Awards

Target Award

Award Description:Postgraduate Diploma - PD
Alternative Exit

Programme Offerings

Part-Time

B-JMU-JAN
B-JMU-SEP

Educational Aims of the Course

This programme design is aligned with all relevant internal and external frameworks including Senior People Professional Level 7 Standard and the LJMU Apprenticeship Policy.

The aim of this programme is to support the development of the knowledge, skills and behaviour requirements in Human Resources which align and map to the duties of the Senior People Professional Apprenticeship standards.  

 By the end of the programme participants will have extended their knowledge through:  

  • Contributing to the development and implementation of strategy in a range of organisational contexts.  
  • Critically evaluating organisational strategy and practice within complex and rapidly changing business environments.  
  • Critical appraisal of the added value of policies and practices within contemporary organisations.  
  • Synthesis and analysis of complex information from a variety of sources and a critical evaluation of its relevance.  
  • Critical reflection on experience and learning, leading to skills development and engagement with lifelong learning. 

Learning Outcomes

1.
Critically evaluate the contribution of HRM/OD/L&D strategy to the achievement of business objectives
2.
Design, synthesise and critically evaluate the relevance of theoretical concepts and practical techniques to the solution of complex problems
3.
 Justify relevant research methods and approaches to critically appraise an issue within a working environment
4.
Utilise judgement to draw appropriate and cost-effective recommendations. 
5.
Strategically map knowledge, skills, and behaviours, and design personal development plans to analyse, evaluate and evidence continuing professional development
6.
Critically analyse complex information from a variety of sources and evaluate its relevance within a strategic business context to justify conclusions and recommendations. 
7.
Use critical and creative thinking in problem solving, negotiating and influencing, in an organisational context. 
8.
Critically appraise digital business/systems/disruptive technology and data to take advantage of current capabilities and opportunities. 
9.
Demonstrate critical awareness that the world is an increasingly complex web of connections and interdependencies. Recognise that choices and actions may have repercussions for people and communities locally, nationally or internationally.
10.
Critically demonstrate an openness to new perspectives and diverse others by strategically leading through the lens of equality, diversity, inclusion, and belonging
11.
Critically integrate HRM strategies with business strategy within the micro and macro environment of contemporary organisations
12.
Critically evaluate sustainable options for business development based on a strategic understanding of business models, resource demands and functional capabilities
13.
Critically apply knowledge of financial management to support organisational governance and strategic decision making. 
14.
Critically and strategically structure and communicate ideas effectively across a range of media and participate constructively with key stakeholders both as a leader and as a member of a group
15.
Strategically shape and drive the organisation's culture and role model the organisations core values and beliefs, creating ethical working practices that reflect the organisation's culture, core values and beliefs.
16.
Design and critique concepts and strategies within the context of effective resourcing, talent management and the changing labour market.
17.
Critically analyse and evaluate theory and practice relating to the changing nature of employment relations and legal contexts
18.
Critically evaluate strategies for personal and organisational learning and knowledge using appropriate approaches to support the development of practice
19.
Critically appraise, the processes of power, relationships, and institutions and analyse and evaluate how they have shaped, and continue to impact working practice and wider society

Teaching, Learning and Assessment

Learners will attend a 2-day induction at the start of their programme and modules will normally be delivered in blended format, the equivalent of e.g., three full days per 10 credit module, however, days will be broken down into 2–3-hour workshops sessions.

The university’s VLE (Canvas) will be employed to allow teaching and extension materials to be readily available off-site and provide a means for participants to maintain contact. A strong emphasis is placed on recognising that the workplace is an important place to learn; utilising flipped learning, learners will integrate key concepts and theories, assessing the impact of these on their own working environment and reporting back on their findings. Action learning will be adopted as the key supportive and collaborative approach to learning. Issues and challenges and good practice from the workplace can be discussed and peer reviewed by tutors and colleagues on the course, providing a forum to bring ideas, thoughts, issues, and actionable remedies to the fore.

An essential element of the programme is the opportunity it provides for participants to apply their learning to organisational situations. The fact that learning is applied, rather than being purely theoretical, is of critical importance to learners, since their roles empower them to contribute to, and impact on, their organisation. In addition to learners producing course work which links theory to practice, the application of learning is also achieved through case-study analysis and a sharing of understanding which draws on the group experience. Furthermore, the programme’s pedagogical approach has been designed to align with and support the objectives and structure of the degree apprenticeship framework. Opportunities to apply learning to address real organisational issues and develop both the learner and their parent organisation, are provided at every stage of the programme.

Assessment

Variety helps develop a range of skills and competencies and assesses a range of learning styles (UK Quality Code for Higher Education (2018:5). 

The predominant assessment methodology is one piece of individual coursework per module, which will require participants to relate their learning to an organisational setting. These assessments will normally be developed from their own experience or setting by each individual learner through the module activities with the application of theory to practice being a key element of the programme. In the initial 10 credit module (a yearlong module), the emphasis will be on a portfolio of evidenced work, bringing together different facets of learning activities enabling them to develop a broad understanding of themselves and their overall objectives for the duration of the programme. During all modules formative feedback, which supports the summative assessments, is on-going both within and outside the formal sessions in conjunction with working with their DA Mentors.

The assessment methodology, as set out above, provides the opportunities for participants to demonstrate knowledge and skills. In addition to this a 'flipped learning' approach will also be encouraged, providing content prior to the teaching and learning session using the university’s VLE. This approach brings the focus onto action learning, enabling the application of skill development. Masterclasses, where keynote speakers address current issues, emerging practice and thought leadership will also be employed on the programme, fostering intellectual skills, and addressing the ever-changing nature of a senior people professional in the real world. Knowledge and skills are assessed through individual work-related assessments, which may be supplemented with group activities.

Opportunities for work related learning

Off-The-Job training time  

Apprenticeship learners are required to spend a minimum of 6 hours of their working time (conditioned hours) on learning activities and as indicated for their intake by the EFSA. Attending university classes will take up around 40% of this time for a full-time working student. They should also complete all their university assignments within their normal working hours if possible. In addition, they need to have opportunities to practise and apply what they are learning in the workplace to the benefit of both learner and employer. There are three types of apprenticeship standard that the student needs to evidence – knowledge, skills and behaviour. Knowledge standards can be demonstrated through university assignments, but skills and behaviours are best evidenced in the workplace. 

How the apprentice is assessed  

There are two parts to the apprenticeship final assessment: 

 Assessment Method 1 – Professional discussion underpinned by portfolio of evidence (complied over 2 years from specific yearlong modules and ongoing assignments and workplace projects)

 Assessment Method 2 – Project proposal, presentation and questioning. 

 Typical on-programme duration: 24 Months 

 Typical End point Assessment (EPA) 4 months 

The learner needs ongoing workplace learning opportunities throughout the first 18 months to provide the Portfolio evidence and then a key strategic-focused project in semester 5/6 so they can conduct academic research and demonstrate achievement of the Project Showcase standards. The learner has to present both their portfolio and their project showcase to the independent End Point Assessor (CIPD) at their End Point Assessment, which takes place after they have completed their Professional Enquiry but both of which are then taken to the final Board of Examiners before learners are granted the full masters. 

Tripartite meetings 

Each learner will be assigned to a member of the LJMU team who will support the learner with their portfolio and meet with the learner four times per year. The review visits are arranged at key points during the programme and are designed to check the Level 7 Apprenticeship learner’s progress. The learner’s work-based mentor is also expected to attend for the first part of each meeting to provide their input. A record is kept of each meeting as this is a requirement set by Government and in accordance with the LJMU Apprenticeship Policy (2022). In addition, they need to have opportunities to practise and apply what they are learning in the workplace to the benefit of both learner and employer.

Programme Structure

Programme Structure Description

Structure of the Programme: Human Resources (HR) Year 1 - Core Semester 1 (Delivering generic standards) Personal Effectiveness as a Senior Professional (yearlong module over semester (10) (semester 1 & 2  evidence gathering)Work and Working Lives in a changing Business Environment (20)The Future of Work (10) Semester 2 (Delivering generic … For more content click the Read More button below. People Management and Development Strategies  for Performance (20)Completion of Personal Effectiveness as a Senior Professional Year 2 Semester 3 Applied Business Research (10) (yearlong module over semester 3 & 4 evidence gathering)Managing and Leading Employee Relations (20)Strategic Reward Management (10) Semester 4 Leading organisational Health and Wellbeing (20)Completion of Applied Business Research (evidence gathering) Semester 5Gateway and End Point  Assessment (EPA) - Hard Stop between EPA and Commencement of Professional Enquiry  End Point assessment achieving Chartered Institute Professional Development for Chartered member Alternative Exit awards: The alternative exit award for learners who leave the programme after gaining 60 credits at Level 7: Postgraduate Certificate in Human Resource Management.   (Learners will not achieve the Senior People Professional Standard at Level 7)

Entry Requirements

GCSEs and equivalents
RPL

HECoS Code(s)

(CAH17-01) business and management