Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
HRMG200 Applied Human Resource Management
Teaching organisation
150 hours over a twelve-week semester or equivalent study period
Unit rationale, description and aim
This unit aims to develop students' conceptual understanding of the field of HRM and acquire a range of knowledge and skills that will equip them to understand and deal effectively with HRM-related issues in the workplace. Students will be introduced to key HRM concepts, theories, processes,, functions and practices that are designed to attract, motivate, and retain employees for organisational success. Students will learn to analyse the relationship between strategy and core HRM activities such as recruitment, selection, performance appraisal and pay systems, performance, planning and development, diversity and equity issues, as well as understand the current challenges and issues that shape the implementation of human resource management practices, policies, and systems.
The effective management of human resources is an important factor in achieving sustainable business outcomes through ethical practices. Students will develop knowledge of and critique the strategies, theories and practices of human resource management, to better understand how they contribute to the ethical stewardship of people at work, ensuring employees are treated with human dignity, equity and respect at work while achieving business objectives. Students will apply their competencies (knowledge, skill, and abilities) gained from this unit to create value for business and society, in both local and global arenas.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Explain the frameworks and systems for HRM, and the relationships amongst them | GC1, GC2 |
| LO2 | Analyse the appropriateness of approaches to HRM functions in local and international contexts considering the dignity of each individual and for human diversity | GC2, GC7 |
| LO3 | Demonstrate practical skills in performing HRM functions using ethical perspectives | GC6, GC7 |
| LO4 | Work as individuals or in a team, apply HRM concepts and theories to the application of relevant organisational practices | GC4, GC9 |
| LO5 | Use academic writing and referencing appropriate to the discipline | GC11, GC12 |
Content
Students will be exposed to an overall introduction to the following topics:
· Strategic HRM and HR Planning
· Recruitment
· Selection
· Remuneration and rewards
· Performance Management & Appraisal (Training and Development Opportunities)
· Building an Ethical Culture, Managing Diversity & Inclusion
· HR, labour law and employment relations
· Safety and wellbeing
Learning and teaching strategy and rationale
This unit aims to develop students' conceptual understanding of the field of HRM and acquire a range of knowledge and skills that will equip them to understand and deal effectively with HRM-related issues in the workplace. Students will examine the policies, functions and practices that are designed to attract, motivate, and retain employees for organisational success This unit takes an active learning approach to guide students in the analysis and synthesis of knowledge associated with human resource management to gain business driven capabilities. Students can explore the knowledge base underpinning HRM theories and practices to become ethical and credible activists in a series of on campus and online workshops. These experiences are designed to support students to actively participate in the construction and synthesis of this knowledge both individually and in groups. This unit takes a formative approach specifically scaffolded, to support students in developing the relational skills required for a solution focused HRM practices by tapping into the knowledge of peers by sharing stories and insights and reflecting on experiences. This approach is designed to interest students who prefer to learn within a social environment and builds in expert support for HR skills development. This approach will also develop engagement with the units and other students. The rationale is to encourage deep learning, building on foundation material during class to develop critical thinking skills, and prepare students to face the various challenges confronting HR practitioners in managing people at work.
A variety of learning materials (real-life examples, contemporary case studies, video snippets, together with evidence-based research using the scholarly literature, policy documents and regulations) will be used to enable students to apply key concepts to issues confronting industry and practice.
Mode of delivery: This unit is offered in different modes to cater to the learning needs and preferences of a range of participants and maximise effective participation for isolated and/or marginalised groups.
Attendance Mode
In weekly attendance mode, students will require face-to-face attendance in specific physical location/s, by attending a 2 hour workshop. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront reading and preparation before workshops, in student’s own time (asynchronous). Workshops involve more interactive sessions, involving in person discussions and activities to maximise engagement and student learning outcomes. These workshops are designed to support and encourage students to actively participate in the development of unit content, both individually and collaboratively with peers. By attending and actively participating in workshops, students will optimise their learning.
Blended Mode
In a blended mode, students will require face-to-face attendance in blocks of time determined by the School. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for students to prepare and revise.
ACU Online
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.
Assessment strategy and rationale
To pass this unit, students are required to achieve an aggregate mark of at least 50%. Marking will be in accordance with a rubric specifically developed to measure students’ level of achievement of the learning outcomes for each item of assessment. Students will also be awarded a final grade which signifies students’ overall achievement in the unit. The assessment strategy for this unit allows students to sequentially develop students’ knowledge and skills in human resource management to the point where students can produce a recommendation on a real-world scenario. In order to develop this level of capabilities and behaviours, students will demonstrate knowledge of human resource theories through engagement-led discussions and other activities focusing on the trends related to the unit, further develop students understanding of human resource management theory and practice by analysing an organisation’s external environment and internal environment to understand the contribution of HRM to business outcomes and then apply students’ knowledge and understanding of ethical approaches to human resource management theory through analysis and development of a recommendation to address a real life human resources issue as a final assessment task. Each task builds on the previous one and therefore requires commitment to weekly student learning
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities |
|---|---|---|---|
Assessment 1: Written Reflection Report This assessment requires students to learn about key HR topic areas across weeks 3-5 by answering set weekly questions and producing an annotated bibliography each week. Students will discuss their work during workshops, share their ideas with peers ad then reflect on their learning experience. This will then be presented in a written reflective report (1,500 words). Submission Type: individual Assessment Method: Reflective in Practice Report Artefact: Written Report | 30% | LO1, LO2, LO3 | GC1, GC2, GC6, GC7 |
Assessment Task 2: Oral Presentation This assessment task consists of a 15 minute video presentation. It requires students to draw on their communication, research and critical thinking skills to demonstrate their knowledge of an organisation’s external and internal environment including ethical, social, and sustainability issues and the impact this will have on the chosen HR issue . The presentation should include discussion of the chosen HR issue and offer creative and workable solutions that are sustainable and meet the organisation’s objectives. Submission Type: Individual Assessment Method: Oral Presentation Artefact: Video recording | 30% | LO3, LO4 | GC4, GC6, GC7, GC9 |
Assessment Task 3: Applied Best Practice Report Identifying one issue raised in previous week, students are to analyse the issue and recommend a policy to ensure the issue does not re-occur. Students are required to demonstrate an understanding of the ethical perspective in informed decision making and how this will impact on efficiency and effectiveness of organisations. Thereport will be a concise 400 words with Appendix policy and implementation strategy. Topics are available in the Assessment Guide, on release date. Submission Type: Individual Assessment Method: Practice Report Artefact: Business Report and Visual Presentation
| 40% | LO3, LO5 | GC6, GC7, GC11, GC12 |
Representative texts and references
Books:
Armstrong, M 2017 Armstrong's Handbook of Management and Leadership for Hr: Developing Effective People Skills for Better Leadership and Management. Kogan Page Publishers.
Jain, R & Bain, M 2017, Delivering Higher Value Through Higher Performance: Insights on Performance Evaluation and Talent Management in Corporate Communication, Public Relations Journal, 11(1).
Kramar, R Bartram, T De Cieri, H Noe, RA & Hollenbeck, JR 2017, HRM McGraw Hill, Sydney
Nankervis, AR Baird, M Coffey, J& Shields, J 2017, Human resource management: strategy and practice, 9th Asia-Pacific edition, South Melbourne, Vic. Cengage Learning
Ruël, H & Gbur, M 2017, HRM frames of HR managers and line managers: congruence, consequences, and context. European Journal of International Management, 11(5), pp.557-580.
Stone, RJ Cox, A Gavin, M. 2021. Human resource management. 10th Edition. Wiley Global Education Australia,
Academic Journal Articles:
Chapman, E. F. et al. (2018) Human resource development and human resource management levers for sustained competitive advantage: Combining isomorphism and differentiation. Journal of management & organization. [Online] 24 (4), 533–550.
Nyamubarwa, W. & Chipunza, C. (2019) Debunking the one-size-fits-all approach to human resource management : a review of human resource practices in small and medium-sized enterprise firms. SA Journal of Human Resource Management. [Online] 17 (1), 1–6.
Otoo, F. N. K. (2019) Human resource management (HRM) practices and organizational performance: The mediating role of employee competencies. Employee relations. [Online] 41 (5), 949–970.
Ruël, H & Gbur, M 2017, HRM frames of HR managers and line managers: congruence, consequences, and context. European Journal of International Management, 11(5), pp.557-580
Steffensen, D. S. et al. (2019) Putting the ‘Management’ Back in Human Resource Management: A Review and Agenda for Future Research. Journal of management. [Online] 45 (6), 2387–2418.
Wood, G. et al. (2018) International Journal of Human Resource Management (IJHRM) Special Issue on: International human resource management in contexts of high uncertainties. International journal of human resource management. [Online] 29 (7), 1365–1373.
Academic Journals:
- International Journal of Human Resource Management
- Asia Pacific Journal of Human Resources
- Human Resource Management
- Human resource Management Review
- Human Resource Management International Digest
- Journal of Strategic Human Resource Management
- Research and Practice in Human Resource Management
- Australian Human Resources Management