HRM40900

Learning Outcomes:

1. Critically assess the potential contribution of HR strategy and related practices to the success of a business.
2. Demonstrate a comprehensive knowledge of selected human resource policies and their application in practice, including, for example, employee resourcing, learning and development, performance management, compensation systems and international HRM.
3. Appreciate current challenges faced by HR functions and line managers with respect to the management of employees

Indicative Module Content:

1. Employee/People Resourcing
2. Learning and Development
3. Performance Management
4. Rewards Management
5. Practice of Rewards Management
6. Benefits in the Workplace
7. Executive Compensation
8. International Human Resource Management

Student Effort Hours:

Approaches to Teaching and Learning:

The approaches to teaching and learning span a mix of bespoke asynchronous recordings, ancillary learning tasks and tests, discussion threads, group exercises, individual reading/research and live online webinars. Students are expected to keep pace with the schedule of presentations and associated activities. Participation is a vital element in the design of this module, allowing students an opportunity to form, air and rebut their critical judgements. As a key component of this online program, the parallel discussion and debate forum creates a dynamic real-time environment for learning.

The assessment for this module is anchored in contemporary HR practices. Students are asked to refer to familiar and relatable practices. There is an expectation that academic journals are a primary source of knowledge; the lens for discovery being guided both by class material and the student's personal experience. Students are asked to indicate which pieces of literature they find most useful.

Generative AI is not afforded a deliberate role in either assignment or discussion, nor are tracts so derived given significant scope for reward.

The Harvard referencing system is used for this module.

Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles

Not applicable to this module.
 

Assessment Strategy

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

My Assessment Feedback Strategy pivots on early, detailed and individualised feedback. After the individual proposal is submitted, I read each student's work with a view to commenting on the content and viability of their proposal. I draw up a feedback document which allays this with advice on scholarly submissions and academic writing protocol. This echoes what the students will have heard prior to submission, but this iteration is individualised. This allows me to target specific issues and also to build a rapport with each student. Although the feedback returns via Brightspace this is often the starting point for email exchange as students gather the knowledge and momentum to continue towards their more substantial project. All students who submit [the individual proposal] on time will hear back by Friday 6th March 2026. All individual assignments are marked in line with the UCD grade descriptors which students will have seen in the handbook in advance. The feedback on the second individual assignment can be withheld if it shadows the final examination dates. (As advised, I will refer to Ger Dooley on this matter). The group assignment is marked using a group assignment template. This matrix will be discussed in detail with the students in a synchronous session to give the opportunity for real time exploration of the issues. Of course, this will be recorded and available to students who could not attend. Finally the online discussion forum will be lightly curated but it is exists as a forum that students will populate [with guidance]. There will be not a sense of reaching a 'best' or 'preferred' answer but rather students should feel to express their experiences and reflections. (The quality tends to a very high norm nonetheless). Students who wish to get the marks available are informed in advance how many discussion topics they should engage with. As there is no rigid right/ or wrong answers, students who engage with 7 conversations are entitled to the full ten percent available.