STAFFORDSHIRE UNIVERSITY BUSINESS SCHOOL
Hand in location: (tick as appropriate)
Module Name:
Module Code:
Module Leader:
Weighting:
Checked by:

STOKE
STAFFORD
Personnel Management in Practice
BSB10248-4R
Christine Shaw
100%
T Doughty
Submission Time and Date: 2.00pm 15th August 2011
You should hand in one copy of your assignment by the time and date above to the appropriate
‘hand-in location’ at the Business School Receptions on either the second floor Brindley
Building, B227 or K166, Octagon, Beaconside as specified above. The Brindley reception is
open Monday to Thursday 9.00am to 6.00pm and Friday 9.00am to 4.30pm. The Octagan
reception is open Monday to Thursday 8:45am to 4:30pm and Friday until 4:00pm. Fill in the
Business School front cover (staple together with your assignment). This must be date stamped.
MAKE SURE that you fill in all the relevant details on this form (these are given above!). One
copy of the front sheet, date stamped, will be returned to you by the Office. This is your receipt,
keep it. You can submit work by post, but you must send it recorded delivery, it must be
postmarked two days before the deadline date and a copy must be kept by you in case it is lost
in the post. Faxed assignments will not be accepted.
Additionally you may be required to submit an electronic copy, in Microsoft Word format, on a
CDrom.
Assignments must be submitted by the due date. The only circumstance in which assignments
can be submitted late is if an extenuating circumstances form is submitted. In these
circumstances work may be submitted up to 2 weeks late only (this is not automatic). If the
extenuating circumstances are upheld, the assignment will be graded, otherwise a 0 will be
awarded.
Maximum Word Length:
State the number of words used at the end of your assignment. You may include diagrams,
figures etc. without word penalty. A sliding scale of penalties for excess length will be imposed
according to the amount by which the limit has been exceeded.
1-10%
11-20%
21-30%
31%+
excess
excess
excess
excess
no penalty
10% reduction in the mark
20% reduction in the mark
the work will be capped at a pass i.e. 40% or grade point 4.
NB. None of the above penalties will be used to change a student mark which is above the pass
mark, to one that is below the pass mark. Therefore the maximum penalty for exceeding the
word limit will be a reduction to a pass grade.
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This assignment will assess all learning outcomes:
Learning Outcomes
1. EXPLAIN THE KEY STAGES OF THE RECRUITMENT AND SELECTION PROCESS AND
IDENTIFY THE BASIC LEGISLATION THAT UNDERPINS THE PROCESS
2. CONDUCT A JOB ANALYSIS TO PRODUCE AN EFFECTIVE JOB DESCRIPTION,
PERSONNEL SPECIFICATION AND ADVERTISING COPY
3. PLAN AND CONDUCT AN EFFECTIVE RECRUITMENT INTERVIEW
4. DESIGN, PREPARE AND DELIVER A LEARNING EVENT TO MEET IDENTIFIED NEEDS
5. EVALUATE THE LEARNING EVENT
6. IDENTIFY GOVERNMENT INITIATIVE FOR TRAINING AND LEARNING
Ethics Disclaimer:
I confirm that the University’s guidelines for ethical approval have been consulted and that
all ethical issues and implications in relation to the above project have been considered. I
confirm that ethical approval need not be sought.
Name/Signature of Module Leader: Christine Shaw
2
Date: 12 August 2010
Kingston Meters
You will hand in a portfolio which will include four elements.
In section 1 there will be:
1.
2.
3.
4.
Job description
Person Specification
Advertisement
Interview questions
For each of the above you are also required to complete a Knowledge Statement that
demonstrates the research you did (reading of books, company documents, internet
research etc) to help you design the documents and complete the practical activity. This
will be no more that 1,000 words.
The assessment / observation form is on pages 4 & 5 of this document.
The Knowledge Statement form is on pages 8 & 9 of this document.
This section is worth 30% of the overall mark
The practical interview assessment is worth 20% of the overall mark and will take
place with agreement with your tutor.
In Section 2 there will be:
1. Lesson Plan / training session plan
2. Training materials (slides, props, materials etc)
3. Method of evaluation
For each of the above you are also required to complete a Knowledge Statement that
demonstrates the research you did (reading of books, company documents, internet
research etc) to help you design the documents and complete the practical activity. This
will be no more that 1,000 words.
The assessment / observation form is on pages 6 & 7 of this document.
This section is worth 30% of the overall mark
The practical training delivery assessment is worth 20%, , of the overall mark and will
take place with agreement with your tutor.
The portfolio may be presented in a regular A4 folder and you must separate each portfolio
entry with an index / dividers. Plastic sleeves and staples must not be used.
Presentation is important – make it easy for your tutor to mark!
3
SKILLS OBSERVATION CHECKLIST (1)
To demonstrate the ability to conduct a selection interview in a systematic way
Underpinning Skills
Positive
Developmental areas
Plan interview

Questions

Roles

Structure
Prepare suitable
environment
Establish a rapport and put
candidate at ease
Use appropriate
questioning techniques




Open questions
Criteria based
questions
Clarifying
Closed questions
Control interview without
dominating
4
Communicate (listening
and speaking) effectively
with candidate using
appropriate body language
Invite and deal with
candidate questions
Close interview
Relevant documents
available: Job description
and person specification
Conduct interview within
legal requirements
5
SKILLS OBSERVATION CHECKLIST (2)

Design a learning event to meet identified needs.

Prepare and deliver a learning event.
 Evaluate training and development events.
Underpinning Skills
Positive
Plan the presentation /
training event

Introduction

Main Section

Summary
Developmental areas
Prepare suitable
environment
Establish audience contact
and maintain interest
(rapport building and ice
breaker if appropriate)
Use appropriate
communication methods

OHT/PowerPoint

Handouts etc

Q&A

Verbal exposition
Control the presentation /
training activity within the
time limits set
6
Communicate effectively
with the audience using
appropriate body language
Invite and deal with
audience questions
Summarise the
presentation
Evaluate the training
session
Provide copies of
presentation to the tutor
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PMIP – Recruitment and Selection
Answer the 3 questions individually below, to produce a 500 - 1000 word Knowledge
Statement to demonstrate your understanding of the underpinning knowledge
related to the assignment .
By using your own perceptions and experience, the written and verbal feedback you have
received from your tutor and other members of your group you should consider:
1. What knowledge did you use in producing the supporting documents and in your skill
demonstration? Pay particular attention to how you decided on the Person
Specification, Job Description, Advertisement and Interview Questions.
2. What new knowledge have you gained by carrying out the skill demonstration? What
did you learn from the experience?
3. How could you use the feedback you have received from your assessor and other
candidates to develop your own knowledge?
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PMIP – Training
Answer the 3 questions individually below, to produce a 500 - 1000 word Knowledge
Statement to demonstrate your understanding of the underpinning knowledge
related to the assignment .
By using your own perceptions and experience, the written and verbal feedback you have
received from your tutor and other members of your group you should consider:
1. What knowledge did you use in producing the supporting documents and in your skill
demonstration? Pay particular attention to how you decided on the Lesson Plan,
Training material /props and Evaluation tool.
2. What new knowledge have you gained by carrying out the skill demonstration? What
did you learn from the experience?
3. How could you use the feedback you have received from your assessor and other
candidates to develop your own knowledge?
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Plagiarism Warning
Summary

Plagiarism occurs if you use somebody else's work in an assignment or exam answer, but
fail to state where you got the material from.

It can happen in any type of assessment where you are given the questions or tasks in
advance.

If another student uses your work in their answer(s), both you and they will be punished
when caught.

Punishments for committing plagiarism can be very severe.

25-30 students get caught in the Business school every year.
The details
Plagiarism is a form of cheating in which students use the work of others and present it as their
own. The University publishes a fully detailed description of what the term ‘plagiarism’ means on
the University’s main web-site under the heading ’Procedures for dealing with suspected cases
of academic dishonesty. We strongly recommend that you go and read the full document at the
above address. Meanwhile, here is an extract of some of the relevant content. You will have
committed plagiarism and may be caught, reported and punished (as described below) if you:

Copy extensively from the work of others (from sources such as books, magazines,
journals, web-sites for example) and submit the work as your own. NB It is acceptable
to refer to the work of others as long as you do not use too much, and reference your
sources properly. If you do not know how to do this, please follow the guidelines given
in the document entitled ‘Adding quotations and references to your written work’ at this
web-site address:
http://www.staffs.ac.uk/schools/business/bsadmin/staff/s3/jamr.htm

Copy another students’ work and submit it for assessment under your own name.

Allow another student to copy your work and they then submit it for assessment under
their name
This last item is of particular importance; few students seem to understand what it means. If, for
example, you allow another student to borrow your work and they subsequently copy some that
work and present it as their own, you and they will both be punished even though someone else
copied your work.
The risks of working with other students
Some assessment tasks are explicitly designed for group work, and it will be made clear that a
group answer is expected from you. All other tasks are intended as an assessment of your
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individual comprehension and performance, and group answers are not permitted. In individually
assessed forms of assessment your work must be different from that of every other student.
Plagiarism can occur in assignments and any examination where the questions are issued to
students in advance. In both cases it is possible for you to ask other people about how best to
answer the questions or complete the necessary tasks.
You should be aware that different modules and subjects may have different requirements. In
some subjects, answers to questions may, for example, require every student on a module to
employ or refer to the same diagram(s), concepts and the like in order to construct an
acceptable answer. You should note, however, that even in these circumstances your
explanations of what the diagrams mean, and any other writing referring to any common
diagrams and concepts should all be in your own words. Moreover, the situation may be very
different on other modules, where the submission of work that has a very similar structure, or the
use of very similar materials such as concepts, diagrams, quotations and the like, to that of
another student, may lead to you being accused of plagiarism.
The picture is complicated and, unfortunately, it is not possible to give advice that is directly
relevant to every module you study. If you are unsure about how to avoid plagiarism in any
specific module, then rather than hoping and guessing, you should ask for guidance from the
member of staff who delivers that module.
Our overall advice is straightforward; by all means discuss how best to answer questions or
complete tasks with your colleagues, but when it comes to actually writing your answers - DO IT
ALONE!
What happens if you get caught?
Contrary to some student rumours, getting caught and being punished for committing plagiarism
is not an extremely unusual student offence. The Business School typically uncovers and reports
for disciplinary action 25 to 30 students each year for plagiarism
Examination Boards may punish offending students in any manner that they deem fit.
Typical punishments Boards may choose range from reducing grades, making students re-sit
modules, through to failing students on a module or an entire award. The University regards this
form of cheating as a serious offence. Full details of the range of likely punishments can be
found on the University’s web-site under the heading ’Procedures for dealing with suspected
cases of academic dishonesty.
Please consider yourself warned!
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Class
1
Grade
Point
15
%
77+
Criteria






Demonstrates a high degree of perception and originality.
Is factually faultless and comprehensive in coverage of the salient points.
Shows complete comprehension of material and exceptional insight in
interpretation/analysis/evaluation.
Evidence of extensive appropriate wider reading and independent research.
Arguments supported by examples/evidence/case law.
Structure/grammar/referencing outstanding.
14
74-76







Demonstrates perception and originality.
Factually sound and comprehensive in coverage of salient points.
Shows considerable understanding of relevant material.
Outstanding interpretation/analysis/evaluation.
Evidence of considerable wider reading and independent research.
Relevant use of examples.
Structure/grammar/referencing outstanding.
13
70-73



Demonstrates some perception and originality.
Is factually sound and covers most salient points.
Shows a high level of understanding of relevant material with excellent
interpretation/analysis/evaluation of the material.
Evidence of considerable wider reading and independent research.
Relevant use of examples/evidence/case law.
Structure/grammar/referencing outstanding.



2.1
12
67-69






11
63-66






10
60-62






Class
2.2
Grade
Point
9
%
57-59
A comprehensive answer but with limited insight or originality.
Demonstrates a firm understanding of the material with no significant errors or
inaccuracies.
Interpretation/analysis/evaluation very good.
Relevant use of examples
Evidence of appropriate wider reading and independent research.
Structure/grammar/referencing of a high standard.
A good answer but with little evidence of insight or originality.
Demonstrates a firm understanding of the material with few errors, inaccuracies or
omissions.
Interpretation/analysis/evaluation good.
Relevant use of examples.
Evidence of appropriate wider reading and independent research.
Structure/grammar/referencing of a high standard.
A good answer but with very little evidence of insight or originality.
Demonstrates understanding of the material but may have some errors, inaccuracies or
omissions.
Interpretation/analysis/evaluation generally good.
Use of examples reasonable.
Evidence of appropriate wider reading and independent research.
Structure/grammar/referencing of a good standard.
Criteria







A competent answer but with no evidence of insight or originality.
Demonstrates satisfactory understanding of the material but with some errors,
inaccuracies or omissions.
Interpretation/analysis/evaluation present but not highly developed.
Some use of appropriate examples.
Reliance on lecture notes evident.
Limited evidence of reading beyond basic module texts.
Structure/grammar/referencing of a moderate standard.
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8
3
Compen
satable
Fail
NonCompen
satable
Fail
53-56







A competent answer demonstrating satisfactory understanding of the material but with
errors, inaccuracies or omissions.
Interpretation/analysis/evaluation weak.
Little use of appropriate examples.
Significant reliance on lecture notes.
Only basic texts consulted.
Some statements unsubstantiated.
Structure/grammar/referencing of a moderate/weak standard.
7
50-52







A competent answer demonstrating only a basic understanding.
Material mostly relevant but with errors, inaccuracies and omissions.
Some interpretation/analysis/evaluation but shallow and poorly substantiated.
Limited use of relevant examples.
Significant reliance on lecture notes.
Only basic texts consulted.
Structure/grammar/referencing of a moderate/weak standard.
6
47-49






Mostly relevant answer but with numerous omissions.
Some factual errors and only an adequate understanding of material.
Interpretation/analysis/evaluation shallow and poorly substantiated.
Limited use of relevant examples.
Very few basic texts consulted.
Structure/grammar/referencing flawed.
5
43-46






Mostly relevant answer but with significant omissions and factual errors.
Poor understanding of material.
Interpretation/analysis/evaluation simplistic with little substantiation.
Limited use of relevant examples.
Very little evidence of reading even of basic texts.
Structure/grammar/referencing flawed.
4
40-42






Some relevant material but with major omissions and inaccuracies.
Limited in understanding.
Interpretation/analysis/evaluation weak and unsubstantiated.
Poor use of relevant examples.
Very little evidence of any reading.
Structure/grammar/referencing poor.
3
30-39






Answer has some relevance but with major omissions and/or inaccuracies.
Demonstrates some/partial understanding but lacks material to answer the question.
Interpretative/analytical/evaluative skills very weak.
No evidence of reading at an appropriate level.
Structure/grammar/referencing poor.
Poor use of examples.
2
20-29







Largely irrelevant.
Only partial understanding of the question.
Very weak interpretative/analytical/evaluative skills.
Lacking in material to answer the question.
Considerable errors and inaccuracies.
Structure/grammar/referencing very poor.
Very poor or non-existent use of examples.
1
1-19






Almost totally irrelevant.
The bulk of the answer is a misunderstanding of the question.
Extremely limited interpretative/analytical/evaluative skills.
Unacceptably brief/or unacceptably verbose.
Mostly inaccurate and erroneous.
Structure/grammar/referencing very poor.
13