HRM4801/2024/Assignment 04

Assignment 04

Advanced Human Resource Management

HRM4801

Year module

Department of Human Resource Management

IMPORTANT INFORMATION
This letter contains questions on Assignment 04.
 HRM4801/Assignment 04

Contents
Page
INTRODUCTION ...................................................................................................................................... 3
UNIQUE NUMBER AND DUE DATE OF ASSIGNMENT 04..................................................................... 3
CONTINUOUS ASSESSMENT ................................................................................................................ 4
PURPOSE AND OUTCOMES .................................................................................................................. 4
4.1 Purpose ........................................................................................................................................ 4
4.2 Lessons 7 and 8: Learning Outcomes ........................................................................................... 4
INSTRUCTIONS ...................................................................................................................................... 5
ASSIGNMENT 04: QUESTIONS .............................................................................................................. 6
CLOSING REMARKS............................................................................................................................. 12
APPENDIX A: COVER LETTER ............................................................................................................. 13
APPENDIX B: TABLE OF CONTENTS .................................................................................................. 14
APPENDIX C: DECLARATION BY GROUP MEMBERS ........................................................................ 15
APPENDIX D: TEAM MEMBER RATING ............................................................................................... 16
APPENDIX E: HRM4801 CHECKLIST FOR ASSIGNMENT 04 ............................................................. 17
APPENDIX F: PARTICIPANT INFORMATION SHEET .......................................................................... 18
APPENDIX G: PARTICIPANT INFORMATION SHEET CONSENT TO PARTICIPATE IN THIS STUDY
................................................................................................................................................... 20
RUBRIC: ASSIGNMENT 04 ................................................................................................................... 21
HRM4801-24-Y: ASSIGNMENT 04 ASSESSMENT FEEDBACK ........................................................... 34

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 HRM4801/Assignment 04

Dear Student

INTRODUCTION

We trust that you look forward to completing this module successfully. The purpose of this tutorial letter is
to provide you with the assignment questions related to the learning outcomes of Lessons 7 and 8.

UNIQUE NUMBER AND DUE DATE OF ASSIGNMENT 04

The unique number and the due date of Assignment 04 are as follows:

UNIQUE NUMBER DUE DATE

541019 2024/09/04 at 23:00

Assignment 04 is compulsory.
Assignment 04 contributes 15% to the final mark for HRM4801. Assignment
04 is a group assignment.
The assignment will close on Wednesday, 04 September 2024, at 23:00.
Any group member may submit the assignment on behalf of the group at
any time before the due date and time.
Just one member per group must submit the assignment!

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 HRM4801/Assignment 04

CONTINUOUS ASSESSMENT

HRM4801 is based on continuous assessment and therefore does not have a venue-based
examination. Instead, for this module, you are required to complete several formative assessments as you
work through the study material.
The benefits of continuous assessment include:
• You are not required to write a formal examination.
• You can track your progress throughout the year.
• Each assignment will count towards your final mark, ensuring that you work through all the study
material.
Assignment 04 is a group assignment. When you tackle this assignment, take the time to study Lessons
7 and 8 and interact with your fellow group members. Please adhere to the due date.

PURPOSE AND OUTCOMES

Next follows the purpose and outcomes of HRM4801.
4.1 Purpose
This module enables students to demonstrate a fundamental and systematic knowledge of advanced
human resource management. The curriculum focuses on developing an understanding of the mutual
impact HRM has with other business departments through an others-inclusive mindset and how HR could
accelerate businesses strategically to achieve strategic business objectives, generate a competitive edge,
and drive agility.
4.2 Lessons 7 and 8: Learning Outcomes

Learning Outcomes

After completing Lesson 7, you should be able to:

1. Critically explain why corporate social responsibility (CSR) is needed.
2. Critically explain why it is important for HR leaders to set an example and change their mindset to
become accountable citizens at work.
3. Critically explain how HR leaders can set an example and change their mindset to become accountable
citizens at work.
4. Differentiate between CSR and environmental social and governance (ESG).

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 HRM4801/Assignment 04

Learning Outcomes
After completing Lesson 8, you should be able to:
1. Critically discuss the importance of developing personal and organisational knowledge for the benefit
of the organisation as a whole.
2. Analyse the knowledge development practices of an organisation to assess whether they are
appropriate for the general environmental or business circumstances of the organisation.
3. Identify and explain what might facilitate and constrain knowledge development processes.
4. Explain what a learning organisation is and evaluate whether an organisation could be regarded as a
learning organisation based on certain criteria.
5. Explain why it is important to encourage teams for improved performance and knowledge sharing.
6. Differentiate between tacit, implicit, and explicit knowledge.

INSTRUCTIONS
To complete Assignment 04, the following instructions are required from your group:
5.1. Submit your answers as a single document in pdf format as a group. No individual assignments
will be accepted, just one assignment per group.
5.2. The following technical layout criteria apply:
5.2.1. Start with a cover page stating the module code (HRM4801), each group member needs to add
their student number, name, and surname. Use the wording and format provided in Appendix A.
5.2.2. Type your answers (use sentence case, font: Arial 11, line spacing: 1.5 lines) and then convert
the Word document to a PDF format for submission. In question 2 convert the PowerPoint to a
PDF Format for submission. Just one PDF document needs to be submitted for Assessment
04. DO NOT SUBMIT SCANNED PDF DOCUMENTS. Refer to the guidelines in question 2 on
how to combine PDF documents.
5.2.3. Include a table of contents. Use the format as provided in Appendix B.
5.2.4. The assignment needs an introduction and a conclusion.
5.2.5. Complete the team member rating to demonstrate each group member’s interaction in completing
the assignment. Use the wording and format in Appendix D.
5.2.6. In-text references and a list of references are required (a minimum of five sources must be used).
You can use either the APA 7th Edition or the Harvard referencing style. You may not simply copy
information from any source. You need to answer the questions in your own words. Plagiarism
will not be tolerated. A zero mark will be allocated for the assignment and/or may result in
disciplinary action if detected. It is recommended that you read Unisa’s Policy for Copyright
Infringement and Plagiarism as well as the Students’ Disciplinary Code (available on myUnisa at
https://www.unisa.ac.za/sites/myunisa/default/Learner-support-&-regions/Student-Policies-&-
Rules) before you complete the assignment.

You must avoid plagiarism! Watch the following YouTube video:

https://www.youtube.com/watch?v=TEmFXzgYiZc
5.2.7. Note that all the questions are compulsory, and you must therefore answer all the questions.
There are no elective questions.

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 HRM4801/Assignment 04

5.2.8. Make sure that each question and sub-question are clearly and correctly numbered.
5.2.9. As part of the submission process, you will be required to submit a declaration of honesty whereby
you declare that the work submitted is the group’s own work. This declaration must be on the
second page of the assignment. Use the wording and the template of the declaration of honesty
provided in Appendix C.
5.2.10. Complete the checklist before submitting the assignment. Use the wording and format in
Appendix E.
5.2.11. Read through the participant information sheet in Appendix F and complete the consent form per
student and add it as an Appendix to the group assignment. See Appendix G for a template of
the consent form.
5.2.12. Learn how to discuss HRM4801 content critically. Critical discussion follows (and involves)
critical thinking but also requires that we form an opinion and logically express that view. Refer
to the information on Wikihow.com in Assignment 02.

As part of the formative assessment plan of HRM4801, answer the following questions of
Assignment 04.

ASSIGNMENT 04: QUESTIONS

TOTAL MARKS FOR ASSIGNMENT: 100 MARKS

As a group and before you attempt to answer the questions of Assignment 04, first work through the HRM
Lessons 07 and 08 on myUnisa.
In Assignment 04, we use HRM4801 lessons (07 and 08) to allow you to think about the theory and your
role in your community to become an active citizen at work for the good of the community. Theoretically
and empirically, this assignment integrates tuition and learning, scholarly engagement/community
engagement and research within a Comprehensive Open Distance and e-Learning Education Learning
(CODeL) higher education context.
Answer questions 01 – 02 below.

QUESTION 01

Read the following article and use it to answer the questions that follow below.
Kauppila, O. P., Ehrnrooth, M., Mäkelä, K., Smale, A., Sumelius, J., & Vuorenmaa, H.
(2023). Serving to help and helping to serve: Using servant leadership to influence
beyond supervisory relationships. Journal of Management, 48(3), 764-790.
https://journals.sagepub.com/doi/epub/10.1177/0149206321994173
For a guide, in answering question 01, your HRM4801 group needs to interact with one another on the
following questions.
1.1 As a group, critically explain in 100 words why corporate social responsibility (CSR) is needed in
an African context (workplace, personal life, community, discipline, and so forth). [5]

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 HRM4801/Assignment 04

1.2 Within the context of servant leadership, explain as a group in 100 words how HR practitioners
can help employees create the best version of themselves. To answer this question, search for
information about servant leadership. [5]
1.3 Who in your mind is a servant leader you know or worked with? As a group, justify your answer
in 100 words. [5]
1.4 Now, each group member, do some deep individual reflection on your own capacity to be a
servant leader. Then as a group, collate your reflections to answer the following sub-questions of
question 1.4 using the template provided below.
1.4.1 Think about the characteristics and qualities of a servant leader. Then, think about your belief in
your capacity to be a servant leader. As a group discuss and note down three characteristics or
behaviours you can possess or display that could enable you to be a servant leader. Your answer
needs to be substantiated in 150 words with theory. [10]
1.4.2 Think about how you can start practising servant leadership in your organisation and/or in your
personal life and/or the community. These strategies need to inform you on how to be an
accountable servant leader individually or at work or within a community.
Individually note down at least two strategies that you could use to hold yourself accountable to
make decisions and to act as a servant leader individually or at work or within a community.
Then, share these strategies with your fellow students and conceptualise how you as a group
could hold one another accountable to practise servant leadership at work or within a community.
Your answer needs to be substantiated in 150 words with theory and practical examples. [10]
Use the following template to answer the sub-questions of question 1.4.
Question # Student Name and surname of Use this column to describe your
number group member individual reflections on questions 1.4.1
and 1.4.2
1.4.1 For example: Vusi Gumede Personally, as a servant leader, I do XXX
356257 and XXX ….
For example: Veronica Hlongwane As a servant leader, I XXX and XX….
485796

As a group, use this row to conceptualise and answer question 1.4.1.

For example:
Servant leadership is described by ABC (2001) as follows: XXX. DEF (2023) described
servant leadership as follows XXX but GHI (2020) said that servant leaders need the
following capacities XXX. GHI’s (2020) description of the capacities that servant leaders
require is different from the view of DEF (2023).
After the group deliberates about each one’s reflection related to the capacity as a
servant leader, we acknowledge Vusi’s input that he XXXX. We however also
acknowledge Veronica’s input that she XXX. Finally, being mindful of the theory of ABD
(2023), as a group we conceptualise theoretically that servant leaders in the work
context need the following capacities AAA (2021), BBB (2020), CCC (2023) and DDD

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 HRM4801/Assignment 04

Question # Student Name and surname of Use this column to describe your
number group member individual reflections on questions 1.4.1
and 1.4.2
(2020) because they enhance the performance of employees and increase job
satisfaction [replace the example with the answer as a group].
1.4.2 For example: Vusi Gumede At work, I use the following strategies as a
356257 servant leader, XXX and XXX
OR
Personally, as a servant leader, I use the
following strategies XXX and XXX ….
OR
In the community, I use strategies XXXX
and XXX.
For example: Veronica Hlongwane At work, as a servant leader, I use the
following strategies XXX and XXX
485796
OR
Personally, as a servant leader, I use the
following strategies XXX and XXX ….
OR
In the community, I use strategies XXXX
and XXX.

As a group, use this row to conceptualise and answer question 1.4.2.

For example:
We adopted Vusi’s strategies of servant leadership in the work context because XXXX.
We adopted Veronica’s strategies of servant leadership on a personal level because
XXXX.
In a community context, we combined Vusi and Veronica’s strategies of servant
leadership because ABC (2022) argues that XXXX. Hence, as a group, we feel that it is
imperative to use these strategies because XXX.

1.5 Why is it important to encourage teams to improve performance and knowledge sharing within an
organisation? As a group, substantiate your answer in 100 words with theory and practical
examples. [5]
1.6 As scholars we are supposed to share our knowledge and experiences with others. With this
statement in mind, what is your opinion about sharing tacit knowledge with a community? As a
group, substantiate your answer with theory and practical examples regarding the meaning of
mindfulness and compassion. [5]

1.7 How do you see the role of Human Resource practitioners in the community to become an active
and accountable citizen at work for the good of the community? [10]

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 HRM4801/Assignment 04

QUESTION 02
The objective of Question 02 is to deepen HR students' understanding of mindfulness and compassion,
analyse the dynamics of in-groups and out-groups, and reflect on personal experiences to develop and
support self-compassion in HR practices.

Read the following article and use it to answer Question 02 that follows.
Draper-Clarke, L. J. (2020). Compassion-based mindfulness training in teacher education:
The impact on student teachers at a South African university. South African Journal
of Higher Education, 34(1), 57-79. http://dx.doi.org/10.20853/34-1-2525

Follow the guidelines below to build a PowerPoint presentation (as a group) to answer the sub-questions
of question 02.

Compassion development: Guidelines

Part A: Prepare the group’s PowerPoint presentation.

2.1 As a group, briefly reflect on what mindfulness and compassion mean. Substantiate your answer
in 100 words using theory and practical examples. [5]

2.2 Identify In-Groups and Out-Groups. In your group, identify the different in-groups each member
belongs to (e.g., family, friends, professional associations, hobby groups). Discuss and note what
distinguishes these in-groups from those not included (the out-groups). Substantiate your answer
by discussing how these factors create a sense of belonging and influence your interactions with
out-groups. See the guidelines in the block below. [5]

Identify in-groups and out-groups: Guidelines

Consider common characteristics, values, and experiences that define your in-groups.

2.3 Follow the instructions in Part B below to answer question 2.3. Concerning each group member’s
self-reflection, share and compare your actions with the five stages of developing compassion
with one another. As a group, discuss common themes and differences in your experiences. Then,
identify which stages of compassion were most commonly well-executed and which were
challenging. [10]

Part B: Self-reflection on compassion development.

Individually, reflect on a time when someone at work (or in your personal life) was suffering. Give the
person a pseudonym name to keep their personal information confidential Think about what the person did
at that time. Compare their actions with the five stages of developing compassion as described in the
guidelines below. Identify which steps the person excelled at and which they struggled with. Write a one
(1) page reflection detailing your experience and self-assessment. PDF each member’s self-reflection
and attach it as an Appendix to Assignment 04.

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 HRM4801/Assignment 04

See Figure 1 below and reflect on questions 2.3.1 to 2.3.5 below the figure.

Figure 1: How compassion develops

Adapted from Draper-Clarke (2020)
Self-reflection questions

2.3.1 Recognition of suffering: Identify the person at work or your personal life’s suffering. Did you
notice the suffering promptly? How did the person become aware of it?
2.3.2 Empathy: Share the thoughts and/or feelings of the suffering individual. Did you empathise
effectively? How did you share their feelings?
2.3.3 Bearing witness: Tolerate the discomfort of pain without resorting to platitudes. Were you able to
stay present and supportive without minimising their pain?
2.3.4 Realisation of universality: Understand that suffering is a common human experience. Did you
recognise the universal nature of suffering? How did this influence your response to that person?
2.3.5 Alleviation of suffering: Take steps to alleviate suffering through presence, support, and action.
What actions did you take to support the person? Were they effective?

2.4 As a group, rank five (5) values for improving compassion in HR practices. Substantiate the
answer by adding practical examples. [10]

Part C: Group discussion and drafting of the Group PowerPoint Presentation

As a group, discuss common themes and differences in your experiences. Then, identify which
stages of compassion were most commonly well-executed and which were challenging.

Include the following information in the PowerPoint slides:

1. Front page.
2. Scope.
3. Definitions and examples of mindfulness and compassion.
4. Analysis of in-groups and out-groups.
5. Common themes from individual reflections on compassion development.
6. Values for improving compassion in HR practices.
7. References.

Convert the PowerPoint slides into PDF.

Click on the following YouTube link on how to convert PowerPoint to PDF (PPT to PDF):

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 HRM4801/Assignment 04

https://www.youtube.com/watch?v=fg2JvYheg74

Part D: Combine the PDF documents by attaching each group member’s self-reflection after the group
PowerPoint presentation.

Click on the following link on how to combine PDF documents:

https://www.adobe.com/za/acrobat/online/merge-pdf.html

Click on the following YouTube link on how to combine multiple PDF documents:

https://www.youtube.com/watch?v=8Zr7-bHkFX4

QUESTION 03 [10]
Answer the following questions individually and add the answers for each group member in the
assignment.

SELF REFLECTION QUESTIONS (PER GROUP MEMBER)

>>>Insert each group member’s individual answers and add your name and student number to the
question. Each group member’s responses will be assessed individually<<<
Student Name and Surname: ________________________ Student number:____________________
3.1 What did you discover about yourself after you worked through Lessons 7 and 8?
3.2 What did you discover about the group with whom you worked to do Assignment 04 after you
worked through Lessons 7 and 8?
3.3 What tendencies or trends did you notice?
3.4 Which points of the study material did you find especially interesting, and would like to follow up
on in more detail?
3.5 What questions came to mind related to the study material of Lessons 7 and 8?
3.6 What are the three main things you have learned from Lessons 7 and 8 and what you may be
able to use in the future within your work/life context?
3.7 What did you previously think to be true related to Lessons 7 and 8, but now know to be wrong?
3.8 What did we not cover that you expected would be covered in Lessons 7 and 8?
3.9 What are you still unsure about regarding Lessons 7 and 8?
3.10 What did you like most about Lessons 7 and 8?
3.11 What did you dislike most about Lessons 7 and 8?
3.12 What miscellaneous, interesting facts did you learn in Lessons 7 and 8?
TECHNICAL LAYOUT [5]
See the rubric for more information at the end of the assignment.
TOTAL MARKS CALCULATION OF ASSIGNMENT 04 = 100 MARKS1

1
TOTAL MARKS CALCULATION OF ASSIGNMENT 04
= [STUDENT MARK ALLOCATION (30%)] + [INTERNAL/EXTERNAL MARKER ALLOCATION FOR ASSIGNMENT (70%)]
= [ADD THE MARKS ALLOCATED BY STUDENTS/NUMBER OF STUDENTS IN GROUP *30%] + [INTERNAL/EXTERNAL MARKER
ALLOCATION FOR ASSIGNMENT * 70%]
(If no reasons are evident with the student ratings for the marks allocated, the group receives a 0-mark allocation.)

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 HRM4801/Assignment 04

CLOSING REMARKS
Please contact us at any time, in writing or in person, to discuss any problems you have with your studies.
We wish you every success in your studies!
Kind regards
EC Rudolph (Ph.D. Psychology)
LECTURER: HRM4801
DEPARTMENT OF HUMAN RESOURCE MANAGEMENT UNISA

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 HRM4801/Assignment 04/Appendix A

APPENDIX A: COVER LETTER

>>>COVER LETTER NEEDS TO BE ON PAGE 1<<<
Line spacing for cover page and declaration regarding plagiarism: Single
DO NOT add additional line breaks between the lines of text on the cover page.

Advanced Human Resource Management

HRM4801

ASSIGNMENT 04

By

HRM4801 GROUP: >>>Type the group number here<<<

Title, initials, and surname, e.g. Cell phone number
Student number
Mr. AB Jones

Primary lecturer: Dr. EC Rudolph

Secondary lecturer: Dr. L Engelbrecht
Quality assurance lecturer: Dr. A Furtak
External moderator: Dr. S O’Neil

Date of submission:
>>>Type the date here<<<

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 HRM4801/Assignment 04/Appendix B

APPENDIX B: TABLE OF CONTENTS

>>>TABLE OF CONTENTS NEEDS TO BE ON PAGE 2<<<

Note: Right-click on the table below and then select “Update table”.
TABLE OF CONTENTS
1 INTRODUCTION .......................................................................................................................... 3
2 UNIQUE NUMBER AND DUE DATE OF ASSIGNMENT 04 ......................................................... 3
3 CONTINUOUS ASSESSMENT..................................................................................................... 4
4 PURPOSE AND OUTCOMES ...................................................................................................... 4
4.1 Purpose ........................................................................................................................................ 4
4.2 Lessons 7 and 8: Learning Outcomes ........................................................................................... 4
5 INSTRUCTIONS ........................................................................................................................... 5
6 ASSIGNMENT 04: QUESTIONS .................................................................................................. 6
7 CLOSING REMARKS ................................................................................................................. 12
APPENDIX A: COVER LETTER ............................................................................................................. 13
APPENDIX B: TABLE OF CONTENTS .................................................................................................. 14
APPENDIX C: DECLARATION BY GROUP MEMBERS ........................................................................ 15
APPENDIX D: TEAM MEMBER RATING ............................................................................................... 16
APPENDIX E: HRM4801 CHECKLIST FOR ASSIGNMENT 04 ............................................................. 17
APPENDIX F: PARTICIPANT INFORMATION SHEET .......................................................................... 18
APPENDIX G: PARTICIPANT INFORMATION SHEET CONSENT TO PARTICIPATE IN THIS STUDY
................................................................................................................................................... 20
RUBRIC ASSIGNMENT 04 .................................................................................................................... 21

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 HRM4801/Assignment 04/Appendix C

APPENDIX C: DECLARATION BY GROUP MEMBERS

>>>DECLARATION BY GROUP MEMBERS NEEDS TO BE APPENDIX A<<<

HRM4801 GROUP: >>>Type the group number here<<<

We (full names, Student 1 [full name and surname], student number [___________]
surnames & student
Student 2 [full name and surname], student number [___________]
numbers):
Student 3 [full name and surname], student number [___________]
Student 4 [full name and surname], student number [___________], AND
Student 5 [full name and surname], student number [___________]

Declare the following:

1. We understand what plagiarism entails and are aware of the University’s policy in this regard.
2. We declare that this assignment is our own, original work. Where someone else’s work was used
(whether from a printed source, the internet, or any other source), the due acknowledgement was
given, and reference was made according to departmental requirements.
3. We did not copy and paste any information directly from an electronic source (e.g., a web page,
electronic journal article or CD ROM) into this document.
4. We did not make use of another student’s/group’s previous work and submitted it as our own.
5. We did not secure the services of an external person/website/company to complete our work to
present it as our own.
5. We did not allow anyone or any other group to copy our work to present it as his/her/their own work.
2

Signature (Student 1) Date

Signature (Student 2) Date

Signature (Student 3) Date

Signature (Student 4) Date

Signature (Student 5) Date

Signature (Student 6) Date

2
IMPORTANT: By typing your name in the place of a signature, you indicate your acceptance of this
declaration. Delete this instruction once you have signed the declaration.

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 HRM4801/Assignment 04/Appendix D

APPENDIX D: TEAM MEMBER RATING

>>>TEAM MEMBER RATING NEEDS TO BE APPENDIX B<<<
TEAM MEMBER RATING
Student number Surname Contribution out of 45 Add a brief reason for
the rating per group
member

How does the group determine their contribution?

Use the scale below to rate the contribution of each team member. Add the ratings to calculate the
total per group member.
5 = Excellent, 4 = Good, 3 = Acceptable, 2 = Marginal, 1 = Unacceptable
Member 1

Member 2

Member 3

Member 4

Member 5

Member 6
Student number of team members

Team members attended meetings.

(online and others)
Was punctual.
Was willing to listen to others.
Prioritised the project and willingly
accepted responsibilities.
Helped to identify and clarify problems.
Was willing to discuss disagreements and
adapt, if necessary.
Helped to make sure that everyone
understood the end result.
Completed assigned tasks on time as
promised.
Saw what had to be done and did it without
prompting or pressure.
TOTAL
MAXIMUM 45 45 45 45 45 45

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 HRM4801/Assignment 04/Appendix E

APPENDIX E: HRM4801 CHECKLIST FOR ASSIGNMENT 04

>>>THE HRM4801 CHECKLIST FOR ASSIGNMENT 04 NEEDS TO BE APPENDIX C<<<

HRM4801 ASSIGNMENT 04: Checklist for compiling the assignment

IMPORTANT: Complete this checklist before submitting the portfolio.

YES NO
The cover page of the portfolio is properly labelled
✓ Group number and assignment number
✓ Names of group members
✓ Student number of each member
✓ Module title and module code
✓ Assignment number
✓ Lecturers
✓ Date of submission
The portfolio is submitted on or before the submission deadline
The portfolio has the following:
✓ A front page (containing the information on the portfolio cover page)
✓ A table of contents page that reflects the contents of each section divider (see
Appendix B)
✓ Reference list complying with APA 7th edition or Harvard Reference style
The evidence collected is:
✓ Sufficient (covers all assignment outcomes)
✓ Valid (relevant to the assignment outcomes)
✓ Authentic (your own efforts)
✓ Current and practical (you can do it now)
✓ At the required level (meets the assessment criteria specified in the rubric of
an NQF level 8 module)
The evidence is sorted
✓ Numbering and headings are used to separate the evidence
✓ Evidence is cross-referenced with academic peer-reviewed sources
The assignment script contains
✓ Appendix A: Declaration of authenticity is included (use the template in
Appendix C).
✓ Appendix B: Table of contents.
✓ Appendix D: Team member rating: A subjective evaluation of the overall
learning experience (use the template in Appendix D)
✓ Appendix E: The HRM4801 Checklist for Assignment 04 (use this template)
✓ Appendix F: A copy of the signed consent forms by each group member (use
the template in Appendix G)

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 HRM4801/Assignment 04/Appendix F

APPENDIX F: PARTICIPANT INFORMATION SHEET

Title: Using a collaborative, active ODeL context to develop postgraduate students’ inclusive mindsets,
employability attributes, and metacognitive competencies

Dear Prospective HRM4801 Student

You are invited to participate in research conducted by Dr. Elizabeth C. Rudolph, the primary researcher,
and the Khulisa Abantu (“a cause to grow people”) community engagement team in the Department of
Human Resource Management at the University of South Africa.

Globally and nationally, there is an ongoing struggle for young undergraduates to find employment. This
could likely be because many graduates do not always have the time or space to attend an in-person
training or they do not have the opportunity during their coursework to learn how to practice, work, lead
and live an inclusive mindset in their personal and/or work life. Higher education institutions (HEIs) are
required to demonstrate social responsibility in their commitment to making available scholarly expertise,
within various disciplines, equipping, and facilitating opportunities for producing knowledge, and
developing graduates’ skills and experiences to live in a diverse society. Hence, the HRM4801 module
enables the Khulisa Abantu Community Engagement (CE) team to engage with HRM4801 students, both
scholarly and to share real-life stories of experts using an inclusive mindset to address work challenges.
These experts are employed within different industries.

All the HRM4801 assignments have been designed to use a collaborative, active, open distance and
education learning (ODeL) context, to develop postgraduate students’ inclusive mindsets, employability
attributes, and metacognitive competencies. Hence, all the assignments in the HRM4801 module are
designed to give you a rich learning opportunity to reach the learning outcomes as part of your qualification.

You were selected to participate in the research because we would like to hear your voice about your
personal experiences with the HRM4801 learning outcomes since you are a registered student for the
HRM4801 (Advanced Human Resource Management) module.

The assignment will be anonymised during the data analysis, meaning that there will be no way of
connecting the information that you provide to you personally. This is to protect your privacy.
It is anticipated that the information we gain from this assignment will help us to formulate guidelines for
use in developing ODeL learning material and assessment. This serves to promote inclusive mindsets,
employability attributes, and metacognitive competencies of adult learners. It is envisioned that the findings
of this study will contribute to the body of knowledge of ODeL tuition and assessment in South Africa.
If you choose to participate in the research, it will not take more additional time than the required notional
hours assigned to completing HRM4801 assignments. You will benefit from your participation as an
individual, as this provides you with a learning opportunity about the HRM4801 module outcomes.
Feedback will be provided in the Tutorial Letter 200s.

The research is rated as a low-risk study and therefore we do not foresee any harmful consequences in

18
 HRM4801/Assignment 04/Appendix F

completing the assignment. The key aim of the assignment is to allow you to share your learning
experience in developing an inclusive mindset and achieving the HRM4801 learning outcomes. You are,
however, under no obligation to agree that the content you share in the assignment can be used in the
research and you can withdraw from the study at any time. By withdrawing from the study, it would mean
that the information will be omitted for the sake of research; however, no one will be penalised in the mark
allocation of the assignment.

The researchers undertake to keep any information provided confidential; they will not share the
information with any other external people. Also, when they report on the findings, they will do so from the
perspective of a group and not from the perspective of an individual.

Electronic records will be kept for five years, in a password-protected file, for audit purposes, where they
will be permanently destroyed. You will not be reimbursed or receive any incentives for your participation
in the assignment.

The research was reviewed and approved by the Unisa College of Economic and Management Sciences
Research Ethics Review Committee. The primary researcher, Dr. Elizabeth Cornelia Rudolph, can be
contacted during office hours at 072 466 6607. Alternatively, she can be contacted at
[email protected].

By confirming your consent to take part in this research, you take note of the nature of your participation
in the research, linked to completing and submitting the assignment on myUnisa.

Should you have concerns about how the research has been conducted, you may contact Ms. Leonie
Louw at [email protected].

Thank you for taking the time to read this information sheet and for participating in this study.

19
 HRM4801/Assignment 04/Appendix G

APPENDIX G: PARTICIPANT INFORMATION SHEET CONSENT TO PARTICIPATE IN THIS STUDY

>>>EACH GROUP MEMBER’S SIGNED CONSENT FORM NEEDS TO BE EMBEDDED IN THE
FINAL GROUP ASSIGNMENT<<< NEEDS TO BE APPENDIX D<<<
CONSENT TO PARTICIPATE IN THIS STUDY (TEMPLATE)
I, ____________________________ (name), with ___________________ (student number), confirm that
the person asking my consent to take part in this research has told me about the nature and procedure of
participation.

Place an ‘x’ in the box provided for each point that follows below Yes No

I have read (or it has been explained to me) and understood the study as explained
in the information sheet/tutorial letter.

I understand that the submission of the assignment is compulsory, to provide me with

a rich learning experience to achieve the module outcomes.

I have had sufficient opportunity to ask questions and am prepared to participate in

the research phase linked to the assignment.

I understand that, if I choose not to participate in the research phase linked to the
HRM4801 teaching and learning, the data provided during the assignment will be
excluded from the data for research purposes.

I understand that, if I choose to withdraw from the study, the information in the
assignment/questionnaire will be omitted by the researcher(s), without me being
penalised in the mark allocation of the assignment.

I am aware that the demographic information asked in the assignment/questionnaire

is for the researchers to maintain an audit trail, as a key strategy to demonstrate the
trustworthiness and credibility that real participants took part in the study.

I am aware that the findings of this study will be anonymously processed into a
research report, journal publication, and/or conference proceedings.

I formally give consent that the data in the answers to the assignment/questionnaires
may be used for research purposes.

Participant’s Name and Surname………………………………………… (please print)

Participant’s Signature……………………………………………..Date…………………

Researcher’s Name and Surname………………………………………(please print)

Researcher’s Signature…………………………………………..Date……………………..

20
 HRM4801/Assignment 04/Rubric

RUBRIC: ASSIGNMENT 04
Poor performance Average performance Good performance Excellent performance Mark
(0–39%) (40–59%) (60–74%) (75–100%)
Explanations may vary, but a student needs to demonstrate a clear understanding of the theory and how to apply it accordingly.

If a student commits plagiarism in more than one question, a 0 mark will be awarded for the entire assignment.
Use the following four columns to allocate marks for questions 1.1 – 1.3
Question 1.1 /5
0–1 2 3 4–5
• Poorly conceptualised • Lack of a structured • Well-structured explanation • Well-structured explanation
answer. conceptualisation of the with a sufficient with a clear conceptualisation
• Not relevant to the answer. A lack of information conceptualisation of the of the answer.
question. was selected and most/some answer. Some information
• Well-structured information
• Unrealistic and no of the information was was selected and most of the
was selected and most of the
accurate information inappropriate. information was appropriate.
information was appropriate.
shared. • Lack of a clear structure with a • Some structure demonstrated
• Concise and well-structured
• Explanation is too brief brief conceptualised answer. with a briefly conceptualised
answer. conceptualised answer.
with no possible • Explains the need for CSR in
• The explanation for the need • Clearly explains the specific
outcomes of the future, general but lacks specific
for CSR in Africa is well needs addressed by CSR in
no character(s), and no details of an African context.
structured. Africa.
plot. • Significantly exceeds or falls
• Within a reasonable range of • Demonstrates an excellent
short of word limit.
• The answer deviates words (more than 80 but less understanding of the African
from the question or than 100 words) context.
lacks any mention of • Meets 100-word limit.
CSR in Africa.
Question 1.2 /5
0–1 2 3 4–5

21
 HRM4801/Assignment 04/Rubric

Poor performance Average performance Good performance Excellent performance Mark

(0–39%) (40–59%) (60–74%) (75–100%)
• Poorly conceptualised • Lack of a structured • Well-structured explanation • Well-structured explanation
answer. conceptualisation of the with a sufficient with a clear conceptualisation
• Not relevant to the answer. conceptualisation of the of how HR practitioners can
question. • Most/some of the information answer. help employees create the
• Unrealistic and no was inappropriate. • Some information was best version of themselves.
accurate information • Lack of a clear structure with a selected and most of the • Well-structured information
shared. brief conceptualised answer. information was appropriate was selected and most of the
• Explanation is too brief • Misunderstands servant on how HR practitioners can information was appropriately
with no possible outcomes leadership or provides a help employees create the related to servant leadership.
of the future, no generic explanation of HR best version of themselves. • Concise and well-structured
character(s), and no plot. practices. • Some structure demonstrated conceptualised answer.
• No evidence of a real-life • Some references are evident with a briefly conceptualised • Extensive and detailed
scenario, it happens in a in the answer to how HR answer. explanation of servant
conceptualised answer. practitioners can help • Explains servant leadership leadership principles and how
• Answer deviates from the employees create the best but lacks specific details on HR can apply them to
question or lacks any version of themselves and the HR application. employee development.
mention of servant group might need some • Within a reasonable range • Meets 100-word limit.
leadership. guidance to answer the (more than 80 but less than
• The answer fails to refer to question. 100 words).
how HR practitioners can • Significantly exceeds or falls
help employees create the short of word limit.
best version of themselves.
Question 1.3 /5
0–1 2 3 4–5
• Poorly conceptualised • Description is vague or • Identifies a servant leader but • Provides a clear and specific
answer. irrelevant to servant lacks detailed explanation or example of a servant leader,
• Not relevant to the leadership. justification in line with their justifying the choice with
question. • Significantly exceeds or falls servant leadership qualities. concrete examples of their
• No example provided. short of the word limit.
22
 HRM4801/Assignment 04/Rubric

Poor performance Average performance Good performance Excellent performance Mark

(0–39%) (40–59%) (60–74%) (75–100%)
• Within a reasonable range of actions that embody servant
words (more than 80 but less leadership principles.
than 100 words). • Meets 100-word limit.
0–1 2 3 4–5
Question 1.4.1 /10
0–3 /5 6–7 8–10
• Limited or no evidence of • Mention theory but • Identifies some qualities or • Identifies three specific
characteristics and qualities connection to characteristics behaviours of servant relevant characteristics or
of a servant leader. or qualities of servant leadership but lacks clarity or behaviours of a servant
• No evidence of individual leadership is weak. specificity. leader.
group members’ capacity to • Limited evidence of group • Attempts to connect two • Demonstrates understanding
be a servant leader. interaction. characteristics of servant of servant leadership theory
• No evidence of three • Significantly exceeds or falls leadership with theory but by substantiating their
characteristics or behaviours short of word limit. lacks accuracy. choices with relevant
of servant leaders evident by • Limited individual reflections. • Some evidence of group concepts.
the group. • Poor conceptualisation of the discussion but may lack • Evidence of collaborative
• The conceptualisation of the answer to question 1.4.1. elaboration. discussion and group
answer to question 1.4.1 • Significantly exceeds or falls • Reflection is evident and participation in identifying and
does not meet the 150 words short of word limit. sufficient within a reasonable justifying characteristics.
with theory. range of words (more than • Critical and insightful
120 but less than 150 words). individual reflections.
• Meets 150-word limit.
Question 1.4.2 /10
0–3 /5 6–7 8–10

• Limited information in the • Only one strategy is evident • Only 60-70% of the group • Two strategies are evident on
answer is evident to suggest on how individuals could hold members took part in how individuals could hold
how individuals or the group themselves accountable to answering the question. themselves accountable to

23
 HRM4801/Assignment 04/Rubric

Poor performance Average performance Good performance Excellent performance Mark

(0–39%) (40–59%) (60–74%) (75–100%)
intend to practise servant make decisions and to act as • Some evidence of group make decisions and to act as
leadership in their servant leaders (individually discussion but may lack servant leaders (individually
organisation and/or in their or at work or within a elaboration on how the group or at work or within a
personal life and/or the community). members could hold one community).
community. • Only 40-59% of the group another accountable to • 75- 100% of the group
• No reference to strategies is members took part in practise servant leadership at members took part in
evident to inform how group answering the question. work or within a community answering the question.
members or the group will • Brief information is evident on but facilitation is needed to • Conceptualisation of the
be held accountable as how the group members could guide the group more to answer to question 1.4.2
servant leaders hold one another accountable answer the questions. meets 150 words.
(individually or at work or to practise servant leadership • More than 120 but less than
within a community). at work or within a community 150 words were used to
• No individual strategies are but facilitation is needed to conceptualise the answer to
evident on how group guide the group more to question 1.4.2.
members will hold answer the questions.
themselves accountable to • Significantly exceeds or falls
make decisions and to act short of word limit.
as servant leaders
(individually or at work or
within a community).
• No group strategies are
evident on how the group
could hold one another
accountable to practise
servant leadership at work or
within a community.
• The answer does not meet
150 words with theory and
practical examples.

24
 HRM4801/Assignment 04/Rubric

Poor performance Average performance Good performance Excellent performance Mark

(0–39%) (40–59%) (60–74%) (75–100%)

Question 1.5 /5
• Inappropriate issues from the • Lack of structured reasoning • Well-structured reasoning • Well-structured reasoning
relevant theory were identified with limited evidence of a clear with a sufficient and clear with a clear introduction and
to answer the question OR introduction and conclusion. introduction and conclusion. conclusion.
only one single issue was • Some issues identified; there
• A range of relevant theories • Issues from theory were
included to answer the is a well-developed identified; a clear framework
were selected and most of the
question (and this became the framework. was used to organise the
material selected was
sole focus of the discussion) discussion and appropriate
appropriate. • Used appropriate theoretical
on why it is important to theoretical material was
• The argument to answer the information to argue the
selected and used in the
encourage teams to improve answer on why it is important
question was weakly argument on why it is
performance and knowledge to encourage teams to
introduced and concluded. important to encourage teams
sharing within an improve performance and
• Little attempt to provide a knowledge sharing within an
to improve performance and
organisation. knowledge sharing within an
clear, logical structure. organisation.
• No framework for discussion organisation.
• Few differing ideas and no
and little relevant theory
new ideas based on • Content has a logical flow, • Logical flow of content.
selected. with ideas clearly expressed
• Poor structure the answer
knowledge gained. • Clear expression of ideas and
• Communication of the to argue the answer.
• Presentation of the answer is arguments of differing views
argument was average: the • Some new ideas based on with evidence of new ideas
vague (no logical presentation knowledge gained from
information was recorded in based on knowledge gained.
of the argument to the theory.
more than one way – the • Knowledge was well
audience). • Some integration of theory
answer showed several ways integrated and supported by
• Unstructured and with support from examples
to connect theoretical evidence with examples from
unsupported arguments with from the scenario, article
information on why it is the scenario, article
no discussion of differing information, and so forth.
important to encourage teams information, and so forth.
views and no new ideas
to improve performance and • Some evidence of critical • Used abstract principles and
formulated. analysis with conclusions
knowledge sharing within an concepts, with application to
organisation. drawn to argue the answer.
25
 HRM4801/Assignment 04/Rubric

Poor performance Average performance Good performance Excellent performance Mark

(0–39%) (40–59%) (60–74%) (75–100%)
• Irrelevant detail and some • The application of the theory the discipline area when
misinterpretation of the on why it is important to appropriate.
question. encourage teams to improve • Evidence of critical analysis of
• No/poor examples as performance and knowledge theoretical knowledge and
evidence to argue the answer sharing within an organisation conclusions were drawn to
to the question. can be connected, yet the state the main argument to
structure of the answer was answer the question.
not well thought through. • Clear evidence of
sophisticated analysis or
innovative thinking to bring
forth meaning between the
theoretical information and
examples from the scenario,
article information, and so
forth to argue the answer.
Question 1.6 /5
0–1 2 3 4–5

26
 HRM4801/Assignment 04/Rubric

Poor performance Average performance Good performance Excellent performance Mark

(0–39%) (40–59%) (60–74%) (75–100%)
• Limited or irrelevant • Explanation is vague or lacks • Explains the importance of • Clearly explains why both
explanation provided about connection to whether HR one aspect (performance or performance improvement
whether HR scholars are scholars are supposed to knowledge sharing) but not and knowledge sharing are
supposed to share tacit share tacit knowledge with a the other. crucial in a community.
knowledge with a community. community. • Attempts to connect theory • Substantiates the explanation
• Limited or no theoretical or • Mentions theory or examples and examples but may lack with relevant theory and a
practical foundation provided. but connection to explanation clarity or specificity related to practical example of
• No indication of group is weak. a community. performance improvement
discussion. • Limited evidence of group • Some evidence of group and knowledge sharing in a
interaction. discussion but may lack community.
• Significantly exceeds or falls elaboration. • Evidence of collaborative
short of word limit. • Within a reasonable range discussion and group
(more than 120 but less than participation in formulating the
150 words). answer.
• Meets 100-word limit.

Question 1.7 /10

0–3 /5 6–7 8–10
• Limited or no opinion provided • Explanation is vague or • Presents an opinion with • Clearly explains the role of HR
on how the group see the role irrelevant to active citizenship. some justification of how the professionals in fostering
of Human Resource • Misunderstands active group see the role of Human active citizenship within the
practitioners in the community citizenship or focuses solely Resource practitioners in the community. Identifies specific
to become an active and on work without community community to become an ways HR can contribute.
accountable citizen at work connection. active and accountable citizen • Demonstrates understanding
for the good of the community. • Significantly exceeds or falls at work for the good of the of "active citizenship" and how
• Limited or no theoretical or short of word limit. community. HR practices can promote
practical foundation provided. • Attempts to connect theory accountable behaviour at
• No indication of group and examples but may lack work that benefits the
discussion. clarity or specificity. community.
• Significantly exceeds or falls • Explains HR's role in the • Meets 150-word limit.
short of word limit. community but lacks details or
specific examples.

27
 HRM4801/Assignment 04/Rubric

Poor performance Average performance Good performance Excellent performance Mark

(0–39%) (40–59%) (60–74%) (75–100%)
•Mentions active citizenship
but lacks clarity on how HR
can link it to work practices.
• Within a reasonable range
(more than 120 but less than
150 words).
Use the following four columns to allocate marks to question 2
Question 2.1: Group reflection on mindfulness and compassion /5
• Presentation is unclear and • Presentation is somewhat • Presentation is clear and well- • Presentation is very clear,
disorganised, difficult to clear but lacks organisation in organised but may have minor well-organised, and easy to
follow. some parts. issues in flow. follow.
• Presentation lacks logical • Some parts of the presentation • Most parts of the presentation • All parts of the presentation
connections and coherence, are logically connected, but are logically connected, with are logically connected and
making it hard to understand. there are several minor inconsistencies. support a cohesive narrative.
• Provides minimal insights, inconsistencies. • Provides good insights that • Knowledge was well
lacking depth or relevance • Provides basic insights, with contribute to understanding of integrated and supported by
regarding the meaning of limited depth or impact. the topic. evidence with examples from
the scenario, article
mindfulness and compassion. • Little attempt to provide a • Some new ideas based on
information, and so forth.
clear, logical structure knowledge gained from theory
• No practical examples are • Used abstract principles and
regarding the meaning of regarding the meaning of
evident in the answer. concepts, with application to
mindfulness and compassion. mindfulness and compassion.
the discipline area when
• No or limited references to the • Few differing ideas and no • Some integration of theory
appropriate regarding the
article. new ideas based on with support from examples
meaning of mindfulness and
• No or limited theoretical knowledge gained. from the scenario, article
compassion.
• The application of the theory information, and so forth.
support. • Evidence of critical analysis of
and the article information, • Some evidence of critical
• No practical examples. and so forth can be analysis with conclusions
theoretical knowledge and
conclusions were drawn to
connected, yet the structure of drawn to argue the answer.
state the main argument to
the answer was not well • Definitions are partially
answer the question.
thought through. accurate but may lack clarity
• Clear evidence of
• No indication of group or distinction between the
sophisticated analysis or
discussion. terms.
innovative thinking to bring
28
 HRM4801/Assignment 04/Rubric

Poor performance Average performance Good performance Excellent performance Mark

(0–39%) (40–59%) (60–74%) (75–100%)
• Some evidence of group forth meaning between the
discussion but may lack theoretical information and
elaboration. examples from the scenario,
• Within a reasonable range article information, and so
(more than 120 but less than forth to argue the answer.
150 words). • Clear and concise definitions
of both mindfulness and
compassion.
• Connects definitions to
relevant theory and provides
practical examples that
illustrate both mindfulness
and compassion.
• Meets 100-word limit.

0–1 2 3 4–5

Question 2.2: In-groups and out-groups analysis /5

• Depth of analysis • Depth of analysis • Depth of analysis • Depth of analysis
• Inadequate identification of in- • Limited identification of in- • Adequate or good • Thorough identification of in-
groups. groups with few examples. identification of in-groups with groups with detailed
• Poor distinction between in- • Limited distinction between in- some examples. examples.
groups and out-groups. groups and out-groups. • Basic distinction between in- • Clear distinction between in-
• Lacks evidence and • Minimal use of evidence and groups and out-groups. groups and out-groups with
examples. examples. • Uses some evidence and insightful explanations.
• Understanding of group • Understanding of group examples. • Uses strong evidence and
dynamics dynamics • Understanding of group examples.
• Poor explanation of group • Limited explanation of group dynamics • Understanding of group
identity and belonging. identity and belonging. • Basic or good explanation of dynamics
• Inadequate analysis of the • Limited analysis of the impact group identity and belonging. • Comprehensive explanation
impact on compassion and on compassion and bias with • Some analysis of the impact of group identity and
bias. minimal strategies. on compassion and bias with belonging.
• Lacks strategies. • Significantly exceeds or falls few strategies.
short of word limit.
29
 HRM4801/Assignment 04/Rubric

Poor performance Average performance Good performance Excellent performance Mark

(0–39%) (40–59%) (60–74%) (75–100%)
• Within a reasonable range • Deep analysis of the impact of
(more than 150 but less than compassion and bias with
200 words). practical strategies.
• Meets 200-word limit.

Question 2.3 /10

Individual reflection on Individual reflection on Individual reflection on Individual reflection on
compassion development compassion development compassion development compassion development
• Provides a limited reflection • Provides a basic reflection • Provides a good reflection • Provides a thorough and
with few or no examples. with some examples. with relevant examples. insightful reflection with
• Poorly aligns actions with • Attempts to align actions with • Accurately aligns actions with detailed examples.
stages of compassion some stages of compassion most stages of compassion • Clearly and accurately aligns
development, showing development but lacks depth. development, offering good actions with all five stages of
minimal understanding. • Demonstrates basic self- analysis. compassion development,
• Demonstrates minimal self- awareness, with limited • Demonstrates good self- offering deep analysis.
awareness, with little or no recognition of strengths and awareness, recognising some • Demonstrates high self-
recognition of strengths and weaknesses. strengths and areas for awareness, recognising
weaknesses. improvement. strengths and areas for
improvement effectively.
[Maximum of 0-1 mark for the [Maximum of 2 marks for the [Maximum of 3 marks for the
individual reflection] individual reflection] individual reflection] [Maximum of 4-5 marks for the
individual reflection]

Group presentation Group presentation Group presentation Group presentation

• Presentation is unclear and • Presentation is somewhat • Presentation is clear and well- • Presentation is very clear,
disorganised, difficult to clear but lacks organisation in organised but may have minor well-organised, and easy to
follow. some parts. issues in flow. follow.
• Presentation lacks logical • Some parts of the • Most parts of the presentation • All parts of the presentation
connections and coherence, presentation are logically are logically connected, with are logically connected and
making it hard to understand. minor inconsistencies. support a cohesive narrative.

30
 HRM4801/Assignment 04/Rubric

Poor performance Average performance Good performance Excellent performance Mark

(0–39%) (40–59%) (60–74%) (75–100%)
• Provides minimal insights, connected, but there are • Provides good insights that • Provides deep and
lacking depth or relevance. several inconsistencies. contribute to understanding of meaningful insights that
• Fails to effectively apply • Provides basic insights, with the topic. enhance understanding of the
concepts to HR practices, with limited depth or impact. • Applies concepts to HR five stages of compassion
irrelevant or no examples. • Attempts to apply concepts to practices with relevant and how it is manifested in
• Presentation style is not HR practices, but examples examples but lacks some individual actions.
engaging, with minimal or no may be vague or less depth. • Effectively applies concepts
audience interaction. relevant. • Engaging presentation style to HR practices with practical
• Somewhat engaging involves the audience to and relevant examples.
presentation style, but limited some extent. • Highly engaging presentation
audience interaction. style in the PowerPoint.

[Maximum of 0-1 mark for the

[Maximum of 2 marks for the [Maximum of 3 marks for the [Maximum of 4-5 marks for the
group presentation]
group presentation] group presentation] group presentation]
0–3 /5 6–7 8–10
Question 2.4 /10
• Presentation is unclear and • Presentation is somewhat • Presentation is clear and well- • Presentation is very clear,
disorganised, difficult to clear but lacks organisation in organised but may have minor well-organised, and easy to
follow. some parts. issues in flow. follow.
• Presentation lacks logical • Some parts of the • Most parts of the presentation • All parts of the presentation
connections and coherence, presentation are logically are logically connected, with are logically connected and
making it hard to understand. connected, but there are minor inconsistencies. support a cohesive narrative.
• Provides minimal insights, several inconsistencies. • Provides good insights that • Provides deep and
lacking depth or relevance. • Provides basic insights, with contribute to understanding of meaningful insights into four
• Fails to effectively apply limited depth or impact. the topic. to five values for improving
concepts to HR practices, with • Only two values are ranked • Three values are ranked for compassion in HR practices.
irrelevant or no examples. for improving compassion in improving compassion in HR • Effectively applies concepts
HR practices with practical practices with practical to HR practices with practical
examples. examples. and relevant examples.
31
 HRM4801/Assignment 04/Rubric

Poor performance Average performance Good performance Excellent performance Mark

(0–39%) (40–59%) (60–74%) (75–100%)
• Presentation style is not • Somewhat engaging • Engaging presentation style • Highly engaging presentation
engaging, with minimal or no presentation style, but limited involves the audience to style in the PowerPoint.
audience interaction. audience interaction. some extent.

[Maximum of 2 marks for the [Maximum of 3 marks for the [Maximum of 4-5 marks for the
[Maximum of 0-1 mark for the
group presentation] group presentation] group presentation]
group presentation]
Use the following four columns to allocate marks to question 3
Question 3 /10
• Only answered 5 or fewer • Answered between 6 – 7 sub- • Answered 8 sub-questions. • Answered 9 or more sub-
sub-questions. questions. • Transfer of learning has taken questions.
• If the answer does not relate • Focused on many facts with place and learning of the • Logical flow of content.
to the relevant Lessons 7 and little attempt at reflecting on relevant Lessons 7 and 8 is • Clear expression of learning
8, a 0 mark is allocated. the relevant Lessons 7 and 8. sufficient. linked to the relevant Lessons
7 and 8.
0–3 4–5 6–7 8–10

32
 HRM4801/Assignment 04/Rubric

Technical layout
Poor performance Average performance Good performance Excellent performance Mark
(0–39%) (40–59%) (60–74%) (75–100%)
Technical presentation and The assignment has the The technical presentation The technical presentation /5
layout of the assignment: following elements regarding and layout of the assignment and layout of the assignment
✓ Assignment lacks headings technical presentation and are good in terms of the are excellent in terms of the
and subheadings. layout to some following elements: following elements:
✓ No descriptive table of extent: ✓ Headings and subheadings
contents is included. ✓ Headings and subheadings ✓ Headings and subheadings included.
✓ No introduction included. included. included. ✓ Descriptive table of contents
✓ No sources were ✓ Descriptive table of contents ✓ Descriptive table of included.
acknowledged in the text. included. contents included. ✓ Introduction included.
✓ No referencing technique ✓ Introduction included. ✓ Introduction included. ✓ Sources acknowledged in-
(e.g., APA or Harvard ✓ Sources acknowledged in- ✓ Sources acknowledged in- text.
method) was used. text. text. ✓ Correct referencing
✓ No conclusion included. ✓ Correct referencing ✓ Correct referencing technique (e.g., APA or
✓ No sources were used to technique (e.g., APA or technique (e.g., APA or Harvard method) used.
answer the questions. Harvard method) used. Harvard method) used. ✓ Conclusion included.
(If a student commits ✓ Conclusion included. ✓ Conclusion included. ✓ Bibliography/reference list
plagiarism in more than two ✓ Bibliography/reference list ✓ Bibliography/reference list included.
questions, award a mark of 0 included. included.
for the entire assignment.)
✓ No bibliography/reference
list included.
✓ Plagiarism is evident in
the assignment.
0–1 2 3 4–5
TOTAL OF ASSIGNMENT 04: [100]
USE THE ASSESSMENT MARK SHEET ON THE NEXT PAGE WITH THE RUBRIC TO ALLOCATE MARKS.

33
 HRM4801/Assignment 04/Evaluation Sheet

HRM4801-24-Y: ASSIGNMENT 04 ASSESSMENT FEEDBACK

GROUP NUMBER: [ADD THE GROUP NUMBER]
TOTAL MARK CALCULATION FOR ASSIGNMENT 10
= [STUDENT MARK ALLOCATION (30%)] + [INTERNAL/EXTERNAL MARKER ALLOCATION FOR ASSIGNMENT
PER INDIVIDUAL (DUE TO QUESTION 10) (70%)]
(If no reasons are evident with the student ratings for the marks allocated, the group receives a 0-
mark allocation. If a student did not contribute to the group, a 0 mark needs to be allocated.)
MARKS COMMENTS
Q1.1 /5
Q1.2 /5
Q1.3 /5
Q1.4.1 /10
Q1.4.2 /10
Q1.5 /5
Q1.6 /5
Q1.7 /10
Q2.1 /5
Q2.2 /5
Q2.3 /10
Q2.4 /10
Q3 /10
Total of Questions (TQs)
/95
Technical Mark (TM)
/5
=TQs + TM Final Comments
=Total out of 100 marks *
70%

34
 HRM4801/Assignment 04/Evaluation Sheet
GROUP NUMBER: [ADD THE GROUP NUMBER]
TOTAL MARK CALCULATION FOR ASSIGNMENT 10
= [STUDENT MARK ALLOCATION (30%)] + [INTERNAL/EXTERNAL MARKER ALLOCATION FOR ASSIGNMENT
PER INDIVIDUAL (DUE TO QUESTION 10) (70%)]
(If no reasons are evident with the student ratings for the marks allocated, the group receives a 0-
mark allocation. If a student did not contribute to the group, a 0 mark needs to be allocated.)
MARKS COMMENTS
INDIVIDUAL STUDENT NUMBER AND A B FINAL MARK
NAME PEER REVIEW TOTAL OUT OF 100 X =(PEER REVIEW MARK *30%) +
MARK (Q2) 70% (TOTAL ASSIGNMENT MARK * 70%)
/45X30% =30% + 70%
If no reasons are evident with the
ratings that the group allocated for
each individual student, the group
receives a 0-mark allocation!
1. =[ ] / 45 * 30% =[ ]/90 / 70% = COLUMN A + B
2. =[ ] / 45 * 30% =[ ]/90 / 70% = COLUMN A + B
3. =[ ] / 45 * 30% =[ ]/90 / 70% = COLUMN A + B
4. =[ ] / 45 * 30% =[ ]/90 / 70% = COLUMN A + B
5. =[ ] / 45 * 30% =[ ]/90 / 70% = COLUMN A + B
6. =[ ] / 45 * 30% =[ ]/90 / 70% = COLUMN A + B

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