Module Number: BMP6005
| Assessment Number 1 Assessment Type (and weighting) Written Report – 50% (2500 words) Assessment Name Case Study Evaluation Assessment Submission Date Sunday 20 August 2023 at 23:59 |
Module Name: Work and the Employment Relationship Year/Trimester/Cohort: 2022-23/Semester 1/June 2023 Module Tutor/s: TBC
Learning Outcomes Assessed:
LO1: Demonstrate knowledge and a critical understanding of the major theoretical approaches underpinning the employment relationship, enabling its management within a meso, micro and macro-level context.
LO2: Critically analyse and evaluate the roles and responsibilities of major stakeholders (e.g., governments, employers, trade unions) in influencing the employment relationship.
Assessment Brief:
Employee relations can significantly influence the behaviour of different stakeholders within an organization. Using relevant theories and concepts, critically analyse and evaluate the roles and responsibilities of major stakeholders in influencing the employment relationship of Transport for London or TfL (https://tfl.gov.uk/). In your analysis and evaluation, address the following:
- Discuss the major theoretical approaches that underpin the employment relationship, and evaluate their application within meso, micro and macro-level contexts.
- Critically analyse the roles and responsibilities of major stakeholders (e.g., governments, employees, employers, trade unions, etc.) in influencing the employment relationship, including their impact on employee behaviour.
- Evaluate the effectiveness of different strategies and interventions that can be employed to manage employee relations and influence stakeholder behaviour.
- Critically evaluate the effectiveness of stakeholder management in shaping the employment relationship and influencing employee behaviour at TfL.
- Provide recommendations on how to improve the management of employee relations and promote positive stakeholder behaviour within TfL.
In your written report, you should demonstrate your knowledge and critical understanding of major theoretical approaches to employee relations and the roles and responsibilities of major stakeholders in influencing the employment relationship. Additionally, you should provide a thorough analysis and evaluation of strategies and interventions for managing employee relations and shaping stakeholder behaviour, using relevant examples to support your arguments. Finally, you should provide practical recommendations on how to improve the management of employee relations and promote positive stakeholder behaviour within the said company/ organisation.
| Secondary Research Source Requirement at Level HE6 – It is expected that the Reference List will contain between fifteen to twenty sources. As a MINIMUM the Reference List should include three refereed academic journals and five academic books. |
Assessment Preparation and Submission:
See section 12 of the module guide for Guidelines on the Preparation and Submission of Assignments.
Additional Submission Instructions:
You are required to submit a soft copy via “Turn-it-in UK” on the module Moodle page. The software will allow you to check your work against other material on the internet. It will also compare your work against other students work.
You will be able to upload drafts of your written work into turn-it-in as many times as you wish before the deadline.
You will not be able to overwrite the final submission after the deadline. You can only submit a single file.
Specific Assessment Criteria:
Excellent (70%+): The report will be to a high standard and will reflect the effective application of extensive reading. It will address the specific issues outlined in the assignment brief. It will be structured in an extremely clear and logical manner. Findings will be excellently explained and enthusiastically communicated to audience to enable their full understanding. Referencing and research will be outstanding and used effectively throughout to support arguments.
Very Good (60 – 69%): The report will be to a very good standard and will reflect the effective application of wide reading. It will provide very good analysis of the specific issues outlined in the assignment brief. The report will cover the salient points. The presentation will be very clear and informative. The report will be very well written and presented in a structured and readable style. Referencing and research will be of a very good standard.
Good (50 – 59%): The report will cover some salient points. The presentation will be clear and informative. The report will be well written and presented in a structured and readable style. Referencing and research will be of a good standard.
Satisfactory (40-49%): A reasonable attempt will be made to prepare and deliver the report but will be under-developed and will not reflect effective teamwork. Referencing and research will be of a satisfactory standard.
Unsatisfactory (Below 40%): Students who do not meet the requirements of a pass grade (40% or above) will not successfully complete the assessment activity.
General Assessment Criteria – Level HE6
| % | Relevance | Knowledge | Argument/ Analysis | Structure | Presentatio n | Written English | Research/ Referencin | |
| Cla | 85- | Directly relevant to title. Expertly addresses the assumptions of the title and/or the requirements of the brief. | Demonstrates an exceptional knowledge/ understanding of theory and practice for this level. Demonstrates the ability to expertly identify | Makes exceptional use of appropriate arguments and/or theoretical models. Presents an exceptional critical evaluation of the | Coherently articulated and logically structured. An appropriate format is used. | The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates | An exceptionally well written answer with standard spelling and grammar. Style is clear, resourceful and academic. | Sources accurately cited in the text. An extensive range of contemporar y and relevant references |
| ss I | 100 | |||||||
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| Cla | 70- | Directly relevant to title. Addresses the assumptions of the title and/or the requirements | Demonstrates an excellent knowledge/ understanding of theory and practice for this level. Demonstrates the ability to identify | Makes creative use of appropriate arguments and/or theoretical models. Demonstrates some distinctive or independent | Coherently articulated and logically structured. An appropriate format is used. | The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, | An excellently written answer with standard spelling and grammar. Style is clear, resourceful and academic. | Sources accurately cited in the text. A wide range of contemporar y and relevant |
| ss I | 84 | |||||||
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| Cla | 60- | Directly relevant to title. Addresses most of the assumptions of the title | Demonstrates a very good knowledge/ understanding of theory and practice for this level. | Uses sound arguments or theoretical models. Presents a sound critical evaluation of the material | Logically constructed in the main. An appropriate format is used. | The presentational style & layout is correct for the type of assignment. Effective | A very well written answer with standard spelling and grammar. Style is clear and academic. | Sources accurately cited in the text and a wide range of appropriate |
| ss | 69 | |||||||
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| Cla | Generally, addresses the title/brief, but sometimes considers irrelevant | Demonstrates a good knowledge/ understanding of theory and practice for this level through the identification | Presents largely coherent arguments. Evidence of attempted analysis and critical | For the most part coherently articulated and logically structured. An acceptable | The presentational style & layout is correct for the type of assignment. Inclusion of | Competently written with minor lapses in spelling and grammar. Style is readable and academic in the | Most sources accurately cited in the text and an appropriate reference list is provided | |
| ss | 50- | |||||||
| II/ii | 59 | |||||||
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| Cla ss III (Sat isfa ctor y Qu | 40- 49 % | Some degree of irrelevance to the title/ brief. Superficial consideratio n of the | Demonstrates an adequate knowledge/ understanding of theory and practice for this level. An attempt is made to | Presents basic arguments but focus and consistency lacking in places. Issues are vaguely stated. Descriptive or | Adequate attempt at articulation and logical structure. An acceptable format is used. | The presentational style & layout is largely correct for the type of assignment. Inappropriate | Generally, competently written although intermittent lapses in grammar and spelling pose | Some relevant sources cited. Some weaknesses in |
| Bor | Significant | Demonstrates | Limited | Poorly | For the type | Deficiencies in | Limited | |
| derl ine Fail | 35- 39 % | degree of irrelevance to the title/ brief. | weaknesses in knowledge of theory and practice for this | argument, which is descriptive or narrative in style with little | structured. Lack of articulation. | of assignment, the presentational | spelling and grammar makes reading difficult. | sources and weak referencing. |
| Only the | level. Key issues | evidence of | Format | style &/or | Simplistic or | |||
| most obvious | and themes not | analysis. | deficient. | layout is | repetitious style | |||
| Fail | <34 % | Relevance to the title/brief is intermittent or missing. The topic is | Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of | Inadequate arguments and no analysis. Descriptive or narrative in style with no evidence of critique. | Unstructured. Lack of articulation. Format deficient | For the type of assignment, the presentational style &/or layout is | Poorly written with numerous deficiencies in grammar, spelling and expression. Style is non- | An absence of academic sources and poor referencing technique. |
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