| HRMT20024 Term 3 2017 – Assessment 3 Guidelines | |
| Report on Managing and retaining staff | |
| Due date | Week 12 Friday 9 February 2018, 5.00PM Any requests for extension must be submitted through the CQU system at least 48 hours prior to the due date, with relevant supporting documents. Late submissions without approval will result in a penalty of 5% (2.25 marks) per day. |
| Weighting | 45% |
| Length | 2,000 words ± 10% (including executive summary, introduction, heading andsubheadings, recommendations and conclusion but excluding title page and reference list) |
| Learning | 1, 2, 3, 4 |
| Purpose | This assessment will assist students to develop skills in analysing an issue and discussing it in terms of the relevant theory and literature. It will give students the opportunity to enhance their research, analysis, critical thinking and written communication skills; particularly in the areas of argument development and report writing. Before starting this assessment, please read the marking criteria (at the end of this document). |
| Assessment Task | Throughout the term, we have discussed news stories and the HR implications arising from these stories. For assessment 3, you will write a report as if you were a consultant to an organisation. You will write about one of the three news stories on Moodle (i.e. one on penalty rates, one on gender equality, and one on performance and rewards), identifying the problem, analyzing it in terms of the relevant theory and literature, and provide practical solutions. You must draw on the material relating to Strategic HRM (Week 1) as well as material from 2-3 themes from Weeks 6 to Week 11 (i.e. employee relations challenges, managing diversity, performance management, learning and development, motivation and rewards, and employee turnover and retention). You should engage in extensive research within the academic literature to develop an argument with appropriate theoretical discussion and references. You must cite at least ten (10) relevant peer reviewed journal articles. You cancite other academic references such as books, conference papers, and book chapters but these will NOT be counted as part of the 10 journal articles. |
| Suggested Report format | Title page: It contains the name of the report, who prepared the report, for whom the report was prepared, the nature of the report, the date the report was prepared. Executive summary (ideally be approx. 50-100 words): The executive summary is a one page (or less) statement of a report’s purpose, findings and recommendations, enabling the reader to see the “big picture” without getting absorbed in technicalities. Table of contents: List the page numbers for headings and sub headings of the report. Introduction (approx. 200 words): The introduction consists of two or three paragraphs in which the aims, structure and methodology of the report are outlined. It states clearly the purpose or main task of the report and what the reader can expect. Please include a thesis statement that clearly mentions the main purpose of the report and your argument. Body of report with Headings and Subheadings (approx. 1500 words): The main body of the report should be structured into logical sections by topic, using headings to organise arguments and evidence. Conclusion (approx. 250 words): The conclusion is a brief section in which the writer analyses the significance of the report’s findings and reiterates the main points of the report. These findings must derive logically from material presented in the report. A generalisation is then drawn from the specific findings of the research. New information is not included in the conclusion. References: A Reference List is a listing of all external resources that were consulted and mentioned during research for the report, and information from which is directly referred toin the text of the report. It is strongly recommended to avoid secondary referencing in assessments. Read the references before mentioning in reference list. APA referencing. For more information, see : https://www.cqu.edu.au/?a=14033 Creating a consistent and professional looking document is important and demonstrates that you have taken care with the work. Ideally, use a simple font such as Times New Roman 12 for the body of the paper, 1.5 spacing, and bold 14 point for major headings and bold 12 point for minor headings. All assessments must be submitted through the Moodle site. No email submissions will be accepted. All assessments submitted electronically through Moodle must be through the Student Portal http://my.cqu.edu.au • Failure to submit electronically will be taken as a failure to submit and therefore a zero (0) score will apply to the specific assessment. |
| Plagiarism | Copy detection software (TurnitIn) is used in this course and work found in contravention of the copying and plagiarism rules will be investigated. Penalties apply in the case of proven instances of copying, plagiarism and academic dishonesty. Please check the following links to know more about TurnitIn: http://turnitin.com/en_us/training/student-training/viewing-originality-reports http://turnitin.com/en_us/training/student-training/about-originalitycheck TurnitIn is only a tool and judgement needs to be used when you view your Originality Report. TurnitIn does not make a judgement as to what is referenced properly, it highlights the non- original material in a piece of work. You should use the similarity score as aguide only and must then check the originality report to determine whether or not changes need to be made to the assessment. |
| Required | Students must familiarise themselves with the following policies and procedures at http://policy.cqu.edu.au: Assessment of Coursework Policy; Assessment of Coursework Principles; Assessment of Coursework Procedures |
HRMT20024 Assessment 3 Rubric – Report on
| Key Criteria | Exceeds Expectations (High Distinction) 85-100% | Exceeds Expectations (Distinction) 75 – 84% | Meets Expectations (Credit) 65 – 74% | Meets Expectations (Pass) 50 – 64% | Below Expectations (Fail) below 50% |
| Content Knowledge 40% |
Demonstrates a balanced and very high level of detailed knowledge of core concepts by providing a very high level of analysis. |
Demonstrates a balanced and high level of knowledge of core concepts by providing a high level of analysis. |
Demonstrates a good level of knowledge of some of the core concepts by providing some level of analysis. |
Demonstrates limited knowledge of core concepts by providing a limited level of analysis. |
Demonstrates little, if any, knowledge of the core concepts with extremely limited, if any, analysis. |
| Utilises current, appropriate and credible sources. | Utilises mostly current, appropriate and credible sources. | Utilises some current, appropriate and credible sources. | Utilises few current, appropriate and credible sources. | Utilises little, if any, current, appropriate and credible sources. | |
| Argument 30% | Excellent introduction; providing a very clear purpose which ensures all areas relevant to the topic are clearly outlined. |
Good introduction; providing a mostly clear purpose which ensures most areas relevant to the topic are clearly outlined. |
Fair introduction, addresses some points, lacks some detail; ensures some areas relevant to the topic are outlined. |
Poor introduction; addresses limited points, lacks detail; of which few areas are outlined. |
Very poor or non-existent introduction. |
| Excellent and logical argument integrated throughout the work |
Strong argument throughout most of the work |
Some argument linking ideas throughout the work |
Weak argument | Little or no argument | |
| The assessment presents a detailed and focused summary of the ideas presented; drawing clear and well thought-out conclusions. |
The assessment presents a fairly detailed and focused summary of the ideas presented; drawing fairly clear and well thought-out conclusions. |
The assessment presents a somewhat detailed and focused summary of the ideas presented; providing some evidence of conclusions. |
The assessment provides limited detail with no clear summary of the ideas presented; drawing limited conclusions. |
The assessment fails to provide any clear evidence of the ideas presented; drawing no clear conclusions. |
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| Organisation or structure 15% |
The ideas are arranged in an extremely logical, structured and coherent manner. |
The ideas are arranged in a fairly logical, structured and coherent manner. |
The ideas are arranged in a logical, some-what structured and coherent manner. |
The ideas appear less logical, structured and presents in fairly incoherent manner. |
There is little, if any, coherent structure to the document. |
| Presentation and quality of writing 15% |
Quality of writing at a very high standard. Paragraphs are coherently connected to each other. Correct grammar, spelling and punctuation. |
Quality of writing is of a high standard. Paragraphs are mostly well structured. Few grammar, spelling and punctuation mistakes. |
Quality of writing is of a good standard. Few grammar, spelling and punctuation mistakes. |
Some problems with sentence structure and presentation Frequent grammar, punctuation and spelling mistakes. Use of inappropriate language. | Quality of writing is at a very poor standard so barely understandable. Many spelling mistakes. Little or no evidence of proof reading. |
| Late assessment penalty |
5% per day x 45 marks = 2.25 marks per day |
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