Module title: Managing the Employment Relationship

SCQF level: 09:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: HRM09104
Module leader: Vaughan Ellis
School The Business School
Subject area group: Management
Prerequisites

Introduction to HRM (HRM08101)
OR
Equivalent Learning: Previous study of general HRM sufficient to give an understanding of key HRM practices and how these relate to each other, SCQF Level 8

2018/9, Trimester 1, Face-to-Face, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: Face-to-Face
Location of delivery: CRAIGLOCKHAR
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Vaughan Ellis
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Students attend 1 hour lecture weekly and a 2 hour tutorial workshop every 2 weeks (averaging class contact of 2 hours per week). A week by week reading plan is provided, in addition to which students will be required to prepare for the workshop by reading a selection of articles and case studies. In the workshops students are allocated to learning groups for the duration of the module. At the end of each workshop they are required to submit handwritten notes of their discussions in response to questions provided for their consideration at the workshop.

The requirement for active participation in learning groups and the peer feedback on contribution to these groups encourages the development of skills in verbal presentation of arguments, research, note-taking and co-operation with others.

Formative feedback is given on the notes submitted after each workshop. The first stage of the assignment is submitted in week 4, allowing early feedback and the identification of any difficulties students may be having with the subject. The first assignment accounts for 20% of marks, and the final assignment submission 70%. The remaining 10 % is given for tutorial contribution, attending 4 out of 5 workshops. This contribution is assessed through the workshop submissions, tutor observation, and peer review.

The establishment of learning groups provides support for students from diverse backgrounds. Learning materials are accessible to students with a range of diverse needs.

Issues such as globalisation, the influence of EU membership and the impact of multi- nationals on employee relations are all considered in the module.

Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 12
Face To Face Practical classes and workshops 12
Independent Learning Guided independent study 176
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Report 20 1,2,3 4 HOURS= 0, WORDS= 1000
Report 70 1,2,3 12 HOURS= 0, WORDS= 3000
Discussion/Participation 10 1,2,3 12 HOURS= 0, WORDS= 0
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100
2018/9, Trimester 1, Blended,
Occurrence: 003
Primary mode of delivery: Blended
Location of delivery: CRAIGLOCKHAR
Partner:
Member of staff responsible for delivering module: Vaughan Ellis
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & teaching methods including their alignment to LOs
Students attend 1 hour lecture weekly and a 2 hour tutorial workshop every 2 weeks (averaging class contact of 2 hours per week). A week by week reading plan is provided, in addition to which students will be required to prepare for the workshop by reading a selection of articles and case studies. In the workshops students are allocated to learning groups for the duration of the module. At the end of each workshop they are required to submit handwritten notes of their discussions in response to questions provided for their consideration at the workshop.

Embedding of employability/PDP/scholarship skills
The requirement for active participation in learning groups and the peer feedback on contribution to these groups encourages the development of skills in verbal presentation of arguments, research, note-taking and co-operation with others.

Assessment (formative and summative)
Formative feedback is given on the notes submitted after each workshop. The first stage of the assignment is submitted in week 4, allowing early feedback and the identification of any difficulties students may be having with the subject. The first assignment accounts for 20% of marks, and the final assignment submission 70%. The remaining 10 % is given for tutorial contribution, attending 4 out of 5 workshops. This contribution is assessed through the workshop submissions, tutor observation, and peer review.

Research/ teaching linkages
Workshop material is drawn from current research journals and HR practitioner publications

Supporting equality and diversity
The establishment of learning groups provides support for students from diverse backgrounds. Learning materials are accessible to students with a range of diverse needs.

Internationalisation
Issues such as globalisation, the influence of EU membership and the impact of multi- nationals on employee relations are all considered in the module. Many of the issues r

Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 12
Face To Face Practical classes and workshops 12
Independent Learning Guided independent study 176
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Report 20 1-3 4 HOURS= 0, WORDS= 1000
Report 70 1-3 12 HOURS= 0, WORDS= 3000
Practical Skills Assessment 10 1-3 12 HOURS= 0, WORDS= 0
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100
2018/9, Trimester 1, FACE-TO-FACE,
Occurrence: 007
Primary mode of delivery: FACE-TO-FACE
Location of delivery: WEST LOTHIAN
Partner:
Member of staff responsible for delivering module: Vaughan Ellis
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & teaching methods including their alignment to LOs
Students are provided with a key text and a study guide, supported by WebCT which is used to provide links to additional materials, self assessment questions, and the facility for student discussion. A week by week reading plan is provided. 3 surgery sessions are provided covering: (a) an introduction to the module, (b) a feedback on the first submission, and (c) preparation for the second submission.

Embedding of employability/PDP/scholarship skills
The requirement for self managed learning and the report assignment encourages the development of skills in time management, research, written presentation of arguments.

Assessment (formative and summative)
The first stage of the assignment is submitted in week 4, allowing early formative feedback and the identification of any difficulties students may be having with the subject. The first assignment accounts for 30% of marks, and the final assignment submission 70%.

Research/ teaching linkages
Workshop material is drawn from current research journals and HR practitioner publications

Supporting equality and diversity
The establishment of learning groups provides support for students from diverse backgrounds. Learning materials are accessible to students with a range of diverse needs.

Internationalisation
Issues such as globalisation, the influence of EU membership and the impact of multi- nationals on employee relations are all considered in the module. Many of the issues relating to employee representation and bargaining power are relevant to all national contexts.


Formative Assessment:
.

Summative Assessment:
.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Tutorial 3
Independent Learning Guided independent study 197
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Report 30 1-3 4 HOURS= 0, WORDS= 1000
Report 70 1-3 12 HOURS= 0, WORDS= 3000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

Theories relating to differing perspectives on the employment relationship provide a framework for a more detailed consideration of issues relating to employee "voice": representation, information & consultation and direct employee involvement. The processes adopted by management to secure control and commitment and the way in which these are influenced by government policy, law, and the bargaining power of the individual and of organised labour. The focus of the module is on UK trends and UK practice, but the impact of increasing involvement in the EU, globalisation and multi national companies is part of the consideration of context.

Learning Outcomes for module:

LO1: appreciate the different perspectives which can be taken in analysing the employment relationship and fundamental issues relating to power balance between interest groups and/or individuals
LO2: identity practices and processes adopted in the management of the employment relationship (collective bargaining and consultation, and employee discipline and grievance) and how these are shaped by different contexts, including the legislative framework.
LO3: demonstrate a critical awareness of the differences between forms of employee involvement and participation, including the different expectations of stakeholders and interest groups.

Indicative References and Reading List - URL:

Core - LEAT, M. (2006) EXPLORING EMPLOYEE RELATIONS: ROUTLEDGE, 2nd ed. - ISBN: 978075066939
Recommended - BURCHILL, F. (2008) LABOUR RELATIONS: PALGRAVE, 3rd ed. - ISBN: 978140390384
Recommended - EMPLOYEE RELATIONS: EMERALD - ISSN: 01425455
Recommended - ACAS - WWW.ACAS.GOV.UK
Recommended - CIPD - EMPLOYEE RELATIONS - HTTP://WWW.CIPD.CO.UK/HR-TOPICS/EMPLOYEE-RELATIONS.ASPX
Recommended - BRITISH JOURNAL OF INDUSTRIAL RELATIONS: WILEY - ISSN: 146785
Recommended - FARNHAM, D. (2014) THE CHANGING FACES OF EMPLOYMENT RELATIONS: GLOBAL, COMPARATIVE AND THEORETICAL PERSPECTIVES: PALGRAVE, 1st ed. - ISBN: 978113702712
Recommended - BLYTON, P. AND HEERY, E. (2010) REASSESSING THE EMPLOYMENT RELATIONSHIP: PALGRAVE, 1st ed. - ISBN: 978023022172
Recommended - EDWARDS, P. (2006) INDUSTRIAL RELATIONS: BLACKWELL, 2nd ed. - ISBN: 9781405142
Recommended - WILLIAMS, S. AND ADAM-SMITH, D. (2010) CONTEMPORARY EMPLOYMENT RELATIONS: A CRITICAL INTRODUCTION: OUP, 2nd ed. - ISBN: 978019954543
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