HRMT20024, T3 2017 – Assessment 2 HR Planning and Recruitment Guidelines
Due date Week 6 Monday 18 December 5pm.
Any requests for extension must be submitted through the CQU system at least 48 hours
prior to the due date, with relevant supporting documents.
Late submissions without approval will result in a penalty of 5% (1.5 marks) per day.
Weighting 30%
Length 1,750 words ± 10% (including executive summary, introduction, heading andsubheadings,
recommendations and conclusion but excluding title page and reference list)
Learning outcomes 1, 2, 3, 4
Assessment Purpose
The primary purpose of this assessment is for students to develop skills in applying HRM
frameworks and models to analyse a workplace case study that is experiencing competitive
challenges influencing the role of HR. The assessment requires you to analyse the case study
and respond to the case study discussion questions.
The secondary purpose of this assessment is to give students the opportunity to enhance their
research, analysis, critical thinking and written communication skills; particularly in the areas of argument development and report writing.
Before starting this assessment, please read the assessment rubric (at the end of this document)
and refer to Academic Learning Centre and CQU Library Help pages forthe guidelines regarding
writing academic reports. You should always check the coursewebsite for course-specific
instructions, which may be updated continuously.
Assessment Task This assessment requires you to identify and discuss HR planning and recruitment in a particular sector of the labour market.
Select an industry (or specific organisation) as the case study for your report. Identify some of
the key challenges for planning and recruiting the workforce for this industry. Your report should
draw on material from Weeks 1-5, and make reference to factors such as HR strategies of the
sector, the HR Planning challenges for the sector (such as labour supply and demand,
demographic issues such as ageing workforces and diversity),and the recruitment strategies and
challenges for the sector (such as where the sector gets recruits, sourcing from internal or
external labour markets, employer branding etc.
Students are expected to engage in extensive research within the academic literature to develop
an argument with appropriate theoretical discussion and references. You must cite at least ten
(10) relevant peer reviewed journal articles. You can cite other academic references such as
books, conference papers, and book chapters but these will NOT be counted as part of the ten
(10) journal articles.
Suggested Report
format
Title page: It contains the name of the report, who prepared the report, for whom the
report was prepared, the nature of the report, the date the report wasprepared.
Executive summary (ideally be approx. 50-100 words): The executive summary is a
one page (or less) statement of a report’s purpose, findings and recommendations,
enabling the reader to see the “big picture”without getting absorbed in technicalities.
Table of contents: List the page numbers for headings and sub headings of the report.
Introduction (approx. 200 words): The introduction consists of two or three paragraphs in
which the aims, structure and methodology of the report are outlined. It states clearly the
purpose or main task of the report and what the reader can expect. Please include a thesis
statement that clearly mentions the main purpose of the report and your argument.
Body of report with Headings and Subheadings (ideally approx. 1300 words): The
main body of the report should be structured into logical sections by topic, using headings
to organise arguments and evidence.
Conclusion (ideally be approx. 150 words): The conclusion is a brief section in which the
writer analyses the significance of the report’s findings and reiterates the main points of the
report. These findings must derive logically from material presented in the report. A
generalisation is then drawn from the specific findings of the research. New information isnot included in the conclusion.
References: A Reference List is a listing of all external resources that were consulted and
mentioned during research for the report, and information from which is directly referred toin
the text of the report. It is strongly recommended to avoid secondary referencing in
assessments. Read the references before mentioning in reference list.
APA referencing. For more information, see : https://www.cqu.edu.au/?a=14033
Creating a consistent and professional looking document is important and demonstrates that
you have taken care with the work. Ideally, use a simple font such as Times New Roman12
for the body of the paper, 1.5 spacing, and bold 14 point for major headings and bold 12
point forminor headings.
All assessments must be submitted through the Moodle site. No email submissions will be
accepted. All assessments submitted electronically through Moodle must be through the
Student Portal http://my.cqu.edu.au • Failure to submit electronically will be taken as a failure
to submit and therefore a zero (0) score will apply to the specific assessment. No
assessment coversheet is needed to be attached while submitting throughMoodle
Plagiarism Copy detection software (TurnitIn) is used in this course and work found in contravention of
the copying and plagiarism rules will be investigated. Penalties apply in the case of proven
instances of copying, plagiarism and academic dishonesty.
Please check the following links to know more about TurnitIn:
http://turnitin.com/en_us/training/student-training/viewing-originality-reports
http://turnitin.com/en_us/training/student-training/about-originalitycheck
TurnitIn is only a tool and judgement needs to be used when you view yourOriginality
Report. TurnitIn does not make a judgement as to what is referenced properly, it highlights
the non-original material in a piece of work. You should use the similarity score as aguide
only and must then check the originality report to determine whether or not changes need to
be made to the assessment.
Required Students must familiarise themselves with the following policies and procedures at
http://policy.cqu.edu.au:
Assessment and examination policy and procedures –
Assessment of Coursework Policy
Assessment of Coursework Principles
Assessment of Coursework Procedures
HRMT20024 Assessment 2 Rubric – Case Study Report
Key Criteria Exceeds Expectations
(High Distinction) 85-100%Exceeds Expectations
(Distinction) 75 – 84%
Meets Expectations
(Credit) 65 – 74%
Meets Expectations
(Pass) 50 – 64%
Below Expectations
(Fail) below 50%
Content Knowledge
40%
Demonstrates a balanced and
very high level of detailed
knowledge of core concepts by
providing a very high level of
analysis.
Demonstrates a balanced and
high level of knowledge of core
concepts by providing a high
level of analysis.
Demonstrates a good level of
knowledge of some of the core
concepts by providing some
level of analysis.
Demonstrates limited
knowledge of core concepts by
providing a limited level of
analysis.
Demonstrates little, if any,
knowledge of the core concepts
with extremely limited, if any,
analysis.
Utilises current, appropriate
and credible sources.
Utilises mostly current,
appropriate and credible
sources.
Utilises some current,
appropriate and credible
sources.
Utilises few current, appropriate
and credible sources.
Utilises little, if any, current,
appropriate and credible
sources.
Argument 30% Excellent introduction;
providing a very clear purpose
which ensures all areas
relevant to the topic are clearly
outlined.
Good introduction; providing a
mostly clear purpose which
ensures most areas relevant to
the topic are clearly outlined.
Fair introduction, addresses
some points, lacks some detail;
ensures some areas relevant to
the topic are outlined.
Poor introduction; addresses
limited points, lacks detail; of
which few areas are outlined.
Very poor or non-existent
introduction.
Excellent and logical argument
integrated throughout the work
Strong argument throughout
most of the work
Some argument linking ideas
throughout the work
Weak argument Little or no argument
The assessment presents a
detailed and focused summary
of the ideas presented; drawing
clear and well thought-out
conclusions.
The assessment presents a
fairly detailed and focused
summary of the ideaspresented; drawing fairly clear
and well thought-out
conclusions.
The assessment presents a
somewhat detailed and focused
summary of the ideas
presented; providing some
evidence of conclusions.
The assessment provides
limited detail with no clear
summary of the ideas
presented; drawing limited
conclusions.
The assessment fails to provide
any clear evidence of the ideas
presented; drawing no clear
conclusions.
Organisation or structure
15%
The ideas are arranged in an
extremely logical, structured
and coherent manner.
The ideas are arranged in a
fairly logical, structured and
coherent manner.
The ideas are arranged in a
logical, some-what structured
and coherent manner.
The ideas appear less logical,
structured and presents in fairly
incoherent manner.
There is little, if any, coherent
structure to the document.
Presentation and quality of
writing
15%
Quality of writing at a very high
standard.
Paragraphs are coherently
connected to each other.
Correct grammar, spelling and
punctuation.
Quality of writing is of a high
standard.
Paragraphs are mostly well
structured. Few grammar,
spelling and punctuation
mistakes.
Quality of writing is of a good
standard.
Few grammar, spelling and
punctuation mistakes.
Some problems with sentence
structure and presentation
Frequent grammar, punctuation
and spelling mistakes. Use of
inappropriate language.
Quality of writing is at a very
poor standard so barely
understandable.
Many spelling mistakes. Little
or no evidence of proof
reading.
Late assessment penalty 5% per day x 30 marks = 1.5 marks per day
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