SHR 012 CBFS Leading and Managing People Paper all the requirements in the word file . 1400 wordSimilarity less than 5%turnitin report neede Submission Dea

SHR 012 CBFS Leading and Managing People Paper all the requirements in the word file . 1400 wordSimilarity less than 5%turnitin report neede Submission Deadline
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Unit title & code
Leading and Managing People SHR012-6
Assignment number and title
1. Flexible Working & the Psychological Contract
Assessment type
Written Report
Weighting of assessment
40%
Size or length of assessment
1,400 words (+/_ 10%)
Unit learning outcomes
1. A critical awareness and comprehension of key and contemporary debates about theory and practice
in the specific fields of high performance working, engagement, team management and motivation
whilst assessing the importance of management and leadership through periods of organisational
change
2. Be able to evaluate and analyse any given workplace scenario for evidence of effective people
performance, leadership and management, and able to diagnose and identify appropriate solutions to
issues or challenges limiting optimum work performance or affecting maximum application and
utilisation of worker capability
What am I required to do in this assignment?
Task 1. Using BREO – located academic literature and practitioner-orientated material for support, briefly analyse the theoretical concept
underpinning flexibility and the psychological contract, explaining what they are.
Task 2. Consider the existence and impact of flexible working and the psychological contract on your organisation and how it affects the
performance of the business
Task 3. This section should initially answer your report objectives and draw together the main points from your analysis of literature and
other discussion about your organisation. It summarises what has been learned from undertaking this research. It should also begin to
weigh up the options available to the organisation and what would impede implementation of further action. It should reach an overall
conclusion as to the extent and effectiveness of flexible working /psychological contract strategies on your organisation and begins to
identify the way forward. No new information should be presented in the conclusions.
Make a considered initial list of no more than four relevant recommendations for improving flexible working / psychological contract based
upon your conclusions, clearly stating how they can add value to the organisation as the basis of your business case
What do I need to do to pass? (Threshold Expectations from UIF)
Produce an adequate report which analyses relevant literature around key and contemporary debates about the psychological contract and
flexible working theory and practice, specifically in relation to employee engagement and high performance working in the workplace
How do I produce high quality work that merits a good grade?
We will be filling this section in together in class on 13/09/2019 make sure you have downloaded/printed out the Assignment Brief and
bring it to the session with you.
(Task1)
You need to demonstrate an excellent understanding of the ‘state of play’ of alternative definitions / perceptions of ‘flexible working’ and the
‘psychological contract’ and the strengths and weaknesses of current research ‘evidence’ from both an employer and an employee
perspective. Excellent knowledge of the subject matter from an academic and practitioner perspective is shown. There is strong supporting
reference in relation to related concepts such as ‘trust’; ‘zero hours’; ‘workforce resilience’ which will be very well evaluated.
(Task 2)
The evaluation is excellent and uses many of the features defined as ‘good practice’ (re flexible working / positive psychological contract) in
the Task 1 evaluation when considering your own workplace. There will be reasonable evidence of citations based on company / organisation
documentation: for example, employee feedback surveys / management action in relation to these. For higher A grades, any diagrams used
will generally be annotated with the circumstances of the workplace.
(Task 3)
Conclusions tie to main discussion and are evidence based. Recommendations are very carefully chosen (no more than four) and linked clearly
to any gaps / shortcomings re the practice of flexible working / psychological contract. There will be a clear, credible business case in support
of all recommendations made. Appropriate citation consistently used to establish appropriate links between Task 3 and the earlier tasks.
Presentation and Persuasion
The report will be very well considered throughout & especially in the Recommendations section, for example there will be a balanced
awareness of aspects of cost / complexity / timescales / acceptance by the workforce with (brief) suggested mitigations where relevant to aid
implementation of them.
Overall, the impression given is of a highly knowledgeable perspective combined with a ‘hard to resist’ logic built on a strong platform of high
quality contemporary sources and in which the analysis in each task is closely linked to the preceding one.
2
How does assignment relate to what we are doing in scheduled sessions?
The sessions are about thinking strategically, considering how the theory applies in practice and considering the practices of
your employer and the wider industry regarding the key concepts under investigation.
How will my assignment be marked?
Your assignment will be marked according to the threshold expectations and the criteria on the following page.
You can use them to evaluate your own work and consider your grade before you submit.
1
3rd Class – 40-49%
Lower 2nd – 50-59%
Upper 2nd – 60-69%
1st Class – 70%+
The student demonstrates
adequate understanding of
the knowledge of alternative
definitions of ‘engagement’.
Adequate knowledge of the
subject matter and adequate
attempts at description which
may or may not identify
similar concepts such as
‘involvement’, ‘participation’
and ‘commitment’ may be
demonstrated. Adequate
knowledge and analysis of
behaviours and evidential
signs for engagement. The
differences between
engagement, nonengagement and
The student demonstrates
satisfactory understanding of
the knowledge of alternative
definitions of ‘engagement’. A
satisfactory knowledge of the
subject matter and satisfactory
analysis which contrasts similar
concepts such as
‘involvement’, ‘participation’
and ‘commitment’ is reasonably
demonstrated. Satisfactory
knowledge and analysis of
behaviours and evidential signs
for engagement such as
organisational citizenship and
discretionary behaviour is
reasonably demonstrated. The
differences between
This student demonstrates a
good understanding of the
knowledge of alternative
definitions of ‘engagement’.
The student demonstrates a
good knowledge of the subject
matter and a good analysis
which contrasts similar
concepts such as
‘involvement’, ‘participation’
and ‘commitment’. Behaviours
and evidential signs for
engagement such as
organisational citizenship and
discretionary behaviour have
been critically analysed.
Differences between
engagement, non-engagement
This student demonstrates an
excellent understanding of the
knowledge of alternative
definitions of ‘engagement’.
The student demonstrates a
comprehensive knowledge of
the subject matter and a
comprehensive analysis which
contrasts similar concepts such
as ‘involvement’, ‘participation’
and ‘commitment’. Behaviours
and evidential signs for
engagement such as
organisational citizenship and
discretionary behaviour have
been comprehensively
analysed. Differences between
engagement, non-engagement
3
disengagement may be
identified or even adequately
described. The student
undertakes an adequate but
highly descriptive review of
the research linking
engagement with
organisational behaviour.
Problems with identifying
cause-effect relationships are
may be evidenced, though
significant gaps may exist.
Adequate attempts may have
been made to disentangle the
reality from the rhetoric.
Evidence based argument is
quite narrowly demonstrated,
illustrating adequate to
threshold understanding of
theory and/or organisational
practice
engagement, non-engagement
and disengagement are
reasonably analysed. The
student undertakes a
satisfactory but descriptive
review of the research linking
engagement with
organisational behaviour.
Problems with identifying
cause-effect relationships are
evidenced, though gaps may
exist. Attempts have been
made to disentangle the reality
from the rhetoric. Evidence
based argument is reasonably
demonstrated illustrating a
satisfactory understanding of
theory and/or organisational
practice
and disengagement have been
analysed well. The student
undertakes a good critical
review of the research linking
engagement with
organisational behaviour.
Problems with identifying
cause-effect relationships are
evaluated well with the reality
disentangled from the rhetoric.
Evidence based argument is
demonstrated illustrating a
good understanding of theory
and/or organisational practice.
and disengagement have been
critically analysed. The student
undertakes a comprehensive
critical review of the research
linking engagement with
organisational behaviour,
problems with identifying
cause-effect relationships are
comprehensively evaluated
with the reality disentangled
from the rhetoric. Evidence
based argument is
demonstrated throughout,
illustrating an excellent
understanding of theory and/or
organisational practice.
The evaluation is adequate,
adopts a descriptive
approach and largely relates
any theory used to practice in
a superficial and descriptive
application to a specific
organisation
The evaluation is satisfactory,
adopts a reasonably strategic
and evidence based approach
and largely relates theory to
practice in assessing
application to a specific
organisation
The evaluation is quite critical,
adopts a strategic and
evidence based approach and
relates theory to practice in
assessing application to a
specific organisation
The evaluation is critical,
adopts a strategic and
evidence based approach and
comprehensively relates theory
to practice in assessing
application to a specific
organisation
Some recommendations
have been offered but may
be loosely based on some
evaluation and analysis.
Recommendations are
adequate and may be just
about capable of some
attempts at implementation in
this organisational context
Relevant recommendations
have been offered based on
some evaluation and analysis.
Recommendations are
reasonable and may be
capable of implementation in
this organisational context
Appropriate recommendations
have been offered based on
sound evaluation and analysis.
Recommendations are capable
of implementation in this
organisational context
Highly appropriate
recommendations have been
offered based on
comprehensive evaluation and
analysis. The
recommendations follow
logically from the preceding
literature, discussion and
conclusions.
Recommendations are fully
capable of implementation in
this organisational context
2
3
4
The assignment is of an
adequate standard. Concepts
are not always expressed in a
clear and systematic manner.
There is quite limited
referencing
4
The assignment is of an
acceptable standard. Concepts
are expressed in a clear and
systematic manner. There is
acceptable, but limited
referencing
The assignment is of a good
professional standard.
Concepts are expressed with
clarity in a convincing and
cogent manner demonstrating
effective written communication
skills. There is appropriate
referencing from a variety of
relevant sources.
The assignment is of an
excellent professional
standard. Concepts are
expressed with exceptional
clarity in a convincing and
cogent manner demonstrating
highly effective written
communication skills. There is
extensive and appropriate
referencing
5

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