FACULTY OF ORGANISATION ANDMANAGEMENT MODULE:MANAGING PEOPLE
Contact: Dr Emma Martin
[email protected]
Managing People
In an age of unprecedented competition where the focus of effort is frequently orientated towards measures of financial accountability those organisations who neglect 英國dissertation網or mismanage their human resources will ultimately suffer. Whilst short term financial considerations may dominate the importance of managing people management within the service industries is well documented.
This module is designed to help you develop as a non Human Resource specialist manager and give you an awareness and understanding of the issues surrounding the management of people. It is based on the premise that the effective management of people is a key determinant in organisational success.
Within the module you will explore the context of employment and current trends within your sector, including labour markets, motivation to work and employee diversity as well as specific Human Resource Management practices for example, Recruitment and selection, Performance management and Reward. The module will encourage you to develop competence in applying relevant theoretical principles to organisational contexts and enhance your knowledge and skills concerning the management of self and other in an organisational setting.
Module aims:
1. To investigate and understand the context of employment within your sector.
2. To develop knowledge of different issues and aspects of Human Resource Management as it is practiced within your sector.
3. To develop your awareness and skills in managing people.
4. To develop the ability to learn independently and in cross cultural teams.
5. To build oral and written communication skill appropriate to Masters Level study.
Module objectives: By the end of the module you will be able to:
1. critically appraise and evaluate the employment environment/the role of HRM within your sector;
2. reflect on and critically evaluate own skills in managing people;
3. research and evaluate current trends and issues in managing people within your sector;
4. consider the responsibility of the line manager in managing people and their role in operational HR issues;
5. critically reflect upon group/team working and peer appraisal systems; and
6. develop skills to enable effective cross cultural group work.
Learning:
The approach to teaching and learning on this module is varied. You will find this module a little different to the others on the course as it is not run along the lines of ‘traditional’ lecture and seminar format. In this 12 week module:
There will be one hour sessions were everyone studying the module comes together. A variety of teaching methods will be used in these sessions including a limited amount of ‘lecture style’ work. These sessions will be interactive in nature and sometimes include large group exercises for which you may be asked to prepare in advance.#p#分頁標題#e#
Students will be assigned to a role early on in the module; either group manager or group member. Managers will be expected to lead and manage the group members to achieve the first assessment task – the group presentation. There will be one hour sessions throughout the module for all the Group managers to attend as part of their role.
There will also be smaller group sessions intended as a forum for the exchange of ideas, argument and opinion on the themes and issues presented by the module along with more experiential activities to develop your personal skill set. Students are expected to make an informed and considered contribution to discussion, debate and fully engage in activities, role plays or exercises. Effective verbal communication skills are basic tools of trade for professional employment and the experiences offered to you in this module will give you an ideal opportunity to refine these skills in a supportive environment.
Learner autonomy will be important in developing seminar materials for student led work and core activities will need to be completed between classes. A number of the key activities associated with the module will be on the blackboard site so visit it regularly.
Study Time
A total of 36 hours of tutor contact time is allocated for this module. The module assumes a high level of individual, and group, study by students outside of the classroom. To complete the module satisfactorily you will need to use this time to:
? Read handouts and suggested wider reading.
? Prepare for seminars and lectures.
? Hold group meetings.
? Prepare for your group seminar.
? Research and write individual assignment.
Preparation for the group seminar should begin as early as possible. This will enable you to counter the problems of getting your group together for meetings and to overcome any difficulties you may encounter when researching your topic. You should also leave enough time for rehearsal.
Success in this module
Whilst, understandably, the marks you receive on this module are important to you your success on this module will depend on how much effort you put in over the whole semester, in and outside of class. If you do this you should gain more than just good marks. You should learn a lot about yourself as a person, colleague and as a manager. You will create your own experiences and then try to understand them. A lot depends on you to get the most out of this module. You need to be highly motivated and committed to the opportunities offered and the challenges you will encounter. Specifically we expect you to:
o Turn up to all sessions having completed the required preparation/follow up work from the previous week.
o Work steadily through the recommended reading and pursue additional sources independently.
o Engage fully in your group role working towards the first assessment activity
o Follow the guidelines/timetable for assessment including, in particular, the ‘Baseline week log’ and the ‘intervention period diary’.#p#分頁標題#e#
o Fully participate in the exercises that form the basis of the module.
o Raise any issues of concern with the teaching team before they become a problem.
We will:
o Support and guide you as best we can, but not take responsibility for your learning.
o Sometimes challenge you to consider alternative angles/points of view.
o Regularly review progress with you.
Finally:
o Take the exercises seriously – if you treat them as play or jokes you will not learn as much and inhibit others learning. Be open minded.
o Remember this is a safe environment to experiment and try new things. Your job/salary/promotion does not depend on it.
Module Journal
Throughout this module you will be asked to take part in many activities/self assessment exercises. Whilst interesting on their own the assessment will ask you to consider the managerial implications of many of these interrelated areas. It is a strong suggestion (though not a requirement of the module) that you keep a module journal. Within this journal we
suggest that week by week you note ideas and thoughts that come to you on the subjects under discussion, the exercises that you take part in etc. For example:
Do you agree with the outcomes of your self assessment activities? Why? Why not?
How have you contributed to the group? - listening, conflict resolution, encouraging another colleague, been supportive of another, chairing a discussion, asking questions, expressing views, challenging assumptions.
How/why have you been negative in your influence or not contributed?
What particular aspects of the module can you relate to your previous workplace?
What are your thoughts/feelings related to the different activities we engage in?
Module Blackboard site
This module has its own Blackboard site, you will find there:
o Lecturer notes
o Assessment details
o Weekly exercises and preparation
o Readings
It is the responsibility of each student to regularly visit the Blackboard site to keep updated and complete the exercises needed for class.
MODULE TEAM CONTACT DETAILS
The module team will discuss any aspect of the module during timetabled sessions, time permitting. Outside of scheduled times, the team may be contacted directly by telephone or email, see below for details. In addition the team will be available by appointment only, booked via the SHIP, at certain times throughout the week.
Tutor
Email
Dr Emma Martin
[email protected]
Anne Conneally
[email protected]
MODULE PROGRAMME
WEEK - COMMENCING
LECTURE 1
LECTURE 2
SEMINAR
1 – 22nd Sept
Introduction to the Module and managing people
Individual behaviour and differences
Self Appraisal exercise and
Management styles
2 – 29th Sept
Personality and behaviour
Cultural differences
Team member allocation and team management selection exercise.#p#分頁標題#e#
Assessment 1 task assigned
3 – 6th Oct
Group working
Management meeting 1
Leading and motivating the Team
4 – 13th Oct
Applications of Motivation Theory
Introduction to the Self Shaping Project
Meaning of work and work life balance
5 – 20th Oct
Introduction to HRM
Management meeting 2
Group and team effectiveness
6 – 27th Oct
Recruitment and selection
Training and development
Self shaping project
7 – 3rd Nov
Activity Week
Activity Week
Activity Week
8 – 10th Nov
Appraisal
Management meeting 3
Student led seminar 1
9 – 17th Nov
Reward
Assignment Q&A Session
Student led seminar 2
10 – 24th Nov
Moral dilemmas
Management meeting 4
Student led seminar 3
11 – 1st Dec
International HRM
International HRM
Student led seminar 4
12 – 8th Dec
Managing people
Self shaping project Q&A
Feedback session
MODULE READINGS – YOU WILL FIND THE READING LIST FOR THIS MODULE ON THE BLACKBOARD SITE
THE ASSESSMENT BRIEF
The module will be assessed by two elements
All elements of the assessment are compulsory and must be submitted. To achieve a pass grade in this module you must obtain an aggregate mark of 40%.
Part One (50% of the final mark.) - Group Seminar
Process of Seminars
As a group, you will
? select a title
? research to increase your knowledge and understanding of subject
? plan your seminar using PowerPoint
? involve each member of group in delivering a 50 minute seminar session
Titles for Seminars
o Motivating employees in your sector
o Ensuring effective recruitment and selection
o A key to managing performance? The performance appraisal
o Successful reward systems
o Developing and leading employees and teams
As part of the assignment each group is required to produce an A4 information sheet for the seminar, this is to include key points and a bibliography.
Hints for group assignment
Task
? Plan and implement a 50 minute interactive seminar for your peers
? Start by introducing your group (all members must help facilitate)
? Select the key areas you are going to cover & state these clearly in your introduction, outlining the structure of your seminar – what is going to happen
? Summarise main points in a handout (max 2 sides A4) -seminar tutors will help to duplicate if you provide in advance of session
? Intersperse theory with activity
? Review learning from each activity
? Ensure your session is sector relevant
? Use own experience, if relevant
? Include references and sources for further research
Process
? Think of an icebreaker to get the group involved within the first five minutes#p#分頁標題#e#
? Include variety - work in groups, pairs etc
? Test learning and retention by short quiz at the end
? Develop sector case studies or problems to solve/scenarios
? Use role play and get audience involved, or to assess issues being addressed
? Be upbeat, lively and professional in your delivery
Peer appraisal
As part of working in a group/team environment the group you present to will be part of the feedback and assessment process.
The group will hand in seminar evaluation sheets at the end of the each session. These will be given to presenting individuals the following week, with a copy being retained by the tutor. These evaluation sheets give helpful feedback to individuals and encourage the group to develop positive skills in giving both positive and constructive feedback. The feedback given will be used in two ways:
? To progress individual learning.
? As peer review for assessment.
THE TUTORS MARK IS FINAL, HOWEVER PEER GROUP EVALUATION WILL BE USED TO INFORM MARK DECISIONS.
Criteria for Assessment
Marks
> 39
40-49
50-59
60-69
70+
Knowledge & understanding of theory
No theory presented. Little evidence of knowledge
One key theory
Superficial understanding
Range of theories
Reasonable depth of understanding
+ Compared and contrasted range of theories
+Evaluation and critique of wide range of up to date theories
Relevance to sector
No connection to industry sector
Minor connection to the industry sector
Includes some sector relevant examples
Session grounded in the sector from the outset
+ Session compares, contrasts and critically analyses the sector’s organisations/practices in a number of activities
Critically analyse & evaluate the practice of HRM/Managing people
No evidence of analysis & evaluation
Description of theory with little reference to practical application of concepts
Some evidence of considered assessment of issues and challenges in practice
+ Reality of HRM/managing people in practice has been analysed and evaluated in depth
+ Drawn own conclusions and re-evaluated theory in the light of practical implications
Seminar management and handout
Disjointed. Little evidence of co-operation.
No handout
Uneven flow.
Detachment between seminar group and audience. Some group co-operation.
Weak handout.
Appropriate material but seminar lacks polish and rehearsal.
Appropriate handout.
+ Clear outline
Balance of activities, good flow, and professional presentation. Good, informative handout.
+ Good relating of activities to theory and to session as a whole.
Good management of time, environment, and group delivery. Creative and knowledgeable handout.
Stimulation & involvement of audience
No real audience involvement
Some involvement.#p#分頁標題#e#
Lacks relevance to seminar topic
Moderate amount of relevant involvement.
+ Audience involved and engaged throughout.
+ Activities used to challenge participants thinking and stimulate thoughtful questions.
PLEASE NOTE: Attendance at STUDENT LED SEMINARS is compulsory - 5 % will be deducted FOR EACH NON-ATTENDANCE unless legitimate reasons are given in advance to your seminar tutor This ensures that each group has the same size of group to present to and enables all students to learn from all presentations.
Part 2: (50%) Individual assignment - The Self shaping project
The individual assignment for this module aims to help you more fully understand the complexities in changing our own behaviour and that of others. It is grounded in the principles and theories underlying behavioural modification and their application. With change a constant part of organisational life the managerial rational behind this assignment is that if you cannot change your own behaviour then how can you expect to change that of another person.
The project has 5 phases:
Phase 1: Teaching weeks 1 to 7 Understand the project and define target behaviour
During phase 1 of the project you should ensure that you are fully familiar with behavioural modification theory and concepts such as ‘strategy’ ‘schedule’ etc. Basic information will be provided in a handout however you will find more detailed explanations in many organisational behaviour texts, see the module reading list.
You should identify target behaviour to be changed. Most success will come from a behaviour which is very personal, significant, meaningful and relevant to you. Your target behaviour needs to be related to your working life here as a Postgraduate student at Sheffield Hallam, assess the modification you wish to effect in terms of you target behaviour in particular situations – behaviour that does not occur, but should, or behaviour that does occur but should not. Write down what you know about your behavioural patterns, be specific and detailed. Suggested behaviours may relate to:
o Time management
o Group working
o Confidence
o Giving presentations
o Leading a group
The personal behaviour you choose must be of importance to you. Not only will this ensure that you are fully committed towards the project, but it will prove a lot more fun and you will learn more in the process.
It is also important that the behaviour that you choose is specific, observable, measurable and controllable.
http://www.ttc-switch.com/Thesis_Writing/Phase 2 Base week: Teaching Week 8 commencing 10th November
During this one week period (10th until 16th November) you will observe antecedent conditions that either inhibit or enhance change in your target behaviour. For example you may have selected ‘being on time for 9am lectures’ as your target behaviour. During the base week you may notice that you are only late if you have been out the night before. Gathering such intelligence can be quite instructional as it may lead to a realisation you are targeting the wrong behaviour e.g. a tiredness problem not punctuality.#p#分頁標題#e#
Gather baseline data on you target behaviour – frequency, length of occurrence, situation etc. Take note of when, where, why and with whom the behaviour occurs, plus your own thoughts and feelings at the time. You should devise a data recording system that is portable and available at all times when the target behaviour may occur, e.g. a notebook, a Dictaphone, your diary. It is important to keep a log of the base week
Do not attempt to change your behaviour during the base week just observe and learn.
During the base week you should also be thinking about the design of your intervention programme. The design should incorporate both the strategies and the schedules of reinforcement.
Phase 3 – Analyse your data and design your intervention programme
Go through all the information collected in your base week period and list probable antecedents and consequences of your target behaviour. Measure your target behaviour and use this to set realistic goals for your intervention period. Your base week data will give you a comparator against which future changes can be evaluated.
Make a list of all the people that might help in your project – friends, colleagues, peers, family, time, money etc List you potential re-inforcers both human and inanimate.
Your intervention programme needs to be organised into four one week divisions. You need to specify all of the following:
o The behaviour to be shaped
o The goal
o The re-inforcers
o The schedule of re-inforcement
o Feedback/data recording procedures
o Steps for fading out of re-inforcement
Phase 4 Intervention Period – 4 weeks
Week 1: Teaching week 9 commencing 17th November
Week 2: Teaching week 10 commencing 24th November
Week 3: Teaching week 11 commencing 1st December
Week 4: Teaching week 12 commencing 8th December
Do it, carry out your plan.
Keep a diary and monitor to see if your plan is working, why or why not? Be prepared that all may not go according to plan. You may find that your chosen strategies, schedules or rewards do not work as expected. Do not dismay. These mini-failures are precisely the experiences to learn from. Make adjustments and change your plans if necessary.
Maintenance – how to make the changes stick!
o Make use of you support network (re-inforcers)
o Stop and reinstate the programme as needed
o Keep recording data on your target behaviour
o Fade out the reinforcement
o Vary the use of re-inforcers if needed
o Switch to non tangible re-inforcers or naturally occurring ones
Phase 5 Writing up the assignment
Possible report outline – feel free to vary as long as all the pints below are covered.
o Target behaviour – rationale for selection
o Measurement of target behaviour
o Strategies of re-inforcement: identify type and rationale, positive, negative, extinction, punishment, a combination?
o Schedules of re-inforcement: identify type and rationale, continuous, fixed interval, fixed ratio, variable interval, variable ratio, a combination?#p#分頁標題#e#
o Description of the key activities/insights from the Base week
o Results from the intervention period – do not analyse here just resent the data
o Analysis of what went right and what went wrong
o Analysis of managerial implications of the project for managing people in you sector (very important)
Grades for the assignment do not depend on how well the project went i.e. whether you attained your goal or not, but rather the design of the intervention and your efforts to improve the design in an informed and effective way. The degree of insight into the means through which behavioural change can be achieved (or not) is very important along with the managerial implications of the project.
Your work will be assessed on the following criteria:
o The overall quality of your written work - 10%
o The appropriateness and creativity that you demonstrate in making the adjustments during the project – 10%
o The insights (both into yourself and the theory) that you demonstrate during the discussion within your project – 20%
o Analysis of managerial implications of the project for managing people in your sector – 40%
o Integration of academic (not press, media or psychobabble from the web) and theoretical concepts with your experiences throughout the project (remember all the other work and ideas through out the module e.g. personality) – 20%
Hand In Instructions:
The hand in date for the individual assignment is Thursday 8th January 2009
The minimum length for your report is 2000 words and the maximum 2500 words. The following appendices should be included and are additional to these limits: summary of the Base week log, selective critical observations from the diary of the intervention period, graphs and tables, references and any other directly relevant supporting information.
We hope you find this assignment to be a rewarding experience.
Criteria for Assessment
Marks > 39 40-49 50-59 60-69 70+
Quality of written
work
10%
Difficult to
understand, poor
spelling, grammar
and punctuation. Not
well organised.
Organised and
understandable. Some
minor spelling, grammar
and punctuation errors.
Clear and logical structure.
Minor typographical errors.
Fluent and flowing
report, well structured
with logical
progression between
points and good use of
appendix.
Fluent, easy to follow
report. Creative structure
and use of appendices.
Appropriateness
and creativity that
you demonstrate
in making the
adjustments
during the project
10%
Adjustments neither
identified or acted
upon.
A limited number of
adjustments are
identified and changes
made though critical
reflection is lacking.
Necessary adjustments
identified, described and#p#分頁標題#e#
adjustments made.
Adjustments are
appropriate and well
thought out. Some
creative solutions
demonstrated.
Adjustments critically
reviewed and evaluated.
Creative solutions devised
and implemented.
Insights (both into
yourself and the
theory) that you
demonstrate
20%
Discussion superficial
and insights
irrelevant or very
limited.
Discussion limited to a
narrow range of points.
Insights few, naïve or
simplistic.
Discussion includes both
personal and theoretical
points which are well
explained with examples.
Insights are clear but follow
directly from the points
identified only.
Discussion is concise
and thorough.
Concepts are clearly
articulated with
examples. Insights
are well founded and
many have been acted
upon.
Discussion is analytical
and far reaching in scope
and depth. Engagement
with learning process is
demonstrated. Insights
are meaningful and
explicitly linked to
behaviour theme.
Analysis of
managerial
implications of the
project for
managing people
in your sector
40%
Managerial
implication not
articulated or
underdeveloped.
Some managerial
implications outlined.
Limited scope and depth
of understanding. Little,
or no, application to
management, or sector,
context.
Managerial implications
discussed for a range of key
general points. Lacking
critical evaluation and
limited extension of
knowledge to managerial,
sector, context.
Managerial
implications analysed
and knowledge
transferred to an
applied managerial
and sectoral context.
Managerial implications
thoroughly articulated.
Generalisations from own
experience to applied
managerial, and sector
context detailed and
insightful.
Integration of
academic and
theoretical
concepts with your
experiences
throughout the
project
20%
No clear relationship
between theory and
experience hence
little or no
understanding
demonstrated.
Lacking/inaccurate
referencing.
Relationship between
theory and experience is
limited in scope.
References are basic and
not well used. Some
attempt to use the
Harvard referencing
system.
Key concepts included and
explained. Relationship
between theory and
experience described well.
References show wider
reading and a good attempt
at the Harvard referencing
system.
Theory and
experience are well
integrated showing a
good grasp of#p#分頁標題#e#
concepts. References
show quality reading
and a good knowledge
of the Harvard system.
High level of synthesis of
experience and theory
showing insight and
understanding. High
quality sources, well used
and accurately referenced
within the Harvard
system.

Tips on writing assignments:
o Word processed text is essential. All pages should be clearly numbered.
o Retain a copy of your assignment as a safeguard against accidental loss of the
submitted copy.
o As you read for the assignment, note down key points and ideas so that you can refer
back to them during the writing phase. When taking notes, be sure to record the exact
source of your information, including page numbers. This will allow you to
acknowledge or 'reference' your information in the assignment.
o Use direct quotations from your sources sparingly and when you do use them,
acknowledge the original source by means of an in-text reference. Where the
quotation exceeds one sentence, indent the whole of the quoted text.
o Pay particular attention to sentence structure, grammar, punctuation and paragraph
structure. Remember, to be complete, a sentence must make sense by itself. If in
doubt, keep sentences short and pithy and get a trusted friend/family member to proof
read your work for sense and grammatical polish. Remember, too, that a paragraph is
a group of sentences dealing with one central point only. As you develop each new
point, switch to a new paragraph.
o Have a plan to write your assignment to. This will enable you to arrange your
argument in a logical and coherent fashion.
o Use the 'Harvard' method of referencing - i.e. the bracketed, in-text method, giving
author's surname, year of publication, and relevant page numbers. You should also
include, at the end of the assignment text, a full reference list of sources used.
Student Support is available through the Student and Academic services team, International
student support and the English Language support team.
You can also book group study rooms in the Learning centre.
Plagiarism
Sheffield Hallam University takes cases of plagiarism and cheating seriously. This type of
behaviour will not be tolerated in this module and all discovered instances would be pursued
to the full extent allowable under the university’s Academic conduct rules.
Where students have doubts as to how to deal with or acknowledge source materials in
assignments they should consult the lecturer or see the team in student services for advice.
Policy on extensions
The University recognises that occasionally there may be short term problems where for valid
reasons you are unable to submit coursework by the deadline date. If you consider that due
to exceptional authenticated reasons you are unable to submit your completed coursework#p#分頁標題#e#
by the deadline date you need to submit an Exceptional Extension Request Form (EER1) to
the SHIP reception at least 24 hours prior to the coursework deadline. This will allow your
Course Leader sufficient time prior to the deadline to be able to make a decision in case the
circumstances are not deemed sufficient to allow an extension. The authority to agree this
rests with your Course Leader and such circumstances would not normally be considered by the University. If your extension request is accepted you will be informed of this from faculty staff and be granted an extension of up to 10 working days. The authorised extension form needs to be attached to the front of your assignment when you submit.
Examples of acceptable reasons:
? exceptional family emergency
? a crisis affecting your ability to work properly
? exceptional stressful life events (homelessness, burglary, assault; relationship break-up)
? unusual work pressures if you are a part-time student provided that your employer provides a letter of explanation
http://www.ttc-switch.com/Thesis_Writing/? sudden illness during the week prior to the deadline provided that you have independent medical evidence.
Examples of unacceptable reasons:
? IT and printing problems at home or University
? Not being able to get hold of books/resources.
? child care and other routine family/carer commitments
? because English is not a student’s first language
? coughs, colds, minor chest infections, other minor illness