Human Resource Management Strategy Assignment | Custom Assignment Help

Module name
Building, Environment, Technology and Framed Structures
Module code
TEC4BFS
Assignment
2
Level
4
Programme start month and year
April 2020
Assignment due time and date
10.00 a.m. (UK time), Monday 27 July 2020
Pass mark
40
Word count
2,500
*for further information see the Word count and overwriting section.
Submission details
For this assignment, you are required to submit:
• a report as a Word (or similar) or PDF file.
Please refer to the assignment guidance in the assignment area of the module for further guidance on the file types accepted by Turnitin.
Submission of assignments
All assignments must be submitted online in the module area of the VLE. The assignment submission link opens 21 days before the due date. Please refer to the information provided in the ‘Coursework preparation’ week for submission guidance.
NOTE: Postal submissions will not be accepted.
© University College of Estate Management 2020 Page 2 of 8
Learning outcomes
Code
Description
LO1
Identify the concepts and principles associated with the building, environment and technology of framed structures and be able to present, evaluate and interpret them using sketches, drawings and in written form.
LO2
Describe the design & construction process and the statutory context for the production of framed buildings and how to justify when and where their selection would be appropriate.
LO3
Evaluate the appropriateness of different approaches, materials and construction in framed or similar buildings in accordance with building, environment and technology theories and sustainability.
LO4
Communicate accurately and reliably on building, environment and technology issues for framed buildings using coherent structured arguments and analysis
Scenario
Please refer back to the scenario for Assignment 1 and your response to it. The brief is available on the module’s VLE pages.
Having received various options, the Committee have decided to go ahead with a steel portal frame building for the new community centre. They now require further technical details of various elements in order to apply for planning permission and building regulation approval.
They also want to understand what their options are for lighting and space heating in the context of their concern to make the centre as sustainable as possible.
Task
The Committee have commissioned you to provide a professional report which contains more detailed technical information and makes justified recommendations for various elements for the steel portal frame building which they have selected.
Your report should inform the Committee of your recommendations for the following elements:
1. Details of the proposed external walls: What are the requirements, what are the options, what is recommended for the centre and why? Select a specific product from a UK manufacturer, which fits your recommendation, and include an image of it.
2. Details of the proposed roofs: what are the requirements, what are the options, what is recommended for the centre and why? Select a specific product from a UK manufacturer, which fits your recommendation, and include an image of it. This part of your report must include a scale drawing: a cross section through your proposed external wall from, and including, a small section of the roof, down through a window and including a small section of the ground floor.
3. The Committee requires you to explain the sustainability strategy of your overall proposal for the building. What are the principal concerns and issues that need to be addressed and how do your proposals achieve this? In particular you need to explain how the following elements of your proposal, positively impact on the sustainability strategy:
• space heating for the centre;
• day lighting and lighting strategy for the centre.
© University College of Estate Management 2020 Page 3 of 8
Additional guidance
It is essential that you read the marking criteria below as this forms a significant part of the brief for this assessment. Consider what is required and explained by each of the four descriptors. Where would you self-assess your submission against each of these?
The Assignment 2 Support document contains a series of reflective questions relating to the various tasks in this assignment: it is essential that you consider these before you submit your assignment.
Your report should be professionally presented in an A4 report format. Please use this opportunity to really enhance and develop your presentation skills: produce a document you would be proud to take to a job interview.
There is NO requirement for an Executive Summary. A title page, a contents page (including page numbers) and a brief introduction are required. Clearly identified conclusions and/or recommendations are essential. Appendices are NOT required.
You should consider using other images to illustrate your report. Reproductions of manufacturers’ literature must be effectively referenced using the UCEM Harvard referencing system, and this includes images.
Your section drawing should be at a scale of 1:20.
Your drawing can either be hand drawn or produced using CAD software. It should include suitable annotation to identify all the relevant elements and make use of appropriate drawing conventions as identified in UCEM’s ‘Guide to Basic Construction Drawings’ – available from the module VLE.
Reference list and bibliography
You should include a reference list with a minimum of six separate relevant and appropriate sources that you have written about and cited within your work.
You should also include a bibliography list with a minimum of six separate relevant and appropriate sources that have influenced your thinking but are not cited in your work.
Further information to support you with this assignment is available within the study materials for this module on the UCEM VLE. If you have any questions about this assignment, please contact your Module Tutor or Module Leader via the VLE.
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Marking guidance for this activity
This guidance is designed to help you to do as well as possible in your assessments by explaining how the person marking your work will be judging it.
Your work will be assessed in relation to the requirements set out in the assessment criteria marking guide at the end of this document and the grading guidance section below.
It is recommended that you read both of these sections before starting your assessment to learn what will help you to achieve the highest marks. Once you have finished you should review the assessment before submitting it, to check you have done what is required to achieve the highest marks.
When you receive your feedback from your tutor you should clearly be able to see which categories you gained marks in and, where relevant, recommendations about how to improve your performance going forward.
Grading guidance
This grading guidance section explains in more detail what a submission for this assessment should include in order to achieve a mark at the threshold, good and excellent standards.
Threshold
You will have outlined a basic understanding and a basic level of applied knowledge relating to framed buildings and the tasks required. In order to attain this level of performance you will have to provide clear evidence of the following:
• sufficient concise, grammatically correct, well-structured & considered effective professional communication. Basic, but effective, drawn communication;
• evidence of a basic knowledge & understanding of framed buildings but with limited ability to apply to a given context;
• use a limited range of references which provides some illustration of the relationship between theory & practice and which has limited customisation to the context of the brief.
• has some analysis relevant to the requirements of the tasks but with limited links to conclusions;
• rare or limited justification and insightful interpretation of the tasks – in particular a limited attempt to provide an effective and comprehensive options appraisal. Few if any extended and novel ideas identified, where they are, not necessarily explored.
Good
You will have demonstrated a degree of extended and insightful understanding (though this may not always be consistent) you will have demonstrated some effective use of applied knowledge in addressing the explicit issues raised in the tasks. In order to attain this level of performance you will have to provide clear evidence of the following:
• concise, grammatically correct, well-structured & considered effective professional communication which provides some evidence of effective targeting of the appropriate audience. Effective, drawn communication;
• evidence of good, and developing critical, understanding of framed buildings with some critical appraisal of sources of information;
• reasonably effective use a good range of references illustrating the relationship between theory & practice and be customised to the context of the brief;
• a discernable analysis relevant to the requirements of the tasks and should be largely linked to the concusions;
• some justified and insightful interpretation of the tasks is required, in particular an explicit attempt to provide an effective and comprehensive options appraisal. Some evidence of extended and novel ideas incorporated in the submission.
© University College of Estate Management 2020 Page 5 of 8
Excellent
You will have demonstrated extended and insightful understanding through the effective use of applied knowledge in directly addressing the explicit and implicit issues raised in the tasks. In order to attain this level of performance you will have to provide clear evidence of the following:
• very concise, grammatically correct, well-structured effective professional communication clearly targeted at the appropriate audience. Clear and highly effective drawn communication which illustrates a high level of knowledge and context consideration;
• evidence of excellent & critical understanding of the framed buildings which is informed by a range of high quality appropriate evidence;
• effective use of a wide range of references, critically illustrating the relationship between theory & practice and which is customised to the context of the brief;
• a demonstrable analysis relevant to the requirements of the tasks, which is effectively linked to your conclusions;
• justified and insightful interpretation of the tasks is required, in particular an effective and comprehensive options appraisal. Evidence of extended and novel ideas throughout the submission.
Word count and overwriting
Exceeding 10% of the stated word count may limit the marks allocated for communication (see assessment criteria marking guide below).
The following table outlines the inclusions and exclusions in the word count of the most common features of assessed pieces of work.
Included
Excluded
Introduction
Executive summary/abstract
Main body
Title page/front cover
Footnotes/endnotes
Contents List
In text citations
Calculations
Words in tables
Drawings/Images
Conclusion
List of references
Recommendations
Bibliography
Headings and titles, except for those explicitly excluded
Appendices
The total number of words used must be stated on the first page of your assessment.
Warning
Plagiarising someone else’s work, whether copying from the internet, UCEM study materials, a textbook, a fellow student or elsewhere, is a serious offence. Before you submit your work for assessment, you must check it to ensure that you have fully cited within the text all the sources of information you have used and that all your sources are listed in a reference section at the end of your submission. Quoted text must not be excessive in length. You will find guidance on correct citing and referencing in The Harvard System – The UCEM Guide to Referencing and Citation in the ‘Study skills’ section on the VLE.
Be aware that your work will be checked using anti-plagiarism software. If plagiarism is identified, this will result in a severe penalty ranging from loss of all or part of the mark to exclusion from your programme.
Note: Please use the assignment referencing link to check the originality of your work before submitting it.
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ASSESSMENT CRITERIA MARKING GUIDE
LEVEL 4
Weight -ing %
1. COMMUNICATION
15
0–2
Inadequate
3–4
Limited
5
Below threshold
6–7
Threshold
8
Good
9
Very good
10–11
Excellent
12–15
Outstanding
Relevance to task
• The relevance of the information provided to the context of the task
• The way the needs of the intended audience have been addressed.
Irrelevant and addresses neither the task nor the needs of the intended audience.
Largely irrelevant and does not effectively address the task or the needs of the intended audience.
Partially relevant and attempts to address the task and the needs of the intended audience with significant irrelevance or omissions.
Sufficiently relevant to the task and the needs of the intended audience to meet the learning outcomes.
Mostly relevant to the task and the needs of the intended audience, with some minor irrelevance or omissions.
Consistently relevant to the task and focussed on the requirements of the intended audience.
Highly relevant to the task and precisely focussed on the requirements of the intended audience.
Completely relevant to the task and fully focussed on the requirements of the intended audience.
Structure and presentation
• Organisation and presentation of ideas
A lack of structure beyond a loosely connected list of points.
Largely unstructured and does not have a clear logical flow.
Inconsistent structure and logical flow.
Adequate structure and logical flow.
Reasonable structure and logical flow.
Capable structure and logical flow.
Advanced structure and logical flow.
Proficient structure and logical flow.
• Format appropriate to the intended audience and/or industry protocols
• How structure and presentation enable communication.
Presentation format is inappropriate
Communication is obstructed.
Presentation format is ineffective.
Communication is hindered.
Presentation format is confused.
Communication is only partially effective.
Presentation format is satisfactory.
Communication is sufficient to meet the learning outcomes.
Presentation format is appropriate.
Communication is clear.
Presentation format is effective.
Communication is sound.
Presentation format is sophisticated.
Communication is articulate.
Presentation format is innovative.
Communication is insightful.
Grammar
• Selection of words, sentence construction, spelling and punctuation.
Use of grammar is deficient and meaning is obstructed.
Significant grammatical errors and meaning lacks clarity.
Several grammatical errors and meaning conveyed insufficiently clearly.
Notwithstanding some minor errors and oversights, grammar and clarity of meaning are sufficient to meet the learning outcomes.
Grammar usage is fair and conveys meaning clearly.
Grammar usage is capable and conveys meaning effectively.
Grammar usage is advanced and conveys meaning precisely.
Grammar using is exceptional and conveys meaning eloquently.
2. KNOWLEDGE AND UNDERSTANDING
35
0–6
Inadequate
7–10
Limited
11–13
Below threshold
14–17
Threshold
8–20
Good
21–24
Very good
25–27
Excellent
28–35
Outstanding
Knowledge of the key principles of the area of study
Little significant knowledge of the subject matter.
Incomplete knowledge of the subject matter.
Some knowledge of the subject matter with significant omissions.
General knowledge of key elements of the subject matter.
Reasonable knowledge of the key elements of the subject matter.
Sound knowledge of the subject matter.
Comprehensive knowledge of the subject matter.
Full knowledge of the subject matter.
• Demonstration of understanding of the underlying concepts and principles associated with the area of study.
Misrepresented or misunderstood understanding of the underlying concepts and principles associated with the area of study.
Ineffective understanding of the underlying concepts and principles associated with the area of study.
Inconsistent and confused understanding of the underlying concepts and principles associated with the area of study.
Basic understanding of the underlying concepts and principles associated with the area of study, sufficient to meet the learning outcomes.
Clear understanding of the underlying concepts and principles associated with the area of study.
Effective understanding of the underlying concepts and principles associated with the area of study.
Sophisticated understanding of the underlying concepts and principles associated with the area of study.
Very advanced understanding of the underlying concepts and principles associated with the area of study.
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3. USE AND APPLICATION OF SOURCE MATERIAL
30
0–5
Inadequate
6–8
Limited
9–11
Below threshold
12–14
Threshold
15–17
Good
18–20
Very good
21–23
Excellent
24–30
Outstanding
Application of UCEM Harvard referencing style
A minimal number of sources have been referenced. The referencing system is applied incoherently.
Referencing is unsatisfactory due to significant omissions, inaccuracies or inconsistencies in the application of the referencing system.
Referencing is insufficient due to several omissions, inaccuracies or inconsistencies in the application of the referencing system.
Referencing is sufficiently complete, accurate and consistent in the application of the referencing system to meet the learning outcomes.
Referencing is competent with mostly complete, accurate and consistent application of the referencing system.
Referencing is effective with complete, accurate and consistent application of the referencing system with few errors.
Referencing is comprehensive with complete, accurate and consistent application of the referencing system with minimal errors.
Referencing is comprehensive and applied faultlessly.
Source materials
• Selection of course materials
Minimal and incoherent selection of course materials.
Ineffective selection of course materials with significant omissions.
Inconsistent and inaccurate selection of course materials.
Adequate selection of course materials.
Competent selection of course materials.
Capable selection of course materials.
Sophisticated selection of course materials.
Innovative selection of course materials.
• Additional research
Additional research is minimal.
Additional research is incomplete and unsatisfactory.
Additional research is insufficient.
Additional research is basic.
Additional research is reasonable.
Additional research is sound.
Additional research is advanced.
Additional research is proficient.
• Use of industry practice and personal experience.
Industry practice and personal experience omitted or irrelevant.
Limited and incomplete reference to industry practice and personal experience.
Simple reference to industry practice and personal experience.
Satisfactory reference to industry practice and personal experience.
Clear reference to industry practice and personal experience.
Effective reference to industry practice and personal experience.
Perceptive reference to industry practice and personal experience.
Insightful reference to industry practice and personal experience.
Application of source materials to task
Source materials are used inadequately and applied incoherently. The assessed work is not informed or improved by the source materials.
Source materials are used ineffectively and applied unsatisfactorily. The assessed work is informed and improved in a limited manner by the source materials.
Source materials are used inconsistently and applied partially. The assessed work is informed and improved in a simple manner by the source materials.
Source materials are used satisfactorily and applied adequately. The assessed work is informed and improved in a basic manner by the source materials, sufficient to meet the learning outcomes.
Source materials are used competently and applied clearly. The assessed work is informed and improved in a reasonable manner by the source materials.
Source materials are used capably and applied consistently. The assessed work is informed and improved in a consistent manner by the source materials.
Source materials are used perceptively and applied accurately. The assessed work is informed and improved in a comprehensive manner by the source materials.
Source materials are used innovatively and applied insightfully. The assessed work is informed and improved in an exceptional manner by the source materials.
4. INTERPRETATION
20
0–3
Inadequate
4–5
Limited
6–7
Below threshold
8–9
Threshold
10–11
Good
12–13
Very good
14–15
Excellent
16–20
Outstanding
Data presentation and interpretation
Data presentation and interpretation is superficial, deficient or minimal.
Data presentation and interpretation is shallow ineffective or incomplete.
Data presentation and interpretation is insubstantial, inaccurate or inconsistent.
Data presentation and interpretation is adequate and of sufficient depth to meet the learning outcomes.
Data presentation and interpretation is substantial clear and competent.
Data presentation and interpretation is thorough, effective and consistent.
Data presentation and interpretation is rigorous, accurate and comprehensive.
Data presentation and interpretation is profound, proficient and very advanced.
Alternative approaches to solving problems
Alternative approaches to solving problems are incoherent and deficient.
Alternative approaches to solving problems are unsatisfactory and ineffective.
Alternative approaches to solving problems are confused and inaccurate.
Alternative approaches to solving problems are satisfactory and sufficient to meet the learning outcomes.
Alternative approaches to solving problems are clear and reasonable.
Alternative approaches to solving problems are consistent and effective.
Alternative approaches to solving problems are advanced and sophisticated.
Alternative approaches to solving problems are ambitious and exceptional.
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Technical ability
(where appropriate)
•Quality of drawings
Drawings are incorrect or omitted.
Drawings are incomplete or with significant omissions.
Drawings are inaccurate and only partially completed.
Drawings are completed at a basic level sufficient to meet the learning outcomes.
Drawings are completed at a competent level.
Drawings are completed capably.
Drawings are completed accurately.
Drawings are completed to an exceptionally high standard.
•Accuracy of calculations
Calculations are incorrect or omitted.
Calculations are incomplete with significant omissions.
Calculations are inaccurate and only partially completed.
Calculations are completed at a basic level sufficient to meet the learning outcomes.
Calculations are completed at a competent level.
Calculations are completed capably.
Calculations are completed accurately.
Calculations are completed to an exceptionally high standard.
•Appropriate selection and application of information.
Selection of information is incorrect or minimal. Information is applied inadequately or incoherently to the task.
Selection of information is incomplete with significant omissions. Information is applied ineffectively or unsatisfactorily to the task.
Selection of information is inconsistent and partial. Information is applied inaccurately to the task.
Selection of information is satisfactory and sufficient to meet the learning outcomes. Information is applied adequately to the task.
Selection of information is clear and reasonable. Information is applied competently to the task.
Selection of information is consistent and effective.
Information is applied capably to the task.
Selection of information is accurate and comprehensive. Information is applied perceptively to the task.
Selection of information is proficient and insightful. Information is applied innovatively to the task.

ATHE Level 4 Diploma in Human Resource Management
© ATHE Ltd 2019
07102019 Version 1.1 1
Contents
About ATHE ………………………………………………………………………………………………………………………………………. 2
Support for Centres ……………………………………………………………………………………………………………………………. 3
Qualifications at Level 4 in this Specification ………………………………………………………………………………………….. 4
Programme Structure …………………………………………………………………………………………………………………………. 4
OBS Quality Processes ………………………………………………………………………………………………………………………. 4
Access and Recruitment ……………………………………………………………………………………………………………………… 5
Entry Requirements ……………………………………………………………………………………………………………………………. 5
Progression and University Pathways …………………………………………………………………………………………………… 5
Reasonable Adjustments and Special Considerations …………………………………………………………………………….. 6
ATHE Recognition of Prior Learning (RPL) ……………………………………………………………………………………………. 6
Definition of Guided Learning Hours (GLH), Total Qualification Time (TQT) and Credit ………………………………. 6
Guided Learning Hours (GLH) ……………………………………………………………………………………………………………… 6
Total Qualification Time (TQT) …………………………………………………………………………………………………………….. 7
Credit ……………………………………………………………………………………………………………………………………………….. 7
Guidance on Assessment and Grading …………………………………………………………………………………………………. 8
Methods of Assessment ……………………………………………………………………………………………………………………… 8
Recording Assessment Judgements …………………………………………………………………………………………………….. 9
Putting an Assessment Strategy in Place ………………………………………………………………………………………………. 9
Quality Assurance of Centres ………………………………………………………………………………………………………………. 9
Malpractice ………………………………………………………………………………………………………………………………………. 10
Guidance for Teaching and Learning ………………………………………………………………………………………………….. 10
Unit Specifications ……………………………………………………………………………………………………………………………. 11
ATHE Level 4 Diploma in Human Resource Management …………………………………………………………………….. 12
Strategic Human Resource Management ……………………………………………………………………………………………. 13
Managing Ethically ……………………………………………………………………………………………………………………………. 15
Culture and the Organisation ……………………………………………………………………………………………………………… 17
Working in Teams …………………………………………………………………………………………………………………………….. 19
Organisational Structures ………………………………………………………………………………………………………………….. 21
Recruitment and CPD ……………………………………………………………………………………………………………………….. 23
Measuring and Rewarding Performance ……………………………………………………………………………………………… 25
Managing People in Organisations ……………………………………………………………………………………………………… 27
Interpersonal Skills …………………………………………………………………………………………………………………………… 29
Motivating and Influencing People ………………………………………………………………………………………………………. 31
© ATHE Ltd 2019
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Awards for Training and Higher Education (ATHE) is a global awarding organisation regulated by Ofqual and other United Kingdom and international regulators. We provide centres with a wide variety of qualifications including, but not limited to; business and management, administrative management, law, computing, health and social care and religious studies. ATHE has also developed a range of bespoke qualifications for clients.
The ATHE mission is to provide outstanding qualifications, customer service and support, enabling centres to thrive and their learners to achieve and progress. We will support this mission by:
• providing qualifications which enable learners to fulfil their potential and make a positive contribution to society both socially and economically
• delivering the highest standards of customer service
• delivering support and guidance which meet the needs of all centres and enable them to improve performance
• upholding and maintaining the quality and standards of qualifications and assessments
• having a commitment to lifelong learning and development
Our Qualifications
Our qualifications have been created with the involvement of expert input from managers and staff in colleges, industry professionals and our qualification development team. We have also taken into account feedback from learners and consulted with higher education institutions to ensure the qualifications facilitate progression to higher levels. We have taken advantage of the flexibility of the RQF to develop a suite of awards, certificates and diplomas that offer progression from level 3 up to level 7.
Key features of the qualifications include:
• regular reviews of the units and the associated support materials so they are current and meet the needs of learners
• alignment of the programmes of learning to degree and higher degree qualifications in HEIs in the UK and international institutions so there is comparability and smooth progression for learners
• core units that are common to different sectors offering the opportunity for learners to move between sectors or delay decisions on particular specialisms
• optional units offering the opportunity for learners to choose specialist units which best match their job, interests and progression aspirations.
• small qualifications that can be used for professional development for those in employment or for learners who do not have the time to undertake a full time programme
• challenging and relevant learning with flexible methods of assessment allowing tutors to select the most appropriate methods for their learners opportunities for learners to achieve higher grades by unit and overall qualification and reach their maximum potential
• learning that develops knowledge, understanding and skills e.g. problem solving, interpersonal skills needed by effective managers.
About ATHE
© ATHE Ltd 2019
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We are committed to supporting our centres and offer a range of training, support and consultancy services including:
• a comprehensive guide for centres on delivering ATHE qualifications
• qualification guidance, assessor guidance, suggested resources and sample assignments for all units which have been written and verified by experienced practitioners
• verification and guidance with internally devised assignments
• guidance on how to deliver, assess and quality assure the qualifications
• an ATHE centre support officer who guides centres through the recognition process, learner registration and learner results submission
• health check visits to highlight areas of good practice and any areas for development
• an allocated member of our team who can work with centres to support further improvements in the quality of teaching, learning and assessment
• the services of a team of experienced external verifiers
• opportunities for training and staff development
• access to free webinars to support delivery, assessment and QA processes
• support for business development.
Support for Centres
© ATHE Ltd 2019
07102019 Version 1.1 4
This document provides key information on the Level 4 Diploma in Human Resource Management which has been produced in conjunction with Online Business School. This qualification is on the Ofqual, Regulated Qualifications Framework (RQF).
There are 10 units in the Diploma in Human Resource Management at Level 4:
The Units have been designed to develop knowledge and understanding and a broad range of skills for direct application in the workplace, based on contemporary practices in real world settings. In addition, the course materials are based on sound pedagogical structures to ensure that the learning is engaging, enjoyable and fun to study.
The qualifications can be taken in their entirety or in batches or as single units as Continuing Professional Development (CPD). Accessed and studied in this way, they will not allow students to gain any credit values for Higher Education progression but it will provide them with skills, knowledge and understanding that can be directly applied to the workplace or the enhancement of their career. In addition to the Diploma which is awarded by ATHE in accordance with Ofqual requirements, students will receive OBS certification to demonstrate that they have completed their chosen CPD Units.
Students will be allowed access to apply for University Top-up degree programmes at the relevant level.
The Units are written at Ofqual RQF level 4 and conform to Ofqual regulations. The RQF is a framework which awards credit for qualifications. Each Unit within a qualification has a credit value and a level. The credit value specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of a Unit. The level is an indication of relative demand, complexity and depth of achievement and autonomy.
Each credit represents 10 hours of learning time. The learning time is a notional measure which indicates the Total Qualification Time (TQT) the learner is expected to take on average to complete the learning outcomes of the Unit to the standard determined by the assessment criteria. Each Unit equates to 12 credits of 10 hours Learning Time = 120 TQT. Learning time includes activities such as directed study, assessment, tutorials, mentoring and individual private study.
Each Unit also contains information on Guided Learning Hours (GLH). GLH are intended to provide guidance for tutors on the amount of resource needed to deliver the programme and support learners, i.e. the time required for face to face delivery, webinars tutorials, workshops and associated assessments. If learners complete all units, the TQT will be 1,200 hours at a unit value of 120 credits.
The Units contain continual progression tests and interactive learning opportunities as teaching and learning methods for the course providing formative assessment, which does not contribute to the qualification. This allows for remote monitoring of student progress and performance and to consolidate and underpin learning. They also contain multiple choice timed tests at the completion of each Unit. These tests are randomly populated and all questions are aligned to the learning outcomes for ease of reference. OBS have in place a Board of Studies that meets quarterly to monitor quality of provision and to verify any assessment decisions. The Board comprises university academics and Ofqual assessors, as well as a member of the Education and Training sector of the Chamber of Commerce.
Qualifications at Level 4 in this Specification
Programme Structure
OBS Quality Processes
© ATHE Ltd 2019
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ATHE and OBS’ policy regarding access is that:
• The qualification is available to everyone who is capable of reaching the required standards
• The qualifications are free from any barriers that restrict access and progression
• There should be equal opportunities for all wishing to access the qualification
OBS will review the profile of qualifications and/or experience held by applicants considering whether the profile shows an ability to progress to a level 4 qualification. For learners with disabilities and specific needs, the review will need to account for the support to the learner during delivery and assessment of the qualification.
This qualification is designed for those who are typically aged 18 years of age. For learners recently in education or training the profile is likely to be:
• A GCE Advanced level profile with achievement in 2 or more subjects supported by 5 or more GCSEs, ideally including maths and English
• Other related Advanced level qualifications
• An Access to Higher Education Certificate delivered by an approved Further or Higher Education Institute
• Other equivalent international qualifications
All learners must have an appropriate level of English and may also have relevant work experience or be employed in the Human Resources sector or other related sectors.
Mature learners may present a more varied profile of achievement that is likely to include work experience (paid or voluntary), part-time or full-time employment, with levels of levels of responsibility, participation and/or achievement of relevant professional qualifications. These may be used for recognition of prior learning (RPL).
OBS will recruit learners with integrity and will carry out robust initial assessment to ensure that learners, who undertake this qualification, have the necessary background knowledge, understanding and skills to undertake the learning and assessment at Level 4. OBS will review all access and recruitment as part of the monitoring process.
To facilitate university progression to University top-up degrees. ATHE is recognised by Ofqual as an Awarding Body. Ofqual is the regulator of qualifications, examinations and assessments in England and vocational qualifications in Northern Ireland.
Learners who complete all 10 Units at Level 4 will be awarded an ATHE Level 4 Diploma in Human Resource Management with a qualification value of 120 credits.
Subject to status and completion of all Units and achievement (Pass) of all online summative assessments at Level 4, will allow learners to progress to a relevant Level 5 qualification or equivalent.
For a list of available top-up routes, please go to www.onlinebusinessschool.com/
Access and Recruitment
Entry Requirements
Progression and University Pathways
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Each qualification has a Qualification Accreditation Number (QN), which will appear on the learner’s final certification documentation. The QAN for this qualification is: 603/5215/2.
ATHE’s policy on reasonable adjustments and special consideration aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the Equality Act 2010) without compromising the assessment of skills, knowledge and understanding. Where the learner has been awarded a Reasonable Adjustment or Special Consideration this must be recorded on the assessment sheet and the learner record. External Verifiers will take account of this information at the external verification of learner work. Further details on Reasonable Adjustments and Special Considerations are provided in the policy document, which can be found on our website. Please contact ATHE if you uncertain about adjustments for certain learners.
There will be occasions where learners wish to claim recognition of prior learning that has not been formally assessed and accredited. ATHE has provided detailed guidance on RPL which is available for centres on the ATHE website and centres may also contact ATHE directly to obtain further clarification or discuss the requirements for RPL.
Values for Total Qualification Time, Guided Learning Hours and Credit, are calculated by considering the different activities that a learner would typically complete in order to achieve the learning outcomes of a qualification at the standards provided.
The needs of individual learners and the differing teaching styles used mean there will be variation in the actual time taken to complete a qualification.
Values for Total Qualification Time, Guided Learning Hours and Credit are estimates.
The term Guided Learning Hours (GLH) is an estimate of the amount of time, on average, that a lecturer, supervisor, tutor or other appropriate provider of education or training, will immediately guide or supervise the learner to complete the learning outcomes of a unit to the appropriate standard.
GLH are intended to provide guidance for centres on the amount of time required to deliver the programme and support learners. GLH are made up of activities completed by the learner under immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training. Whether through actual attendance or via electronic means, the activity must be in real time.
Some examples of activities that can contribute to Guided Learning Hours include:
• Supervised induction sessions
• Learner feedback with a teacher in real time
• Supervised independent learning
• Classroom-based learning supervised by a teacher
Reasonable Adjustments and Special Considerations
ATHE Recognition of Prior Learning (RPL)
Definition of Guided Learning Hours (GLH), Total Qualification Time (TQT) and Credit
Guided Learning Hours (GLH)
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• Work-based learning supervised by a teacher • Live webinar or telephone tutorial with a teacher in real time
• E-learning supervised by a teacher in real time
• All forms of assessment that take place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training, including where the assessment is competence-based and may be turned into a learning opportunity.
Total Qualification Time (TQT) is a guide to the amount of time a learner would take, on average, to complete the different activities to demonstrate achievement of the learning outcomes of a whole qualification at the standards provided.
TQT includes all the activities described under guided learning hours (GLH) plus an estimate of the number of hours a learner will be likely to spend in completing other work, which is directed by the tutor. This could include preparation, study or any form of participation in education or training, including assessment, but unlike Guided Learning this is not under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training.
Some examples of tutor directed activities that can contribute to Total Qualification Time, include:
• Preparation
– Preparation for classes
– Preparation for assignments
• Study
– Independent research/learning
– Background reading
– Compilation of a portfolio of work experience
– E-learning
– Drafting coursework or assignments
– Working in student teams
– Watching a pre-recorded podcast or webinar
– Work-based learning
The credit value specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of a unit at the specified standard.
Each credit represents 10 hours of learning time and equates to 10 hours of total qualification time. Therefore, one 15 credit unit represents 150 hours of total qualification time. Learning time is a notional measure which indicates the amount of time a learner at the level of the unit is expected to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.
Learning time includes all the activities described under guided learning hours and additional learning. The credit value of the unit will remain constant in all contexts regardless of the assessment method or the mode of delivery. Learners will only be awarded credits for the successful completion of whole units.
The level is an indication of relative demand, complexity and depth of achievement and autonomy.
Total Qualification Time (TQT)
Credit
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Each qualification has agreed rules of combination which indicates the number of credits to be achieved, the units that are mandatory and the choice of optional units. The rules of combination for the unendorsed qualifications and the pathway specific qualifications are given below.
The assessment of this Level 4 qualification is completed through the submission of internally assessed learner work. To achieve a pass for a unit, a learner must have successfully achieved the learning outcomes at the pass standard set by the assessment criteria for that unit.
ATHE will provide a sample assignment for each unit which can be used as the assessment for the unit. An assessor should record their judgements on the ATHE template, stating whether the learner has achieved a pass and providing evidence for the judgements. The internal verifier can also use the ATHE IV template but the feedback to the assessor must show whether the assessor has made valid judgements for all the learner work. Assessment judgements always require care to ensure that they are reliable and that there is sufficient and specific feedback to the learner to show whether he or she has demonstrated achievement of the LO at the specified standard.
We would encourage our centres to develop their own assessment strategies so you have the opportunity to put assignments in a context that is appropriate for your learners. Any assignments that you devise independently will need to be submitted to ATHE for approval before delivery of the programme. Centres can submit assignments for approval using the ‘Centre-Devised Assignment’ template documentation available on the ATHE website.
An assignment can relate to a single unit or an integrated assignment, incorporating more than one unit. An integrated assignment must show which learning outcomes and assessment criteria from which units are being covered.
ATHE encourages centres to use a range of assessment vehicles that will engage learners and give them an opportunity to both demonstrate their knowledge and understanding of a topic and to evaluate how they might apply that knowledge in a given context. This should be part of the assessment strategy.
We would recommend avoiding essay writing and that more varied types of assessment are included. This might include assessment through:
• a research activity resulting in the compilation of a report
• an academic paper or article for publication
• the compilation of a case study
• a critical review and evaluation of a chosen company’s policies, procedures and systems
• a set project completed for an employer (also known as an ‘employer-engagement’ activity)
• the production of a portfolio of evidence relating to a particular unit.
This list is by no means exhaustive but gives examples of some creative assessment methods that could be adopted.
Guidance on Assessment and Grading
Methods of Assessment
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Assessors are required to record assessment judgements for each student by unit. ATHE has provided a template for centres to use to record their judgements and this form should be used. The form enables the centre to record any adjustments due to special considerations or reasonable adjustments. Any adjustments following appeals should also be recorded. These records must be retained as they will be checked at external verification visits. All learner work must be retained for a minimum of 4 years after certification has taken place.
You will need to demonstrate to your External Verifier that you have a clear assessment strategy supported by robust quality assurance in order to meet the ATHE requirements for registering learners for a qualification. In devising your assessment strategy, you will need to ensure that:
• Centre devised assignments are clearly mapped to the unit learning outcomes and assessment criteria they have been designed to meet.
• the command verbs used in the assignment are appropriate for the level of the qualification, e.g. analyse, evaluate, synthesise.
• the assignment gives the learner sufficient opportunity to meet the assessment criteria at the right level, through the work they are asked to complete (The RQF level descriptors will be helpful to you in determining the level of content of the assessment).
• Students are well-briefed on the requirements of the unit and what they have to do to meet them.
• Assessors are well trained and familiar with the content of the unit/s they are assessing.
• There is an internal verification process in place to ensure consistency and standardisation of assessment across the qualification.
• Assessment decisions are clearly explained and justified through the provision of feedback to the learner.
• work submitted can be authenticated as the learner’s own work and that there is clear guidance and implementation of the centre’s Malpractice Policy.
• there is an assessment plan in place identifying dates for summative assessment of each unit and indicating when external verification will be needed.
• Sufficient time is included in the assessment planning to allow the learners time for any necessary remedial work that may be needed prior to certification.
Centres delivering ATHE qualifications must be committed to ensuring the quality of teaching and learning so that the learner experience is assured. Quality assurance will include a range of processes as determined by the centre and this could include, gathering learner feedback, lesson observation, analysis of qualitative and quantitative date etc. There must also be effective standardisation of assessors and verification of assessor decisions. ATHE will rigorously monitor the application of quality assurance processes in centres.
ATHE’s quality assurance processes will involve:
• Centre approval for those centres which are not already recognised to deliver ATHE RQF
Recording Assessment Judgements
Putting an Assessment Strategy in Place
Quality Assurance of Centres
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qualifications • Monitoring visits to ensure the centre continues to work to the required standards
• External verification of learner work
Centres will be required to undertake training, internal verification and standardisation activities as agreed with ATHE. Details of ATHE’s quality assurance processes are provided in the ATHE Guide: “Delivering ATHE Qualifications” which is available on our website.
Centres must have a robust Malpractice Policy in place, with a clear procedure for implementation. Centres must ensure that any work submitted for verification can be authenticated as the learner’s own. Any instance of plagiarism detected by the External Verifier during sampling, will be investigated and could lead to sanctions against the centre.
Centres should refer to the Delivering ATHE Qualifications Guide and the ATHE Malpractice and Maladministration Policy on the ATHE website.
Learners learn best when they are actively involved in the learning process. We would encourage practitioners delivering our qualifications to use a range of teaching methods and classroom-based activities to help them get information across and keep learners engaged in the topics they are studying. Learners should be encouraged to take responsibility for their learning and need to be able to demonstrate a high degree of independence in applying the skills of research and evaluation. You can facilitate this by using engaging methods of delivery that involve active learning rather than relying on traditional methods of lecture delivery to impart knowledge.
Your approach to delivery should give the learners sufficient structure and information on which to build without you doing the work for them. In achieving the right balance, you will need to produce well-planned sessions that follow a logical sequence and build on the knowledge, understanding and skills already gained.
Top Tips for Delivery
• Adopt a range of teaching and learning methods, including active learning.
• Plan sessions well to ensure a logical sequence of skills development.
• Include study skills aspects, e.g. how to construct a report or Harvard Referencing. Build time into your Scheme of Work and Session Plans to integrate study skills teaching.
• Set structured additional reading and homework tasks to be discussed in class.
• Elicit feedback from your students. Get them to identify where the work they have done meets the assessment criteria.
• Contextualise your activities, e.g. using real case studies as a theme through the sessions.
• Use learner experience from the work place or other personal learning
• Take an integrated approach to teaching topics across units, where appropriate, rather than always taking a unit-by-unit approach. In this way, learners will be able to see the links between the content of the different units.
Malpractice
Guidance for Teaching and Learning
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Unit Format
Each unit in ATHE’s suite of level 6 qualifications is presented in a standard format. This format provides guidance on the requirements of the unit for learners, tutors, assessors and external verifiers.
Each unit has the following sections:
Unit Title
The unit title reflects the content of the unit. The title of each unit completed will appear on a learner’s statement of results.
Unit Aims
The unit aims section summarises the content of the unit.
Unit Code
Each unit is assigned a unit code that will appear on the qualification certificate
Level
All units and qualifications have a level assigned to them which represents the level of achievement. The level of each unit is informed by the level descriptors. The level descriptors are available on the ATHE website.
Guided Learning Hours (GLH)
Guided learning hours is an estimate of the amount of time, on average, that a tutor, trainer, workshop facilitator etc., will work with a learner, to enable the learner to complete the learning outcomes of a unit to the appropriate standard.
Credit Value
The credit value specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of a unit at the specified standard.
Learning Outcomes
The learning outcomes set out what a learner is expected to know, understand or be able to do as the result of the learning process.
Assessment Criteria
The assessment criteria describe the requirements a learner is expected to meet in order to demonstrate that the learning outcome has been achieved. Command verbs reflect the level of the qualification e.g. at level 6 you would see words such as analyse, evaluate, synthesise.
Unit Specifications
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The Level 4 Diploma in Human Resource Management is a 120-credit qualification. Learners must achieve 120 credits by completing all mandatory units.
Unit Title
Level
Credit
GLH
Mandatory units
Strategic Human Resource Management
4
12
60
Managing Ethically
4
12
60
Culture and the Organisation
4
12
60
Working in Teams
4
12
60
Organisational Structures
4
12
60
Recruitment and CPD
4
12
60
Measuring and Rewarding Performance
4
12
60
Managing People in Organisations
4
12
60
Interpersonal Skills
4
12
60
Motivating and Influencing People
4
12
60
ATHE Level 4 Diploma in Human Resource Management
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Strategic Human Resource Management
Unit Aims
This unit aims to develop knowledge and understanding of the importance of strategic human resources management for all organisations. This includes its role in organisational planning. The unit also considers the effects of external and internal human resources factors on organisations and issues related to legislation surrounding employment.
Unit Level
4
Unit Code
D/617/8527
Guided Learning Hours
60
Credit Value
12
Unit Grading Structure
Pass
Assessment Guidance
In order to reach a pass standard for this unit, learners must demonstrate achievement of each learning outcome at the standards provided by the related assessment criteria
Learning Outcomes – The learner will:
Assessment Criteria – The learner can:
1. Understand the role of strategic HRM in an organisation
1.1 Explain the role and purposes of HRM
1.2 Discuss the relationships between HRM and strategy
1.3 Evaluate the HRM planning process
2. Know how to analyse the external and internal factors impacting on the labour market
2.1 Discuss the nature of the labour market
2.2 Analyse the internal factors that lead to demands for skills
2.3 Explain the principles of supply and demand that impact on the labour market
2.4 Analyse factors contributing to the supply of skills in the labour market
3. Understand the different ways that employment can be terminated
3.1 Explain different ways of terminating employment
3.2 Describe the legal processes behind each type of termination
3.3 Explain the process of redundancy
3.4 Critically compare fair and unfair dismissal
4. Understand the different forms of discrimination
4.1 Analyse the protected characteristics in discrimination
4.2 Explain the difference between direct and indirect discrimination
Indicative Content
1. Understand the role of strategic HRM in an organisation.
• Relationships with strategy
• Employee relations
• Administration
• Rewards
• HR planning
2. Know how to analyse the external and internal factors impacting on the labour market.
• Definitions of labour market
• Demand for skills
• Filling gaps
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• Predicting supply
• Unpredictability – illness
• Predictable – pregnancy leave, holidays
• PESTLE analysis
• SWOT analysis
3. Understand the different ways the employment can be terminated
• Mutual agreement
• Fair and unfair dismissal
• Redundancy
• Retirement
• Capability
• Misconduct and gross misconduct
• Statutory rights
• Redundancy process and selection matrix
• Employee representation
4. Understand the different forms of discrimination
• Protected