CTPR5013 Employee Talent and People Resourcing
CTPR5013
Employee Talent and People Resourcing Autumn 2017
Coursework Brief Written Assignment
Deadline for Submission: 31st October 2017
Word Limit: 2000 words (Plus or minus 10%)
Learning outcomes assessed:
1. Identify and analyse the strategic importance of people resourcing and talent management, and evaluate related contemporaryissues.
- Explain the importance of labour market analysis and its relevance to the organisational contexts and therefore business decisionmaking
- Analyse the importance of long- and short-term talent planning, succession planning and assess redundancy, dismissal and retirementpractices.
- Design and develop people resourcing and talent strategies, exhibit a professional knowledge of, and assess key issues involved in recruitment and selection, performance management and reward strategies.
Written Assignment
Reflective Log; Work Related Assignment
This coursework is worth 40% of the total marks for this module.
Coursework Instructions
Please read carefully
Assignment Questions
Case Scenario
You are the Human Resources Business Partner in the head office of a small independent group of 20 cosmetics shops, Look Great Cosmetics Ltd (LGC), based in North London. LGC started in 1964 as a single, family run shop. The business has prospered and LGC now also has an online shop, alongside the 20 physical shops across London. The E business is creating an increasingly large proportion of sales.
Family members manage all of the shops, with three generations nowemployed in the business. The management board is made up of the older generation of managers. Although family has always been important to the Managing Director, he requires all managers to be suitably qualified and in the event of poor performance has been known to retire or redeployfamilymembers. LGC takes full advantage of globalization to source products as cheaply as possible from around theworld.
It is a time of uncertainty for LGC. As the UK withdraws from the EU, it is unclear what tariffs might apply to the goods they import. The fall in the valueof the pound since the referendum means that their supplies from overseas are already 20% more expensive than they were. There are a significant number of staff employed in the shops who are from other EU countries and intend to return to them after one or two years in the UK. The introduction of the National Living Wage will also increase the cost of staff. The technology used to control stock, as well as the opportunities presented by E Business, also contribute to a more general need for the business to be able to changerapidly.
As HR Business Partner, you are responsible for ensuring that long and short- term talent planning and succession planning are carried out. You are also responsible for effective recruitment, selection, induction, performance management and development of staff across the business. While all of these processes seem to be working relatively well, you are concerned that thebusiness has never faced the possibility of so many changes, all at the same time.
|
With a 10% average annual growth of online retail sales in 2015 customers continue to demand rapid, reliable delivery of their goods. As such more sophisticated supply-chain management systems and logistics managers are needed.
The online retail sector is the main driver of growth in European and North American retailing, achieving in Europe growth rates of 18.2% (in 2015),15.6%(2016),andexpectedincreasesin2017of14.2%and 13.8% in 2018. In contrast, the annual growth rates for all types of |
It is your intention to use all of the tools available to you, in order to prepare the organisation for possible change, while trying to introduce greater operational flexibility across the whole business. This task is becoming important for a number of reasons.
| retailing (from stores and online) have ranged between an average of
1.5% and 3.5% pa. |
| The recession induced many shoppers to buy online rather from traditional stores. The fact that internet search is comparatively easy and predictable has made online retailing attractive for a wide range of products. Retail focus on the growing use of mobile technology is an additional factor in making online retailing attractive and convenient.
Centre for Retail Research; |
A report by the British Retail Consortium (BRC) Retail 2020 Fewer But Better Jobs has found that while the industry as a whole is supportive of the National Living Wage, the effect on employment has been underestimated. The report predicts that the changing retail landscape
and the National Living Wage could lead to 900,000 fewer retail jobs by 2025, but those jobs that remain will be more productive and higher earning.
Based on information from http://ift.tt/2iibKxdexperience/job-sectors/retail/overview-of-the-retail-sector-in-the-uk
Despite the many challenges it faces, LGC has ambitious plans for expansion. You have therefore persuaded the Managing Director of the need to recruit a specialist Change Manager on a six month fixed term contract, to support the organisation’s growth in turbulent times.
Task 1 (L.O.2 & 3) – 1200 words
Work related assignment
In the scenario above, you judge that long and short-term talent and succession planning are working relatively well, based on a number of performance criteria from across the business.
The scenario describes a number of relevant issues, which you need to incorporate into your long and short-term planning.
Write a short report for your Managing Director, with the following objectives.
- Explain why conducting a labour market analysis is important to your organisation, in order to make effective employee planning decisions. Relate what you say to the information in thescenario.
- Identify what performance criteria you are using, to judge the effectiveness of LGC’s long and short-term talent and succession planning. Analyse their importance to thebusiness.
In support of your report, provide examples, academic quotes and any relevant literature.
Task 2 (L.O.1 and 4) – 800 words
Reflective Log
Reflect on your experience of conducting the job interview exercise.
- How would your strategy serve the strategic goals ofLGC?
- How did your strategy address current issues in people resourcing and talent management forLGC?
- What wentwell?
- What did not gowell?
- What could you have done differently to improve the jobinterview?
Don’t just describe your experience in general, this needs to be analysed together with the related literature. You should focus on the key issues experienced during the job interview meeting rather than just outlining what happened.
Submission: The reflective log should be submitted via the portal, together with the report (Tasks 1 and 2) in a single document. This should also include, as an appendix, the documents required for the interview exercise from the practical skills assessment in week 8.
End of Assignment Brief
GSM LONDON GENERIC ASSESSMENT MARKING CRITERIA LEVEL 5
Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.
These criteria are designed to be a reference point for assessment criteria in all subjects. Where the generic criteria are deemed to be sufficient, they can be used directly for assessing students’ learning.
| KNOWLEDGE & UNDERSTANDING | INTELLECTUAL & COGNITIVE SKILLS | Graduate Skills: transferable,
employability, practical and academic skills |
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| Factual and conceptual knowledge and understanding; use of class materials; independent reading | Critical thinking; conceptualisation; creativity; synthesis, analysis and evaluation; application; problem solving and research/investigation | Written, oral and presentation skills; interpersonal, group and teamwork skills; leadership skills; numeracy; digital skills; practical, professional and
academic skills (including referencing/presentation |
||
| MARKING BAND | CLASSIFICA TION | WEIGHTED AT 40% | WEIGHTED AT 35% | WEIGHTED AT 25% |
| 86 – 100% | FIRST (1ST) | Includes all required factual content, accurately and succinctly summarised. | Well developed, highly relevant, reasoned introduction and
conclusions, demonstrating some originality. |
Within word count or presentation time. |
| Includes relevant factual content only. | Clearly and logically structured material, showing excellent
understanding of the discipline. |
Accurate spelling, grammar, punctuation, paragraphing. | ||
| Systematic, accurate identification of relevant concepts, theories and/or principles, appropriate to this level. | Information or data selected from a very good range of highly relevant, current primary and secondary sources, and categorised, analysed or evaluated using relevant,
methods or techniques. |
Professional, fluent writing style, appropriate to the assignment OR professional, engaging, confident, audible and well paced presentation. Excellent use of technical vocabulary, where
appropriate. |
||
| Exceptional understanding of factual and conceptual material, relative to this level, including some understanding of the limits to knowledge in this area. | Well developed, coherent arguments, systematically referencing primary and secondary literature, with
clear rationale for choices. |
Professional visual presentation, including font, spacing, margins, headings, graphics, images and
appendices. |
||
| Calculations are accurate, clearly set out, with precise explanations. | Excellent integration of theory and practice, for this
level, using appropriate conceptual frameworks. |
Correct and systematic use of academic conventions, references and bibliography. | ||
| Independent, wide-ranging, relevant reading and research, from authoritative primary and secondary sources, appropriate to this level. | Excellent application of numerical and statistical methods to defined problems. | Outstanding, consistent, flexible delivery of group work obligations, for this level. Accepts responsibility and ameliorates conflict.
Undertakes complex tasks. |
||
| Substantiated, highly relevant recommendations. Excellent awareness of ethical issues, where relevant. | Excellent, well articulated reflection on own strengths and weaknesses in relation to defined professional and
practical skills at this level. Identifies required actions. |
|||
| 70 – 85% | FIRST (1ST) | Includes all required factual content, accurately summarised. | Well developed, relevant, reasoned introduction and conclusions, demonstrating
some originality. |
Within word count or presentation time. |
| Includes relevant factual content only. | Clear and logically structured material, showing very good understanding of the
discipline. |
Accurate spelling, grammar, punctuation, paragraphing. | ||
| Accurate identification of relevant concepts, theories and/or principles, with evidence of a systematic approach, appropriate to this level. | Information or data selected from a good range of relevant, current primary and secondary literature, and categorised, analysed or evaluated using relevant, methods ortechniques. | Professional writing style, appropriate to the assignment OR engaging, confident, audible and well paced presentation. Very good use of technical vocabulary, where
appropriate. |
||
| Excellent understanding of factual and conceptual material, relative to this level, including some understanding of the limits to knowledge in this area. | Coherent arguments, systematically referencing primary and secondary
sources, with clear rationale for choices. |
Professional visual presentation, including font, spacing, margins, headings,
graphics, images and appendices. |
||
| Calculations are accurate, clearly set out, with very good explanations. | Very good integration of theory and practice, for this
level, using appropriate conceptual frameworks. |
Correct use of academic conventions, references and bibliography. | ||
| Independent, relevant reading and research, from authoritative primary and secondary sources, appropriate to this level. | Very good application of numerical and statistical methods to defined problems. | Very good, consistent, flexible delivery of group work obligations, for this level. Accepts responsibility and ameliorates conflict.
Undertakes complex tasks. |
||
| Substantiated relevant recommendations. Very good awareness of ethical issues, where relevant. | Very good, well articulated reflection on own strengths and weaknesses in relation to defined professional and
practical skills at this level. Identifies required actions. |
|||
| 60 – 69% | UPPER SECOND (2:1) | Includes most required factual content, mostly accurately summarised. | Relevant and valid introduction and conclusions. | Within word count or presentation time. |
| Includes relevant factual content only. | Clearly structured material, with some gaps in logic, but demonstrates understanding of the
discipline. |
Mostly accurate spelling, grammar, punctuation, paragraphing. | ||
| Mainly accurate identification of relevant concepts, theories and/or principles, appropriate to this level. | Information or data selected from mainly relevant primary and secondary sources, and categorised, analysed or evaluated using relevant methods or techniques but
with minor gaps or misunderstandings. |
Mainly fluent writing style, appropriate to the assignment OR mainly engaging, audible and well paced presentation. Good use of technical vocabulary, where appropriate. | ||
| Very good understanding of factual and conceptual material, relative to this level, showing some appreciation of the limits of knowledge in this area. | Mostly coherent arguments, with some perceptive points, referencing well selected
primary and secondary literature. |
Mostly professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices. | ||
| Calculations are mainly accurate, clearly set out, with good explanations. | Good integration of theory and practice, for this level,
using appropriate conceptual frameworks. |
Mostly correct use of academic conventions, references and bibliography. | ||
| Independent reading and research from a range of mostly authoritative primary and secondary sources, appropriate to this level. | Mainly good application of numerical and statistical methods to defined problems, with some gaps,
errors or misunderstandings. |
Consistent delivery of group work obligations, for this level. Some ability to accept responsibility and modify
responses. Undertakes non- routine tasks. |
| Some relevant recommendations. Satisfactory awareness of ethical issues, where relevant. | Clear reflection on own strengths and weaknesses in relation to defined professional and practical
skills. Partial identification of required actions. |
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| 50 – 59% | LOWER SECOND (2:2) | Includes essential required factual content, but with some gaps or misunderstandings. | Satisfactory introduction and conclusions. | Within 10% of word count or presentation time. |
| Includes some irrelevant factual content. | Mostly clearly structured material, with some gaps in logic. | Some mistakes in spelling, grammar, punctuation, paragraphing. | ||
| Adequate identification of relevant concepts, theories and/or principles, appropriate to this level. | Information or data selected from mainly secondary sources, and categorised, analysed or evaluated using mostly relevant methods or techniques but with gapsor
misunderstandings. |
Writing style is appropriate but not always fluent OR a presentation that is not always engaging, audible or well paced. Some use of technical vocabulary, where appropriate. | ||
| Satisfactory understanding of factual and conceptual material, relative to this level, showing basic appreciation of the limits of knowledge in this area. | Satisfactory arguments, referencing mostly secondary literature. | Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and
appendices. |
||
| Calculations may have some inaccuracies, or issues relating to set out and explanation. | An adequate attempt to relate theory to practice, for this level. | Inconsistent use of academic conventions, references and bibliography. | ||
| Adequate independent reading and research from mostly secondary sources, appropriate to this level. | Adequate application of numerical and statistical methods to defined problems, with some gaps
or errors. |
Inconsistent delivery of group work obligations, for this level. Some awareness of responsibility andoptions. | ||
| Basic recommendations. Satisfactory awareness of ethical issues, where relevant. | Some evaluation of own strengths and weaknesses in relation to defined professional and practical
skills. Limited identification of required actions. |
|||
| 40 – 49% | THIRD (3RD) | Includes limited required factual content, with many gaps or inaccuracies. | Basic introduction and conclusions. | Within 10% of word count or presentation time. |
| Includes considerable irrelevant factual content. | Unevenly structured material, with many gaps in logic. | Frequent mistakes in spelling, grammar, punctuation, paragraphing. | ||
| Some identification of relevant concepts, theories and/or principles, appropriate to this level. | Information or data selected from secondary sources, and poorly categorised, analysed or evaluated using inappropriate methods or
techniques. |
Awkward or inappropriate writing style OR a presentation that is not engaging, audible or well paced. Does not use technical vocabulary, where
appropriate. |
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| Basic understanding of factual and conceptual material, relative to this level, showing very limited appreciation of the limits of knowledge in this area. | Sense of emerging argument, mainly descriptive or personal opinion, with limited and superficial reference to literature. Negligible use of
primary literature. |
Inappropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. | ||
| Calculations are often inaccurate, with many issues relating to set out and explanation. | Little attempt to relate theory to practice, using
appropriate conceptual frameworks. |
Inconsistent or incomplete use of academic
conventions, references and bibliography. |
||
| Basic independent reading and research from secondary sources, appropriate to this level. | Weak application of numerical and statistical methods to defined
problems, with many gaps or errors. |
Unreliable delivery of group work obligations, for this level. Limited awareness of options. | ||
| Confused recommendations. Little awareness of ethical issues, | Limited reflection on own
strengths and weaknesses in relation to defined |
|||
| where relevant. | professional and practical skills. | |||
| 30 – 39% | FAIL. POSSIBLE COMPENSAT
ION. |
Includes insufficient required factual content, with significant gaps or inaccuracies. | Incoherent or irrelevant introduction and conclusions. | More than 10% outside word count or presentation time. |
| Includes substantial irrelevant factual content. | Incoherently structured material. | Serious mistakes in spelling, grammar, punctuation, paragraphing. | ||
| Limited identification of relevant concepts, theories and/or principles, appropriate to this level, showing no appreciation of the limits of knowledge in this area. | Little selection of information or data, and little attempt at collation, categorisation, analysis or evaluation. | Poor writing style OR a presentation that is not engaging, audible or well paced. Does not use technical vocabulary, where
appropriate. |
||
| Limited understanding of factual and conceptual material, relative to this level. | Little or no argument, entirely descriptive or personal opinion, with no
reference to literature. |
Poor visual presentation, including font, spacing, margins, headings, graphics,
images and appendices. |
||
| Calculations are mostly inaccurate, or incorrectly set out or explained. | Theory not related to practice, using appropriate conceptual frameworks. | Inaccurate or incomplete use of academic conventions, references and bibliography. | ||
| Minimal independent reading and research, appropriate to this level. | Very weak application of numerical and statistical methods to defined
problems, with significant errors. |
Poor delivery of group work obligations, for this level. No awareness of options. | ||
| Irrelevant or no recommendations. Little or no awareness of ethical issues, where relevant. | Very limited reflection on own strengths and weaknesses in relation to defined professional and
practical skills. |
|||
| 16 – 29% | FAIL. NO COMPENSAT ION. | Includes almost no required factual content, and with very significant inaccuracies. | Incoherent or missing introduction and conclusions. | More than 10% outside word count or presentation time. |
| Includes mainly irrelevant factual content. | Very incoherently structured material. | Serious and extensive mistakes in spelling, grammar, punctuation,
paragraphing. |
||
| Minimal or inaccurate identification of relevant concepts, theories and/or principles. | No evidence of the selection, categorisation, analysis or evaluation of information or data. | Incoherent writing style OR an inaudible, poorly paced and unengaging presentation. | ||
| Limited understanding of factual and conceptual material, relative to this level, showing no appreciation of the limits of knowledge in this area. | No argument, entirely descriptive or personal opinion, with no reference to literature. | Very poor visual presentation, including font, spacing, margins, headings, graphics, images and
appendices. |
||
| Calculations are inaccurate, with no explanations. | Theory not related to practice. | Very inaccurate or no use of academic conventions, references and bibliography. | ||
| No independent reading and research, appropriate to this level. | Minimal application of numerical and statistical methods and techniques to defined problems, with
significant errors. |
Very poor delivery of group work obligations, where relevant. | ||
| No recommendations. No awareness of ethical issues, where relevant. | Minimal or no evaluation of own strengths and weaknesses in relation to
defined professional and practical skills. |
|||
| 0 – 15% | FAIL. NO COMPENSAT ION. | Does not include required factual content. | No introduction and conclusions. | More than 10% outside word count or presentation time. |
| Includes entirely irrelevant factual content. | Very incoherently structured material. | Serious and extensive mistakes in spelling, grammar, punctuation,
paragraphing. |
||
| No identification of relevant concepts, theories and/or principles. | No evidence of the selection, categorisation, analysis or evaluation of information or data. | Incoherent writing style OR an inaudible, poorly paced and unengaging presentation. | |
| No understanding of factual and conceptual
material, showing no appreciation of the limits of knowledge in this area. |
No argument, entirely
personal opinion, with no reference to sources. |
Exceptionally poor visual
presentation, including font, spacing, margins, headings, graphics, images and appendices. |
|
| Calculations are missing, with no explanations. | Theory not related to practice. | No use of academic conventions, references and bibliography. | |
| No independent reading and research, appropriate to this level. | No application of numerical and statistical
methods to defined problems. |
No delivery of group work obligations, for this level. | |
| No recommendations. No
awareness of ethical issues, where relevant. |
No evaluation of own
strengths and weaknesses in relation to defined professional and practical skills. |
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