LCBB5004 Managing People - The Complete Academic Support Hub

LEVEL/ LEFEL 5
MODULE CODE/ COD Y MODIWL: LCBB5004
Managing People
ASSESSMENT TYPE/ MATH O ASESU: REPORT
ASSESSMENT/COMPONENT/ ASESIAD/CYDRAN: 2
COMPONENT WEIGHTING/ PWYSAU’R CYDRAN: 50 %
WORD COUNT/ NIFER Y GEIRIAU: 2000 words
SUBMISSION DETAILS/ MANYLION CYFLWYNO:
Make sure that Your Name , Your Student Number, Your Module Title,
Assignment Title and Your Module Lecturer’s Name are clearly shown on the front
page of your assignment
All assignments must be submitted electronically to Moodle.
DO NOT put this form into Turnitin or it will match many similarities with other
students’ submissions.
BACHELORS DEGREE ASSIGNMENT SPECIFICATION

Programme:	BA Business Management
Lecturer:	Mary March	Internal Verifier:	John-Paul Okeke
Assignment Title:	Assessment 2
Hand Out Date:	Week 2 of Term	Submission	Please refer to the assessments
deadline:	schedule published on Students’ Hall
in Moodle

Referencing: In the main body of your submission you must give credit to authors on whose research your work is based. Append
to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to
complete this assignment (e.g. for books: surname of author and initials, year of publication, title of book, edition,
publisher: place of publication).
Late submission will result in a late penalty mark, as follows:
Up to one week late, maximum mark of 40% for first attempts and 0% for resubmissions. No work will be
accepted more than one week after the submission deadline (Academic Quality Handbook 2016/17 7.5
(5))

Learning Outcomes tested	Assessment Criteria To achieve each outcome a
(from module/unit syllabus)	student must demonstrate the ability to:
1. Demonstrate a critical understanding of the	Demonstrate knowledge of key	principles and
business environment within which personnel	concepts of the business environment under which
professionals work and analyse how the	Human Resource Management	processes and
management of resourcing an organisation is	functions are influenced by internal and external
influenced by internal and external factors.	factors

TASK DESCRIPTION
Your Chief Executive has recently attended an online conference where the concept that
engagement in the workplace can lead to improved performance and employee well-being was
on the agenda. The company has not attempted to measure employee engagement in the past
but, in the light of the current pandemic and the new ways of working that have been adopted
in the organisation, she is concerned that a low level of employee engagement may impact on
company viability.
Measures that the organisation have already taken are:
Working from home
Flexible working time
Job design/restructuring roles
Making the workplace “Covid-19 safe”
She has asked you to write a report that:
Reviews the concept and drivers of employee engagement
Evaluates diagnostic tools to measure engagement
Constructs an employee value proposition from the ideas and analysis previously covered,
including strategies to raise levels of engagement.
(2000 words)
GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS
NOTE: The guidance offered below is linked to the five common assessment criteria overleaf.
1. Research-informed Literature
Your work must be informed and supported by scholarly material that is relevant to and focused on
the task(s) set. You should provide evidence that you have accessed a wide range of sources, which
may be academic, governmental and industrial; these sources may include academic journal articles,
textbooks, current news articles, organisational documents, and websites. You should consider the
credibility of your sources; academic journals are normally highly credible sources while websites
require careful consideration/selection and should be used sparingly. Any sources you use should be
current and up to date, typically published within the last five years or so, though seminal works in the
field may be older. You must provide evidence of your research/own reading throughout your work,
using in-text citations in the main body of your work and a reference list that is alphabetical at the end
of your work. Please use the Harvard referencing system.
Specific to this assignment:
You should show a wide level of reading, a minimum of 10 references, from a variety of sources
including textbooks, academic journals and academic based websites. Articles written by or in
conjunction with the CIPD are highly recommended.
2. Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and
underlying principles associated with the subject area. Knowledge relates to the facts, information and
skills you may have acquired through your learning. You must demonstrate your understanding by
interpreting the meaning of facts and information (knowledge). This means that you need to select and
include in your work the concepts, techniques, models, theories, etc appropriate to the task set. You
should be able to explain the theories, concepts, etc meaningfully to show your understanding. Your
mark/grade will also depend upon the extent to which you demonstrate your knowledge and
understanding; ideally each should be complete and detailed, with comprehensive coverage.
3. Analysis
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For
example, to examine and break information down into parts, make inferences, compile, compare
and contrast information. This means not just describing What!, but also justifying: Why? How?
When? Who? Where? At all times, you must provide justification for your arguments and
judgements. Evidence that you have reflected upon the ideas of others within the subject area is
crucial to you providing a reasoned and informed debate within your work. Furthermore, you
should provide evidence that you are able to make sound judgements and convincing arguments
using data and concepts. Sound, valid conclusions are necessary and must be derived from the
content of your work. There should be no new information presented within your conclusion.
Where relevant, alternative solutions and recommendations may be proposed.
4. Practical Application and Deployment
You should be able to demonstrate how the subject-related concepts and ideas relate to real world
situations or a particular context. How do they work in practice? You will deploy models, methods,
techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or
solutions to solve problems, some of which may be innovative and creative. This is likely to involve, for
instance, the use of real world examples and cases, the application of a model within an organisation
and/or benchmarking one organisation against others based on stated criteria. You should show
awareness of the limitations of concepts and theories when applied in particular contexts.
5. Skills for Professional Practice
Your work must provide evidence of your attributes in the application of professional practice. This
includes demonstrating that you are highly capable of individual and collaborative working. You must
communicate effectively in a suitable format, which may be written and/or oral, for example, essay,
management report, presentation. Work should be coherent and well-structured in presentation
and organisation.
Essential Resources:
Resources listed on the lecture schedule and on Moodle
The student handbook
MARKING CRITERIA AND STUDENT FEEDBACK
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The
marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the
task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
Common Assessment Criteria Applied

Marks

available

Marks

awarded

1. Research-informed Literature	15
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.

2. Knowledge and Understanding of Subject	30
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.

3. Analysis	25
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence

4. Practical Application and Deployment	20
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems,

5. Skills for Professional Practice	10
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.

Assignment Mark (Assessment marks are subject to ratification at the Exam
Late Submission Penalties (tick if appropriate)
Board. These comments and marks are to give feedback on module work and are for	Up to four weeks late	%
guidance only until they are confirmed. )	First Attempt?

COMMON ASSESSMENT AND MARKING CRITERIA

OUTRIGHT FAIL	UNSATISFACTORY	SATISFACTORY	GOOD	VERY GOOD	EXCELLENT	EXCEPTIONAL
Assessment Criteria	0-29%	30-39%*	40-49%	50-59%	60-69%	70-79%	80-100%
1. Research-informed	Little or no	Poor evidence of	References to a	Inclusion of a range	Inclusion of a wide	A comprehensive	Outstanding
Literature	evidence of reading.	reading and/or of	limited range of	of research-	range of research-	range of research	knowledge of
Views and findings	reliance on	mostly relevant	informed literature,	informed literature,	informed literature	research-informed
Extent of research
unsupported and	inappropriate	sources. Some	including sources	including sources	embedded in the	literature
and/or own reading,	non-authoritative.	sources, and/or	omissions and	retrieved	retrieved	work. Excellent	embedded in the
selection of credible	Referencing	indiscriminate use	minor errors.	independently.	independently.	selection of relevant	work. Outstanding
conventions largely	of sources.	Referencing	Referencing	Selection of	and credible	selection of relevant
sources, application
ignored.	Referencing	conventions evident	conventions mostly	relevant and	sources. High-level	and credible
of appropriate	conventions used	though not always	consistently	credible sources.	referencing skills,	sources. High-level
Referencing	inconsistently.	Applied	applied.	Very good use of	consistently	referencing skills
consistently.	referencing	applied.	consistently and
conventions
conventions,	professionally
consistently	applied.
applied.
2. Knowledge and	Major gaps in	Gaps in knowledge,	Evidence of basic	Knowledge is	Knowledge is	Excellent	Highly detailed
Understanding of	knowledge and	with only superficial	knowledge and	accurate with a	extensive. Exhibits	knowledge and	knowledge and
understanding of	understanding.	understanding of	good understanding	understanding of	understanding of	understanding of
Subject
material at this	Some significant	the relevant	of the field of study.	the breadth and	the main concepts	the main
Extent of knowledge	level. Substantial	inaccuracies.	concepts and	depth of	and key theories.	theories/concepts,
and understanding of	inaccuracies.	underlying	established views.	Clear awareness of	and a critical
principles.	challenges to	awareness of the
concepts and
established views	ambiguities and
underlying principles	and the limitations	limitations of
associated with the	of the knowledge	knowledge.
base.
discipline.
3. Analysis	Unsubstantiated	Some evidence of	Evidence of some	Evidence of some	Sound, logical,	Thoroughly logical	Exceptional work;
Analysis, evaluation	generalisations,	analytical	logical, analytical	logical, analytical	analytical thinking;	work, supported by	judiciously selected
made without use	intellectual skills,	thinking and some	thinking and	synthesis and	evaluated evidence.	and evaluated
and synthesis; logic,
of any credible	but for the most	attempts to	synthesis. Can	evaluation. Ability	High quality	evidence. Very high
argument and	evidence. Lack of	part descriptive.	synthesise, albeit	analyse new and/or	to devise and	analysis, developed	quality analysis,
judgement; analytical	logic, leading to	Ideas/findings	with so me	abstract data and	sustain persuasive	independently or	developed
unsupportable/	sometimes illogical	weaknesses.	situations without	arguments, and to	through effective	independently or
reflection;
missing conclusions.	and contradictory.	Some evidence to	guidance.	review the	collaboration.	through effective
organisation of ideas	Lack of any attempt	Generalised	support findings/	An emerging	reliability, validity &	Ability to	collaboration.
and evidence	to analyse,	statements made	views, but evidence	awareness of	significance of	investigate	Ability to
synthesise or	with scant	not consistently	different stances	evidence. Ability to	contradictory	investigate
evaluate.	evidence.	interpreted.	and ability to use	communicate ideas	information and	contradictory
Conclusions lack	Some relevant	evidence to support	and evidence	identify reasons for	information and
relevance.	conclusions and	the argument.	accurately and	contradictions.	identify reasons for
recommendations,	Valid conclusions	convincingly.	Strong, persuasive,	contradictions.
where relevant	and	Sound, convincing	conclusions,	Highly persuasive
recommendations,	conclusions /	justifiable	conclusions
where relevant	recommendations.	recommendations.
4. Practical	Limited or no use of	Rudimentary	An adequate	A good and	A very good	An advanced	Outstanding levels
Application and	methods, materials,	application of	awareness and	appropriate	application of a	application of a	of application and
tools and/or	methods, materials,	mostly appropriate	application of	range of methods,	range of methods,	deployment skills.
Deployment
techniques.	tools and/or	application of well	standard methods,	materials, tools	materials, tools	Assimilation and
Effective deployment	Little or no	techniques but	established	materials, tools	and/or techniques.	and/or techniques.	development of
of appropriate	appreciation of the	without	methods, materials,	and/or techniques.	Very good	The context of the	cutting edge
context of the	consideration and	tools and/or	Good appreciation	consideration of the	application is well	processes and
methods, materials,
application.	competence.	techniques.	of the context of	context of the	considered, with	techniques.
tools and techniques;	Flawed appreciation	Basic appreciation	the application,	application, with	extensive use of
extent of skill	of the context of	of the context of	with some use of	perceptive use of	relevant examples.
the application.	the application.	examples, where	examples, where	Application and
demonstrated in the
relevant.	relevant.	deployment extend
application of	Evidence of some	beyond established
concepts to a variety	innovation and	conventions.
creativity.	Innovation and
of processes and/or
creativity evident
contexts; formulation	throughout.
of innovative and
creative solutions to
solve problems.
5. Skills for	Communication	Media is poorly	Can communicate in	Can communicate	Can communicate	Can communicate	Can communicate
Professional Practice	media is	designed and/or not	a suitable format	effectively in a	well, confidently	professionally and,	with an
inappropriate or	suitable for the	but with some room	suitable format, but	and consistently in a	confidently in a	exceptionally high
Demonstrates
misapplied.	audience.	for improvement.	may have minor	suitable format.	suitable format.	level of
attributes expected in	Little or no	Poor independent	Can work as part of	errors.	Can work very well	Can work	professionalism.
professional practice	evidence of	or collaborative	a team, but with	Can work effectively	as part of a team,	professionally	Can work
autonomy in the	initiative.	limited involvement	as part of a team,	with very good	within a team,	exceptionally well
including: individual
completion of tasks.	Work lacks	in group activities.	with clear	contribution to	showing leadership	and professionally
initiative and	Work is poorly	structure,	Work lacks	contribution to	group activities.	skills as	within a team,
collaborative working;	structured and/or	organisation,	coherence in places	group activities.	Work is coherent	appropriate,	showing advanced
largely incoherent.	and/or coherence	and could be better	Mostly coherent	and fluent and is	managing conflict	leadership skills.
deployment of
structured.	work and is in a	well structured and	and meeting	Work is
appropriate media to	suitable structure.	organised.	obligations.	exceptionally
communicate	Work is coherent,	coherent, very
very fluent and is	fluent and is
(including written and
presented	presented
oral); clarity and	professionally.	professionally.
effectiveness in
presentation and
organisation.