UNIVERSITY OF KENT
Module Specification
1.
The title of the module
2.
The Department which will be responsible for management of the module
3.
The Start Date of the Module
4.
The cohort of students (onwards) to which the module will be applicable.
5.
The number of students expected to take the module
6.
Modules to be withdrawn on the introduction of this proposed module and
Employee Resourcing (CB8000)
Kent Business School
Autumn and Spring 2009/2010 (week 9 Autumn 2009 term)
2009/2010 MSc Management and associated programmes
30
consultation with other relevant Departments and Faculties regarding the
withdrawal
n/a
7.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
Level M
8.
The number of credits which the module represents
9.
Which term(s) the module is to be taught in (or other teaching pattern)
10.
Prerequisite and co-requisite modules
15 credits (7.5 ECTS)
Autumn/Spring (weeks 9-16)
Organisational Behaviour & Human Resource Management (CB935) as a
prerequisite module.
11.
The programmes of study to which the module contributes
MSc Management and other associated programmes
12.
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
The aim of this module is to analyse and evaluate current theory, practice and
developments in employment resourcing. By the end of the module students
should be able to:

12.1 Critically evaluate the theory of employee resourcing and its links with
organisational theory

12.2 Have knowledge and understanding of the underpinning rationale for
employee resourcing and its strategic importance to an organisation.

12.3 Critically assess the approaches and principle techniques and
developments, both existing and emerging, of employee resourcing from the
creation of a human resource plan, through recruitment, selection,
socialisation, performance management, retention and review to eventual
employee release.

12.4 Understand and critically evaluate the wider environmental content
within which employee resourcing is located and the requirement for
pragmatic employee resourcing programmes.

12.5 Understand the requirement to secure compliance of all appropriate
ethical and legal obligations and the co-operation of relevant stakeholders in
the design and implementation of resourcing processes.
These intended module learning outcomes contribute to the following programme
learning outcomes:

Programme learning outcome A1: The impact of contextual forces on
organisations including: legal systems; ethical, economic, environmental,
social and technological change issues; international developments;
corporate governance (Module Learning Outcome 12.4 & 12.5)

Programme learning outcome A2: Markets and customers: the development
and operation of markets for resources, goods and services; expectations of
customers and equivalent stakeholders; service and orientation (Module
Learning Outcome 12.4 & 12.5)

Programme learning outcome A5: The management and development of
people within organisations; organisational theory, behaviour;
industrial/employee relations, HRM, change management (Module Learning
Outcome 12.1 to 12.5)

Programme learning outcome A6: The uses and limitations of a range of
research methods/techniques, both qualitative and quantitative, and an
understanding of their strengths and weaknesses for providing information
and evaluating options in an uncertain organisational environment (Module
Learning Outcome 12.4)

Programme learning outcome A9: The development of appropriate business
policies and strategies within a changing context to meet stakeholder
interests (Module Learning Outcome 12.4 & 12.5)

Programme learning outcome A10: A range of contemporary and pervasive
issues which may change over time. Illustrative examples include:
innovation, creativity and enterprise, e-commerce, knowledge management,
sustainability, business ethics, values and norms, globalisation (Module
Learning Outcome 12.4 & 12.5)

Programme learning outcome B1: Critical thinking and creativity; managing
creative processes in self and others; organising thoughts; analysis,
synthesis, critical appraisal. This includes the capability to identify
assumptions, evaluate statements in terms of evidence, detect false logic or
reasoning, identify implicit values, define terms adequately and generalise
appropriately (Module Learning Outcome 12.1 to 12.5)

Programme learning outcome B2: Ability to select, organise, develop and
synthesise complex material (Module Learning Outcome 12.1 to 12.5)

Programme learning outcome B3: Analytic skills necessary for the analysis
of problems and the identification of appropriate solutions. (Module Learning
Outcome 12.1 to 12.5)

Programme learning outcome B4: Ability to plan, work and study
independently and to use resources in a way which reflects best current
practice and anticipated future practice. (Module Learning Outcome 12.1 to
12.5)

Programme learning outcome B5: Integrative capability to communicate
and co-ordinate or eventually lead a team of multifunctional specialists.
(Module Learning Outcome 12.1 to 12.5)

Programme learning outcome C1: Problem solving and decision making;
establishing criteria; using appropriate decision techniques including
identifying, formulating and solving business problems; the ability to create,
identify and evaluate options; the ability to implement and review decisions
(Module Learning Outcome 12.2-12.5)

Programme learning outcome C3: Ethical and value management:
recognising ethical situations, applying ethical and organisational values to
situations and choices (Module Learning Outcome 12.4 & 12.5)
13.
The intended generic learning outcomes and, as appropriate, their relationship
to programme learning outcomes
The proposed module has the following intended generic learning outcomes:

13.1
Set employee resourcing in the wider context of general
13.2
The development of students’ abilities to critically assess and
organisational management

evaluate the impact of employee resourcing on management and the
performance of organisations

13.3
The development of students’ analytical skills by linking theoretical
perspectives to contemporary organisational situations throughout the course
of the module

13.4
Encourage students to plan work, working independently, and in
13.5
Develop students’ ability to write coherently and write critically.
groups

These intended generic module learning outcomes contribute to the following
programme learning outcomes:

Programme learning outcome A1: The impact of contextual forces on
organisations including: legal systems; ethical, economic, environmental,
social and technological change issues; international developments;
corporate governance (Generic Learning Outcome 13.1)

Programme learning outcome A2: Markets and customers: the development
and operation of markets for resources, goods and services; expectations of
customers and equivalent stakeholders; service and orientation (Generic
Learning Outcome 13.2 & 13.3)

Programme learning outcome A5: The management and development of
people within organisations; organisational theory, behaviour;
industrial/employee relations, HRM, change management (Generic Learning
Outcome 13.1-13.5)

Programme learning outcome A6: The uses and limitations of a range of
research methods/techniques, both qualitative and quantitative, and an
understanding of their strengths and weaknesses for providing information
and evaluating options in an uncertain organisational environment (Generic
Learning Outcome 13.2 – 13.5)

Programme learning outcome A9: The development of appropriate business
policies and strategies within a changing context to meet stakeholder
interests (Generic Learning Outcome 13.1-13.3)

Programme learning outcome A10: A range of contemporary and pervasive
issues which may change over time. Illustrative examples include:
innovation, creativity and enterprise, e-commerce, knowledge management,
sustainability, business ethics, values and norms, globalisation (Generic
Learning Outcome 13.1 & 13.2)

Programme learning outcome B1: Critical thinking and creativity; managing
creative processes in self and others; organising thoughts; analysis,
synthesis, critical appraisal. This includes the capability to identify
assumptions, evaluate statements in terms of evidence, detect false logic or
reasoning, identify implicit values, define terms adequately and generalise
appropriately (Generic Learning Outcome 13.1-13.5)

Programme learning outcome B2: Ability to select, organise, develop and
synthesise complex material (Generic Learning Outcome 13.2-13.5)

Programme learning outcome B3: Analytic skills necessary for the analysis
of problems and the identification of appropriate solutions. (Generic Learning
Outcome 13.2-13.3)

Programme learning outcome B4: Ability to plan, work and study
independently and to use resources in a way which reflects best current
practice and anticipated future practice. (Generic Learning Outcome 13.4)

Programme learning outcome B5: Integrative capability to communicate and
co-ordinate or eventually lead a team of multifunctional specialists(Generic
Learning Outcome 13.4)

Programme learning outcome C1: Problem solving and decision making;
establishing criteria; using appropriate decision techniques including
identifying, formulating and solving business problems; the ability to create,
identify and evaluate options; the ability to implement and review decisions
(Generic Learning Outcome 13.2 & 13.3)

Programme learning outcome C3: Ethical and value management:
recognising ethical situations, applying ethical and organisational values to
situations and choices (Generic Learning Outcome 13.1-13.3)
14.
A synopsis of the curriculum
This module will provide students with a range of theoretical and practical
knowledge, providing them with the opportunity to think critically and evaluate the
theory and practice of employee resourcing. This will enable students to develop
and apply employee resourcing tools and techniques to specific organisational
contents in which they might operate.

The main topics of study are as follows:
Employee Resourcing in context: the changing world of work and
organisations

The Strategic Importance of employee resourcing and approaches to
employee resourcing




Human Resource Planning
Recruitment and Selection
People Management: socialisation and improving performance
Employee Flexibility


Employee Retention
People Management: dealing with performance issues and managing
release
15.
Indicative Reading List

Beardwell J. and Clydon T. (2007) Human Resource Management: A
contemporary approach, Harlow: FT Prentice Hall

Boxall P. and Purcell J. (2003) Strategy and Human Resource
Management, Basingstoke: Palgrave Macmillan

Bratton & Gold (2007) Human Resource Management: Theory & Practice,
Palgrave Macmillan: Basingstoke

Leopold J., Harris L. & Watson T. (2004) The Strategic Management of
Human Resources, London: FT/Prentice Hall

Marchington M. and Wilkinson A. (2008) HRM At Work: People
Management & Development, London: CIPD

Pilbeam S. & Corbridge M. (2002) People Resourcing: HRM in Practice;
Harlow: FT Prentice Hall

Redman T. & A. Wilkinson (2006) Contemporary Human Resource
Management: Text and Cases, Harlow: FT Prentice Hall

Storey J. (2007) Human Resource Management: A Critical Text, London:
Thomson


Taylor S. (2008) People Resourcing, London: CIPD
Torrington D., Hall, L. and Taylor S. (2008) Human Resource Management,
Harlow: FT Prentice Hall
Students are strongly recommended to read as widely as possible, using a
mixture of textbooks and journal articles. Support and encouragement of journal
article reading is provided through seminar activities.
Students are advised to read from the following journals:
British Journal of Industrial Relations; Employee Relations; Industrial Relations
Journal; Industrial and Labor Relations Review; Human Resource Management
Journal; International Journal of Human Resource Management; People
Management, Personnel Review, Work, Employment and Society;
16.
Learning and Teaching Methods, including the nature and number of contact
hours and the total study hours which will be expected of students, and how
these relate to achievement of the intended learning outcomes
The module will be delivered by a mixture of tutor-led and student-centred
activities. This will consist of formal lectures, group-based learning activities and
the development of independent learning. There will be the use of real life case
material, videos and peer group discussion to facilitate the learning. Learning
materials will be made available electronically for students in order to help both
prior study and later consolidation.
This combination of formal classroom contact hours and independent study will
provide students with enough time to achieve the subject specific and generic
learning outcomes. The lectures and tutor led activities will achieve module
learning outcomes 12.2-12.5 and generic learning outcomes 13.1-13.3. Seminar
activities, module reading and more student centred activities will achieve module
learning outcomes 12.1, 12.3, 12.4 & 12.5 and generic learning outcomes 13.113.5.
Contact hours
Lecture- linked individual learning
Seminar preparation
Project preparation
Total Learning Hours:
17.
24
38
48
40
150
Assessment methods and how these relate to testing achievement of the
intended
learning outcomes
Assessment will be by a 2,500 word project (40%) and examination (60%). The
project will require students to apply their knowledge and understanding of relevant
theories, concepts and practices to a case study situation, providing critical
evaluation of relevant theories and practice and address specific learning outcomes
12.3 – 12.5 and generic learning outcomes 13.1-13.5. The end-of-module
examination will satisfy learning outcomes 12.1-12.5 and generic learning outcomes
13.1-13.3 & 13.5.
18.
Implications for learning resources, including staff, library, IT and space
The curriculum is within the competence of current staff. The module is new, so
some additional resources in terms of library books will be needed. There are no
unusual IT or space requirements.
19.
A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not
present any non-justifiable disadvantage to students with disabilities
I confirm that as far as can be reasonably anticipated, the curriculum, learning
and teaching methods and forms of assessment do not present any non-justifiable
disadvantage to students with disabilities.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on
the above module proposal and have given advice on the correct procedures and
required content of module proposals"
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Director of Learning and Teaching
..............................................
Date
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Print Name
Statement by the Head of Department: "I confirm that the Department has approved the
introduction of the module and, where the module is proposed by Departmental staff, will
be responsible for its resourcing"
.................................................................
Head of Department
…………………………………………………….
Print Name
..............................................
Date