Hugh

Paper Coordinator / Lecturer
Name: David Williamson
Email: [e-mail]
Phone: [phone] Ex 8448
Office: WH 515
Paper Code and Title: 219213 Advanced Human Resource Management for Hospitality and Tourism
Level: 9
Credits: 30
Learning Outcomes
On completion of this paper, successful students should be able to: 1 Articulate and critique fundamental premises and unique elements of management theories. 2 Critically evaluate selected sources from the organisational behaviour and human resource literature. 3 Indentify and critically assess the impact of major contextual factors (societal and organisational) affecting the management of people in international hospitality organisations. 4 Identify, research and critically appraise contemporary international human resource management topics.
Paper Requirements
To successfully complete this paper, the following conditions must be met: * Obtain a final minimum mark of 50% overall in the paper; * Submit all assessments. If any assessment is not handed in, a DNC grade will be awarded for the paper. NOTE: As per the General Academic Regulations of AUT University, if you do not submit a completed compulsory component, you may be withdrawn from the paper.
Reading

All readings for this paper will be provided online.

Assessment grid # | Assessment type | Due date | Weighting | Learning outcomes | 1 | Open Book Exam – In Class | Tuesday 16 April, Week 7 | 35% | 1, 2, 3 | 2 | Article Resource Pack and Essay Argument | Friday 7 June, Week 12 | 35% | 1, 2,3, 4 | 3 | Readings Tests – In Class | 5 Tests, fortnightly from Weeks 2, 4, 6, 9,11, | 30% | 1,2,3 |

Student Responsibilities:
Class times and places
These are shown on your personal timetable which is available from the ARION website. https://arion.aut.ac.nz
AUTonline (also referred to as Blackboard)
Resources are posted online and it is your responsibility to download the appropriate course material and bring this to class. It is highly recommended that you prepare for each class and tutorial by reading the material prior to class. There is learning material available on AUTonline so please use this to enhance your study and assignments. http//autonline.aut.ac.nz
Submitting your assignment
Follow the instructions on the assessment details carefully, including information on
Due date and time;
Submission instructions; and
Turnitin requirements

It is the student’s responsibility to know what method is required for this paper, detailed in the assessment instructions. No responsibility will be taken by the lecturer or the School of Hospitality and Tourism for assignments left under office doors or handed in to administration offices.

Where to hand in the assignment will be specified under submission instructions.

Unless instructed otherwise by your lecturer, all written assignments are to be submitted to Turnitin. If an assignment is not submitted to Turnitin, it will not be marked and you will receive a DNC (Did Not Complete). Turnitin is software that determines if the work is your own and not someone else’s work. Therefore, you are required to submit an electronic version of your assignment through the link on AUTonline. Instructions for using Turnitin will be provided in class. The submission title for Turnitin must be your STUDENT ID number. You will receive a confirmation of your submission to your email address.
Grades
In-course grades will be posted in Grade Centre on AUTonline. Note that grades posted on AUTonline are provisional only. Final results are available on Arion.
Refer to the Programme Manual for information on:
Referencing, plagiarism and late assessments
Special consideration for assessments
Extension dates for assignments
Examination Procedures
Reconsideration of Marks
Appeal for Paper results

Weekly schedule – outline of content

Week | Lecture /tutorial | Reading /resources | Wk 1 (5 March) | Introduction - Strategy, Hospitality and HRM | Wk 2 (12 March) | HRM Strategy and Service WorkReadings Test | Boxall Chp 1,2; Korczynski Chp 1 | Wk 3 (19 March) | Best Fit/Best Practice | Boxall Chp 3 | Wk 4 (26 March) | Resource Based View Readings Test | Boxall Chp 4 | Wk 5 (No Lecture) | New Service Management School | Korczynski Chp 2 | Wk 6 (9 April) | Customer Oriented BureaucracyReadings Test | Korczynski Chp 4 | Wk 7 (16 April) | Assessment One: Open Book Essay Exam - In Class | SEMESTER BREAK, 20 April-5 May | Wk 8 (7 May) | Diversity/Migrant Labour | Tom Baum, 2012 - International Migration Paper No. 112 – ILOHoukamau and Boxall 2011 | Wk 9 (14 May) | Employee voice/unionsReadings Test | Boxall Chp 6, Korczynski Chp 10 | Wk 10 (21 May) | WLB and Substance abuse | Deery et al, 2012 - Substance Abuse in the Hospitality Industry: Myth or Reality | Wk 11 (28 May) | Empowerment – trick or treat?Readings Test | Korczynski Chp 7 + Pgs 85-90 | Wk 12 (4 June) | Assessment Two Due: Article Resource Pack and Essay Argument | WEEKS 13, 14 AND 15 – EXAM WEEKS |

Assessment details

Assessment 1: Open Book Exam – In class Due date and time: Tuesday 16 April – Week 7
Assessment value 35% of the overall mark

Assessment brief:

This assessment will be a THREE HOUR “open book” exam, in class. You will be required to write two essays on the two topics listed below. The “open book” format allows you to prepare for exam questions beforehand and bring any text book or academic article resources into the exam. You may not bring in any pre-prepared notes or writing to the exam. Essay One:
Identify the key differences between the ‘best fit’ and ‘best practice’ schools of thought in strategic HRM. Argue to what extent do these two schools of thought align with the new service management school described by Korczynski (2002).

Essay Two:
Identify the key elements of what Korczynski (2002) terms the model of the customer-orientated bureaucracy. Evaluate to what extent you see HRM being able to play a key role in balancing the tensions between the demands of bureaucracy (e.g. efficiency through measurement) and customer service. Use examples from the literature covered in the first six weeks to illustrate your argument.

Marking Schedule: Exam Essays

The following marking guide will be used to grade your essays. There are five areas of evaluation: Knowledge; Comprehension and Application; Analysis and Evaluation; Synthesis; Literary Style. Each of the five areas of evaluation will be given equal weighting in the final grade.

Grade Definitions Rubric for Postgraduate Papers

Grade | KNOWLEDGE | COMPREHENSION & APPLICATION | ANALYSIS & EVALUATION | SYNTHESIS | LITERARY STYLE | A+>90A85 – 89 | Exceptional good use of knowledge from a wide range of relevant disciplines pertinent to the area of study. Use of recent and appropriate research. | Exceptionally good use of explanation and summarisation. Met the purpose, or answered the question, fully and completely. | Indentifies major and minor issues. Demonstrates exceptional level of critical thinking. Exceptionally well developed; logical presentation of argument; clear structure. Makes links between areas of work. Demonstrates clarity of thought. | Exceptional level of independent, imaginative, creative thinking. Consistently generates new ways of looking at things | Very well written; evidence of distinct personal style. No spelling or grammatical errors; all words used correctly. Paragraphs longer than one sentence but not longer than one page. Unnecessary abbreviations not used; necessary ones explained. Numbers below 10 are written. Capital and lower case letters are used appropriately. Punctuation appropriate. Verbs active where appropriate & subjects in agreement. Pronouns have clear referents. Parallel construction. Tone is not polemic. Sexist language and awkward constructions avoided. Referenced in approved format. | A- 80 – 84 | Demonstrates excellent use of relevant knowledge & principles. Use of research which is relevant and up-to-date. | Excellent use of explanation & summarisation. Met the purpose, or answered the question, fully and completely. | Excellence of critical thinking. Identifies major & minor issues. Very well developed; logical presentation of argument; clear structure. Makes links between areas of work. Demonstrates clarity of thought. | Very good level of independent imaginative, creative thinking. Frequently generates new ways of looking at things. | | B+75 – 79 B70 – 74B – 65 – 69 | Evidence of highly relevant knowledge & principles. Use of research which is relevant & up-to-date | Very good use of explanation & summarisation. Met the purpose, or answered the question, fully and completely. | Indentifies major and minor issues. Identifies strengths & weaknesses of material Well developed; logical presentation of argument; clear structure. Makes most relevant links between areas of work. Demonstrates clarity of thought | Clear evidence of independent imaginative, creative thinking. Often generates new ways of looking at things. | Competent use of English. Fluent writing. Accurate spelling and grammar. Little distinct personal flair. | C+ 60 – 64 | Evidence of relevant knowledge and principles. Use of relevant, but not always recent research. | Fairly good use of explanation and summarisation. Purpose not completely met or only some aspects of the question answered. | Identifies major issues. Evaluates major strengths and weaknesses. Balanced arguments Clear structure. Generally logical presentation of argument. Some links between areas of work. Generally demonstrates clarity of thought. | Some evidence of independent, imaginative, creative thinking. Occasionally generates new ways of looking at things. | Competent use of English. Reasonably accurate spelling and grammar. | C55 – 59 C –50 – 54 | Mainly descriptive use of knowledge. Little research used; Inadequate reference list | Adequate use of explanation and summarisation. Purpose not completely met or only some aspects of the question answered. | Identifies either major strengths or weaknesses. Limited critical appraisals; polemic. Identifies major issues Some structure but not entirely clear; argument sometimes not entirely logical. Thinking occasionally confused. Makes few links between areas of work | No real evidence of independent thinking. Does not generate new ways of looking at things | Acceptable use of English. Some spelling and grammar errors. | D<49.5 | Use of inadequate or outdate knowledge. Evidence of research but not recent or relevant. Unsatisfactory reference list. | Poor explanation and summarisation. Has only attempted to answer the question or meet the purpose. Does not explain. | Does not evaluate or appraise. Descriptive. Indentifies few issues Weak structure. Little logical argument. Links between areas of work are missing or inaccurate. Thing sometimes confused | Minimal evidence of independent thinking. Rarely generates new ways of looking at things. | Difficult to understand. Poor use of English. Numerous spelling and grammar errors. | Knowledge:Comprehension and Application:Analysis and Evaluation:Synthesis:Literary Style:Total Grade:Comments: |

Assessment 2: Article Resource Pack and Essay Argument
Due date and time: Friday 7 June, Week 12
Assessment Value: 35% of the overall mark Submission instructions: Submit to Turnitin through AUT Online Assessment brief:

“It is true that, at an organisational level, human resource practices in tourism have changed in many developed countries and in most larger operations. At the same time, tourism (and hospitality) remain sectors within which, worldwide, very poor employment practices persist, incorporating both minimal compliance with the law and transgression beyond legally accepted behaviour”.
Baum, T. (2007, p. 1396). Human resources in tourism: Still waiting for change. Tourism Management, 28(6), 1383–1399. doi:10.1016/j.tourman.2007.04.005

Argue your agreement or disagreement with the above quote from Tom Baum by completing the following two tasks:

* Task One, Resource Pack: * Build up a resource pack of current (post-2009) journal articles (a minimum of ten) to be used as a reference base for Task Two of this assignment. You will pick one of the following topics to concentrate your search. Topics: * Issues in migrant labour in hospitality and tourism * The aging workforce in hospitality and tourism * Generational effects in hospitality and tourism * Training and Development in hospitality and tourism * Rewards systems in hospitality and tourism * Performance systems in hospitality and tourism * Employment relations in hospitality and tourism * Managing employee voice in hospitality and tourism * Unions in hospitality and tourism * Empowerment in hospitality and tourism * Managing emotional labour in hospitality and tourism * Managing ascetic labour in hospitality and tourism * Gender and HRM in hospitality and tourism * The resource pack will include: The articles you have sourced, either in PDF digital form or hard copy; a brief (150 word count, plus or minus ten percent without penalty) summary of each article in the pack. The summary MUST NOT be based on the abstract of the article, but must be written in your own words based on your summary of the article. * Task Two: Essay Argument:

* Synthesise the articles you have sourced and present an essay style argument for or against the Tom Baum statement listed above. You are to create a logical and well supported argument that clearly states you position, using the synthesised findings from your articles to support your argument.

* The essay should follow standard formal essay formatting (an example will be provided in class) * Word count, 3000 words, (plus or minus ten percent without penalty). Marking Check List | Complete | Resource Pack:Minimum of ten, post-2009, peer-reviewed, academic articles are includedThe articles are all on the required topicThe articles are relevant and of high qualityThe summary is 150 words, concise, clear, well written and skilfully summarises the articleThe summary is NOT BASED ON THE ABSTRACT | | Essay Argument:The essay follows standard formal essay formattingThe essay skilfully synthesises the content of the journal articles included in the resource packThe essay makes a clear argument for or against the Tom Baum statementThe essay uses the synthesised results from the articles to effectively support its argument The essay is around 3000 wordsThe essay is well presented and well written | |

The following marking guide will be used to grade your resource pack and Essay Argument. There are five areas of evaluation: Knowledge; Comprehension and Application; Analysis and Evaluation; Synthesis; Literary Style. Each of the five areas of evaluation will be given equal weighting in the final grade.

Grade Definitions Rubric for Postgraduate Papers

Grade | KNOWLEDGE | COMPREHENSION & APPLICATION | ANALYSIS & EVALUATION | SYNTHESIS | LITERARY STYLE | A+>90A85 – 89 | Exceptional good use of knowledge from a wide range of relevant disciplines pertinent to the area of study. Use of recent and appropriate research. | Exceptionally good use of explanation and summarisation. Met the purpose, or answered the question, fully and completely. | Indentifies major and minor issues. Demonstrates exceptional level of critical thinking. Exceptionally well developed; logical presentation of argument; clear structure. Makes links between areas of work. Demonstrates clarity of thought. | Exceptional level of independent, imaginative, creative thinking. Consistently generates new ways of looking at things | Very well written; evidence of distinct personal style. No spelling or grammatical errors; all words used correctly. Paragraphs longer than one sentence but not longer than one page. Unnecessary abbreviations not used; necessary ones explained. Numbers below 10 are written. Capital and lower case letters are used appropriately. Punctuation appropriate. Verbs active where appropriate & subjects in agreement. Pronouns have clear referents. Parallel construction. Tone is not polemic. Sexist language and awkward constructions avoided. Referenced in approved format. | A- 80 – 84 | Demonstrates excellent use of relevant knowledge & principles. Use of research which is relevant and up-to-date. | Excellent use of explanation & summarisation. Met the purpose, or answered the question, fully and completely. | Excellence of critical thinking. Identifies major & minor issues. Very well developed; logical presentation of argument; clear structure. Makes links between areas of work. Demonstrates clarity of thought. | Very good level of independent imaginative, creative thinking. Frequently generates new ways of looking at things. | | B+75 – 79 B70 – 74B – 65 – 69 | Evidence of highly relevant knowledge & principles. Use of research which is relevant & up-to-date | Very good use of explanation & summarisation. Met the purpose, or answered the question, fully and completely. | Indentifies major and minor issues. Identifies strengths & weaknesses of material Well developed; logical presentation of argument; clear structure. Makes most relevant links between areas of work. Demonstrates clarity of thought | Clear evidence of independent imaginative, creative thinking. Often generates new ways of looking at things. | Competent use of English. Fluent writing. Accurate spelling and grammar. Little distinct personal flair. | C+ 60 – 64 | Evidence of relevant knowledge and principles. Use of relevant, but not always recent research. | Fairly good use of explanation and summarisation. Purpose not completely met or only some aspects of the question answered. | Identifies major issues. Evaluates major strengths and weaknesses. Balanced arguments Clear structure. Generally logical presentation of argument. Some links between areas of work. Generally demonstrates clarity of thought. | Some evidence of independent, imaginative, creative thinking. Occasionally generates new ways of looking at things. | Competent use of English. Reasonably accurate spelling and grammar. | C55 – 59 C –50 – 54 | Mainly descriptive use of knowledge. Little research used; Inadequate reference list | Adequate use of explanation and summarisation. Purpose not completely met or only some aspects of the question answered. | Identifies either major strengths or weaknesses. Limited critical appraisals; polemic. Identifies major issues Some structure but not entirely clear; argument sometimes not entirely logical. Thinking occasionally confused. Makes few links between areas of work | No real evidence of independent thinking. Does not generate new ways of looking at things | Acceptable use of English. Some spelling and grammar errors. | D<49.5 | Use of inadequate or outdate knowledge. Evidence of research but not recent or relevant. Unsatisfactory reference list. | Poor explanation and summarisation. Has only attempted to answer the question or meet the purpose. Does not explain. | Does not evaluate or appraise. Descriptive. Indentifies few issues Weak structure. Little logical argument. Links between areas of work are missing or inaccurate. Thing sometimes confused | Minimal evidence of independent thinking. Rarely generates new ways of looking at things. | Difficult to understand. Poor use of English. Numerous spelling and grammar errors. | Knowledge:Comprehension and Application:Analysis and Evaluation:Synthesis:Literary Style:Total Grade:Comments: |

Assessment 3: 5 x Readings Tests Due date and time: In class, weeks 2, 4, 6, 9 and 11 Assessment Value: Each test is worth 6%, building to 30% of your total marks available for the paper.
Submission instructions: Complete in class. Turnitin instructions: Not required.

Assessment brief: Each tutorial test will be held in class and will be based on the readings set for the previous weeks. The tests will be using the IFAT (Instant Feedback Assessment Technique)” method and will include an individual and group component. Full instructions will be provided in week one. Please note: If you miss more than two out of the five tests, you will receive a “Did not Complete” grade for this assessment, which will result in you failing the paper. You must complete three out the five tests to be able to pass this paper. If you are sick or otherwise unable to make the tutorial test, there will not be any other opportunity for you to sit the test. You must sit the test in the class time.