Year
2022Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
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 the policies, functions and practices that are designed to attract, motivate, and retain employees for organisational success.
The effective management of human resources is an important factor in achieving sustainable business outcomes through ethical practices. To be a skilled human resource practitioner, students will need to understand the issues that shape human resource management policies, systems and practices, and their implementation. The implementation must ensure that individual employees are treated with human dignity and rights in all aspects of work to achieve business outcomes. Students will develop students’ knowledge of the strategies, theories and practices of human resource management which contribute to the ethical stewardship of people at work. The aim of this unit is to enhance students’ knowledge of human resource management theories and understanding of strategies, policies, practices, and systems for organisations. Students will apply their competencies (knowledge, skill, and abilities) gained from this unit to create value for business and society operating in both domestic and international 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.
On successful completion of this unit, students should be able to:
LO1 - Explain the frameworks and systems for HRM, and the relationships amongst them (GA5, GA8)
LO2 - Analyse the appropriateness of approaches to HRM functions in local and international contexts considering the dignity of each individual and for human diversity (GA1, GA5)
LO3 - Demonstrate practical skills in performing HRM functions using ethical perspectives (GA3, GA5)
LO4 - Work as individuals or in a team, apply HRM concepts and theories to the application of relevant organisational practices (GA5, GA7)
LO5 - Use academic writing and referencing appropriate to the discipline (GA5, GA9)
Graduate attributes
GA1 - Demonstrate respect for the dignity of each individual and for human diversity
GA3 - Apply ethical perspectives in informed decision making
GA5 - Demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - Work both autonomously and collaboratively
GA8 - Locate, organise, analyse, synthesise and evaluate information
GA9 - Demonstrate effective communication in oral and written English language and visual media.
Content
Students will be exposed to an overall introduction to the following topics:
- SHRM and Planning
- Recruitment (domestic and global)
- Selection (Domestic and Global)
- Remuneration (domestic and Global)
- Performance Management (Training and Development Opportunities)
- Building an Ethical Culture, D&I
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 instead of surface or rote learning, as deep learning will develop critical thinking skills and prepare you for competitive business and non-business environments.
A variety of learning materials (real-life examples, case studies from current issues relating to the theory and practice of Human resource Management , journal articles, videos, multiple theory video captures will be used. Deep learning is likely to be fully realised as students are exposed to this variety of learning tasks.
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 a weekly attendance mode, students will require face-to-face attendance in specific physical location/s. 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, most students report that they spend an average of one hour preparing before the workshop and one or more hours after the workshop practicing and revising what was covered. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for students to prepare and revise.
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.
Online Mode
This unit uses an active learning approach to support students in the exploration of the essential knowledge associated with managing money. Students can explore the essential knowledge underpinning this unit and develop knowledge in a series of online interactive lessons and modules. Students are given the opportunity to attend facilitated synchronous online seminar classes with other students and participate in the construction and synthesis of knowledge, while developing their knowledge. Students are required to participate in a series of online interactive workshops which include activities, knowledge checks, discussion and interactive sessions. This approach allows flexibility for students and facilitates learning and participation for students with a preference for virtual learning.
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 Attributes |
|---|---|---|---|
Assessment 1: Discussion Board Report This assessment requires Part 1: students to contribute to discussion boards over a number of weeks. Part 2: Students will consider all responses and submit a reflective report on their learning during this experience. Submission Type: individual Assessment Method: Reflective in Practice Report Artefact: Written Report | 30% | LO1, LO2, LO3 | GA1, GA3, GA5, GA8 |
Assessment Task 2: Oral Presentation This assessment task consists of 15 minutes Video presentation. It requires students to draw on their communication and their 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 issue chosen to research. The presentation should include discussion on the chosen topic and then creative solutions to related issues ensuring long term best practice for the organisation. Submission Type: Individual Assessment Method: Oral Presentation Artefact: Video | 30% | LO3, LO4 | GA3, GA5, GA7 |
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. Report will be a concise 400 words with Appendix policy and implementation strategy. Topics are available in the Assessment Guide
| 40% | LO3, LO5 | GA3, GA5, GA9 |
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