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BAM6007: Work and the Employment Relationship

BAM6007: Work and the Employment Relationship

O1: Demonstrate knowledge and a critical understanding of the major theoretical approaches underpinning the employment relationship, enabling its management within a Meso, Micro and Macro level context.LO3: Evaluate the practical challenges that managers experience in managing the employment relationship within a contemporary work place.
   
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    Assignment brief:   Unitarism suggests that All employees no matter what their role, work together as a functioning team with one set of goals   Critically analyse this statement from either a Pluralist or Radical viewpoint.     Secondary Research Level HE6 – It is expected that the Reference List will contain between fifteen to twenty sources. As a MINIMUM the Bibliography should include three refereed academic journals and four academic books.                   Assessment Criteria   < 40% (Fail) Unsatisfactory Performance   There are deficiencies or omissions in the level of discussion and scope of the literature relating to the study of work and the employment relationship. There is incomplete presentation, inaccurate citing and referencing showing limited research and study skills. The written style lacks fluency and comprehension. There is a poor grasp of the theoretical and conceptual frameworks and models. The work shows little or no analysis of the key issues, concepts and frameworks relating to work and the employment relationship. There is poor integration of these areas in relation to the question set.   40 to 49% (III Class) Work of Satisfactory Quality   The work demonstrates a basic understanding supported by only a limited discussion of the literature relating to the study of work and the employment relationship. The presentation is coherent, although there are some omissions in the text in terms of the citing and referencing used revealing a rudimentary grasp of the research and study skills required. There is limited if any integration and analysis of the theoretical and conceptual frameworks and models relating to work and the employment relationship. There is poor reflection and evaluation of the key issues and themes introduced.   50 to 59% (IIii Class) Work of Good Quality   There is broad understanding supported by good discussion of the literature relating to the study of work and the employment relationship. The presentation is fairly fluent, with appropriate citing and referencing displayed revealing an acceptable standard of the research and study skills required. There is integration and analysis of the theoretical and conceptual frameworks and models relating work and the employment relationship. This is supported by elementary reflection and evaluation of the key issues and themes introduced.   60 to 69% (IIi Class) Work of Very Good Quality   The work demonstrates a very good understanding supported by a wide discussion of the literature relating to the study of work and the employment relationship. The presentation is fluent and well written, with accurate citing and referencing displayed revealing an acceptable standard of the research and study skills required. There is clear integration and analysis of the theoretical and conceptual frameworks and models relating to work and the employment relationship. This is supported by thoughtful reflection and evaluation of the key issues and themes introduced     70% + (I Class) Work of Exceptional Quality   There is excellent conceptual understanding supported by a comprehensive discussion of the literature relating to the study of work and the employment relationship. The presentation is fluent, concise and extremely well written, with accurate citing and referencing displayed revealing an acceptable standard of the research and study skills required. There is very effective integration and analysis of the theoretical and conceptual frameworks and models relating to work and the employment relationship. This is supported by thoughtful and incisive reflection and comprehensive evaluation of the key issues and themes introduced.        
  1. General Assessment Criteria Level HE6 undergraduate
 
Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing
Class I (ExceptionalQuality) 80%+ As for Class 1(70-79%) but exceptional work
70-79% Directly relevant to title. Addresses most or all of the implications and assumptions of the title. Demonstrates an excellent knowledge/understanding of theory and practice for this level. Demonstrates the ability to identify and critically appraise the most important issues, themes and questions. Makes creative use of appropriate arguments and/or theoretical models. Contains some distinctive or independent thinking.A comprehensive evaluation of the material resulting in clear, logical and illuminating conclusions. Coherently articulated and logically structured.An appropriate format is used. The presentational style & layout is correct for the type of assignment.Effective inclusion of figures, tables, plates (FTP). A very well written answer with standard spelling and grammar.Style is clear, resourceful and academic. All sources accurately cited in the text and a very extensive reference list in the correct style is provided.
Class II/i (Very Good Quality) 60-69% Directly relevant to title.Addresses some of the implications of the issues addressed by the title. Demonstrates a comprehensive knowledge/understanding of theory and practice for this level.   Demonstrates the ability to identify and critically appraise key issues, themes and questions. Uses appropriate arguments or theoretical models.A sound evaluation of the material resulting in clear and logical conclusions. For the most part coherently articulated and logically constructed.An appropriate format is used. The presentational style & layout is correct for the type of assignment.Effective inclusion of FTP. Well written with standard spelling and grammar. Style is clear and academic. All sources accurately cited in the text and a wide range of appropriate references cited in the reference list in the correct style.
Class II/ii (Good Quality) 50-59% Generally addresses the title and its implications, but sometimes addresses irrelevant issues. Demonstrates a good knowledge/understanding of theory and practice for this level, through the identification and critical appraisal of some key issues, themes and questions. Provides a coherent argument, but some loss of focus and consistency. Some issues lack clarity, or theoretical models expressed in simplistic terms.Adequate critique, with some descriptive or narrative passages. Conclusions are fairly clear and logical. Adequate attempt at articulation and logical structure.An acceptable format is used. The presentational style & layout is correct for the type of assignment.Inclusion of FTP but lacks selectivity. Competently written with minor lapses in spelling and grammar. Style is readable and mainly academic. Most sources accurately cited in the text and an appropriate reference list in largely the correct style is provided.
Class III (Satisfactory Quality) 40-49% Some degree of irrelevance to the title. Superficial consideration of the issues. Demonstrates adequate knowledge/understanding of theory and practice, with appraisal of some basic issues, themes and questions. An argument is evident but lacks clarity and coherence in places. Issues are only broadly stated.Some analysis with descriptive or narrative passages. Conclusions are not always clear or logical. Some attempt at articulation and logical structure.An acceptable format is used. The presentational style & layout is largely correct for the type of assignment.Inappropriate use of FTP or not used where clearly needed to aid understanding. Generally competent writing although intermittent lapses in grammar and spelling pose obstacles for the reader.Style limits communication and tends not to be academic. Some relevant sources cited. Some weaknesses in referencing technique.
BorderlineFail 35-39% Some significant degree of irrelevance to the title is common. Only the most obvious issues are addressed at a superficial level and in unchallenging terms. Demonstrates weaknesses in knowledge/understanding of theory practice for this level. Key issues not identified or appraised. A basic argument is presented, but largely descriptive or narrative in style with contradictory analysis. Conclusions are neither clear or logical. Poorly structured. Lack of articulation.Format deficient. For the type of assignment the presentational style &/or layout is lacking.FTP ignored in text or not used where clearly needed. Deficiencies in spelling and grammar makes reading difficult.Simplistic or repetitious style impairs clarity.  Limited sources and weak referencing.
Fail <34% Relevance to the title is intermittent or missing. The topic is reduced to its vaguest and least challenging terms.
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