Organization of the Module

Organization of the Module

There are twelve sessions for this module.  The syllabus for this module is set out below (topic order may vary):

Session Title    Description of Session
Understanding Organizations    This session explores the idea that how we structure our organizations is never benign.  This idea relates to issues of diversity,

gender and horizontal/vertical integration in organizations.
Careers, and
Writing at masters level    We engage with classic and contemporary approaches to careers.
We explore what it means to write well at masters levels, and look at some of the ‘traps’ which students often fall into.
Strategic Human Resource Management    The examination and exploration of Vertical and horizontal integration (Resource Based View, Best Practice, Best Fit) and

perspectives on International HRM.
Resourcing    Labour market planning; Staff turnover; resourcing and selection
Diversity    General Principles and international perspectives relating to  equality and diversity issues in the workplace
Learning    We define training, learning and development and look at methods of delivery, and ask why do they matter?
Leadership & Organizations    Is there a difference between leaders and managers? What are some mainstream and critical approaches to leadership?
Organisational Culture    What are some different approaches to the study of organizational culture?  How does culture influence everyday organizing?
Power and Politics    We explore a variety of perspectives on power and politics in organisations, with implications for analysing ethics in organisations.
Managing Change    An exploration of different theories of change management, culminating in the question: How realistic is it to imagine that can we ‘manage’ change?
Emotions, Control and Identities

Bringing it all Together    What role do organisations play in attempting to control or shape their employees’ emotions, and by what means can this be done?  How

successful are they?  What implications does this have for our ‘working’ identities? What about emotions that we experience at work, which are unrelated to

organisational requirements?
Through the use of a case study we explore overlaps, links and tensions between topics and different perspectives, and examine the different ways that these can be

analysed.
Student responsibilities

Teaching sessions
You should be aware that teaching sessions are designed to provide a framework for discussion and analysis. These sessions provide insights into issues and debates, as

well as highlighting the importance of people, places and events – constructing a context which is then examined in more detail later within the same session.  The

onus is on the student to keep up to date with the prescribed reading on a weekly basis – and to read widely around the topics.  A record of attendance will be

maintained for each teaching session.
Teaching sessions work better if everyone has done some preparatory reading. If you have not carried out background reading, then your peers may have to work harder in

group discussions; please do not leave it to others to do the work.  Reading widely will result in better class discussions and allow you to challenge the material,

and enable you to enter more easily into contested debates within the topic areas.
In the News – For each teaching session, we will begin by a pair or small group of students presenting a discussion about an organisation, from the current events in

news.  Please note that this part will not be assessed, and it will be in an informal, relaxed, supportive atmosphere.  The purpose is to provide an opportunity to

connect what you are learning to daily events, to practice presentation skills, and overall expand your knowledge.  We will ask the presentation and question/answer

part to be no more than 20 minutes total.
Staff responsibilities

Staff will endeavour to produce useful, interesting and thought provoking teaching sessions, which are well informed by up-to-date literature and, where appropriate,

by supporting visual aids.  In the sessions tutors will help to generate and sustain discussions, while at the same time recognising the students’ responsibility to

stimulate debate.
Staff will be available to discuss your work on a one-to-one basis by appointment.  In addition, they will make time to discuss issues raised by the group in the

teaching sessions.

3.    Assignment Brief

This module encourages students to engage critically and in some depth with a wide range of literature, and to evaluate the way that this literature can be applied in

practice, in a variety of organisational settings.  The assessment is designed to reflect this ethos and is intended to develop and demonstrate these approaches to

learning.

Component A

Task: Critically analyse the literature about career theory in the early 21st Century.
Length: 675 to 825 words, with an absolute maximum of 825 words.Weighting:20%

ALSO: Attach a Personal Development Map as an Appendix to your paper of NO MORE THAN 2 SIDES to explain your career to date, and how you expect your career to develop.

You must cross reference your plans in this Appendix to the literature review in your main paper. In other words, make direct references to your own plans, as

illustrated in your Development Map, as you critically analyse the career literature.
The online submission date for this assignment is Thursday, November 27, 2014.  You need to submit your assignment by 2 pm.

Please submit much in advance of this timed deadline, because submissions are online, and you want to avoid any uploading times or delays – please see below for

further supportive links about online submission, and your Blackboard assignments tab will have support links as well.

Assessment Marking Criteria

Task: The student has undertaken the task as required in the brief         YES/NO

Length: 675 to 825 words (Component A)
Criteria continued on next page

Criteria            [A= very strong…D= poor]

  1. Well developed understanding using a range of         A     B     C    D
    relevant, referenced theories of organisation

  2. Awareness of and reference to a range of appropriate     A     B     C     D
    and relevant literature

  3. Well developed arguments and effective analysis         A     B     C     D
    combining theory and practice through the appropriate
    use of case study examples

  4. Clear evaluation of theories and literature assembled    A     B     C     D
    through coherent arguments

  5. Well written (coherence, conciseness, clarity, structure,     A     B     C     D
    spelling, grammar, and written in an appropriate academic style)

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