how outcomes will be monitored.
This section is well thought through. Clear actions, with
reasonably clear responsibilities. Timescales are quite
realistic. Clear thoughts on how outcomes will be monitored.
This section is quite well thought through. Actions reasonably
clear. Timescales rather ambitious. Good thoughts on how
outcomes will be monitored.
This section needed more thought. Actions less clear and/or
unrealistic. timescales. Reasonable thoughts on how outcomes
will be monitored.
This section needed a lot more thought. Actions unclear and/or
unrealistic. timescales. Limited evidence of how outcomes will
be monitored.
This section needed a lot more thought. Actions very unclear
and/or unrealistic. timescales. Limited evidence of how
outcomes will be monitored.

9. This section needed a lot more thought. Actions very vague.
Limited evidence of how outcomes will be monitored.
Presentation, structure, and referencing: (10%)
Extremely fluent and fluid assignment. Professional
presentation. In-text referencing consistently conforms to
Harvard standards. Reference list in correct Harvard format.
A highly fluent and fluid assignment. Professional
presentation..
In-text referencing largely conforms to Harvard standards.
Reference list largely in correct Harvard format.
Very fluent and fluid assignment. Professional presentation.
In-text referencing largely conforms to Harvard standards.
Reference list largely in correct Harvard format.
Overall quite fluent and fluid assignment. Good overall
presentation and style of writing. In-text referencing largely
conforms to Harvard standards. Reference list largely in correct
Harvard format.
Online Learning Modules and Assessments: Weeks 3 and 4
1. Why is it important to have a classroom management plan?
What are the most important elements that this plan should
include?
A teacher needs to have a classroom management plan so that
everyone can understand the types of behavior expected, and the
consequences in case that behavior is not met. This allows for
an efficient and safe learning environment.
The most crucial components of a classroom management plan
include the rules, procedures and consequences in regards to
classroom behaviors
2. How can procedures that are well developed and specifically
taught reduce behavior problems?
Procedures should be created and students are informed of their
meanings and purposes. That is, student should be informed

10. why, where and when the procedure is needed. Also, they
should be informed how the procedure should be implemented.
Given that every student understands what is expected of him/
her in each situation, then there occur less instances of
misbehavior among them
3. Name at least four things teachers should keep in mind when
delivering positive or negative consequences.
i) Positive consequences are most effective when a teacher
explains to his/ her students exactly what they correctly did
ii) If applied correctly, positive consequences can be just as
powerful, or even more powerful compared to negative
consequences in the prevention of unwanted behavior
iii) Negative consequences should be delivered with certainty to
show students that the consequences are positive about the
decision, and that their minds won’t be changed
iv) Negative consequences should be firmly delivered.
However, the teacher should do this without anger. Also, the
negative consequence must be linked to the negative behavior
4. Ms. Gardner teaches seventh-grade science. For the first time
in her career, her room is equipped with several lab stations.
Because of this, she plans to have her students perform more
hands-on experiments. She is excited by this prospect but also
concerned that her students will be disruptive as they go to their
lab stations and work in small groups. She is also concerned
that her students will get hurt if they are not careful at the lab
stations. To alleviate her concerns, help Ms. Gardner:
a. Develop a set of classroom rules
i) Students will be barred from accessing lab stations unless
they are permitted and/ or under supervision
ii) Lab groups will be assigned for purposes of minimizing the
disorderly behaviors
iii) The safety concerns will be addressed before students move
to lab stations
iv) Horseplay at lab stations are disallowed
b. Create at least three procedures for walking to and working at
the lab stations

11. i) While in the lab, students must walk slowly and carefully
ii) Unless it is absolutely crucial, no student should leave from
his/ her lab station
iii) Be cautious when moving lab equipment and chemicals
5. Sierra, a student in Ms. Gardner’s science class, is shy and
often anxious. However, when working with a partner at a lab
station, she usually is very talkative. This disruptive behavior
often results in her and her partner missing important teacher
directions and not completing labs on time. Name at least two
surface management strategies that Ms. Gardner could use to
address Sierra’s disruptive behavior. Explain why you chose
these strategies.
The major surface management strategies which Mrs. Gardner
could apply to address Sierra’s disruptive behavior are:
i) Redirecting – it involves asking students to do tasks such as
reading or answering questions. This ensures that a student’s
attention is refocused.
ii) Planned Ignoring- intentional ignoring is applied when a
teacher is convinced that a behavior such as tapping a pen will
run its course, and that it will not disrupt others. It is very
beneficial if the teacher understands the desires and personality
of every student
Given the student’s behavior and personality, the teacher finds
it effective in dealing with the behavior through the application
of any of the surface management strategies indicated above