BXR868 HR Management

This school is a skills development school offered in a face to face and Online learning environment over 2.5 days and 18 days respectively. 

Please note that given the current COVID-19 situation that the world is facing the online residential school will be the only alternative offered to students during the 21E presentation of the module.

The overall pedagogical approach is highly facilitative. You are encouraged to promote lots of input and discussion by the students, highlighting key themes as they emerge. You will come across slides in the various decks that summarise key points: it is a matter of personal choice but we recommend that you consider letting discussion flow first before using these slides as a way to pull the threads together. Feel free to draw on your own experience to illustrate points, and to inform questions that you pose to students to stimulate their thinking.

The school uses an extended case study and students need to read this prior to the School and then engage in a series of tasks with their peer group. Most HR activity is done in collaboration, drawing on the experience, knowledge and creativity of several people. We therefore aim to give students the opportunity to learn how to work even more effectively in both smaller and larger groups by practicing in a safe learning space. The aim of the school is to provide a chance to practice skills learned on the qualification.

Students will be practicing the following HR professional skills:

• Interview and discussion skills (Selection, Grievance, Discipline, Conflict handling)
• Change facilitation skills
• HR political skills
• Communication skills including active listening and giving feedback
• Coaching and mentoring
• Case study analysis
• Working effectively as a member of a team: collaborating and finding ways to maximise the effectiveness of the group
• Reflection on personal learning, personal development planning andfurther developing a skills portfolio.

Online Schools Tutor– role description

Your main duty as a tutor for an online school is to provide academic guidance, stimulation, and support to Open University students within the framework provided by the module material and the academic programme. Tutors are responsible to the online Module Director.

Duties and responsibilities

Before the school

• gain an understanding of the academic programme and aims of the school by making yourself familiar with materials supplied by the module team; and inclose liaison with the online Module Director

During the school

• encourage students’ active involvement and participation by helping to create a learning environment in which they all feel able to contribute;
• conduct and facilitate activities and exercises as specified in the teaching materials;
• help students to improve their understanding of module materials;
• be sensitive to students’ needs, especially those students who need additional support;
• give moral and practical support to fellow tutors in the conduct and running of academic activities and exercises;
• give the online Module Director or module team constructive comments on the nature and scope of the online school activities;
• discuss your performance with the online Module Director in the light of any comments from students;
• be aware of and act in accordance with the University’s equal opportunity policy and its code of practice on bullying and harassment;
• be available to respond to students’ enquiries promptly;
• attend tutor briefings and other online meetings as requested by the online Module Director;
• be aware of health and safety regulations governing use of equipment and materials. Assist the residential Module Director in ensuring that conditions and methods of work are safe and that potential  hazards are reported promptly.

Hours of work

Online tutors are required to be available online on the days when sessions are running and other periods as requested by the Module Director. The online school runs for a period of 18 days with a mixture of synchronous and asynchronous sessions of approximately 1 and 1.5 hours each.

Tutor Role requirements

The role of the tutor is to facilitate the school, to encourage students to share their own experience and to challenge them to explore the application of theory to practice. You will need to provoke, stimulate, support and consolidate in equal measure!

You will also need to undertake a small number of administrative tasks, e.g. allocating students to sub-groups for small group activities, drawing on your experience to assess which combinations might work best.

Whilst in sub-groups, your role is to observe what is going on and intervene only if you need necessary. When back in plenary, your role is to facilitate and prompt the group in discussion and review so that they feel ownership of the learning that they achieve.

Some of the sessions include content (e.g. slides about coaching, selection skills…). These are for you to use at your discretion and based on the level of skills of your group.

Students are encouraged to complete a learning log as part of the school (e.g. making one entry for each activity) and their CPD plan. Time is allowed in the programme for reflection and we strongly urge you to encourage students to make use of this to focus on their learning, and not to call work, or to catch up on e-mail. They will gain the greatest benefit from the residential by focusing totally on the school and temporarily setting aside other demands on their time.

The role requirements vary according to the needs of the school, but are likely to include:

• encouraging students' active involvement and participation by helping to create a learning environment in which all feel able to contribute
• conducting and facilitating activities and exercises as specified in the school's handbook for students and notes for tutors
• helping students improve their understanding of module materials
• supervising and guiding students as they undertake laboratory experiments, field trips, or other visits if appropriate
• being resident on the site and available between specified hours to respond to students' enquiries
• being sensitive to students' needs, especially those of students with additional requirements
• attending tutor briefings and other meetings as requested by the Module Director
• giving moral and practical support to fellow tutors in the conduct and running of academic activities and exercises
• giving the Module Director or module team constructive comments on the nature and scope of the residential school activities
• discussing your own performance with the Module Director in the light of any comments from students
• being aware of health and safety regulations governing use of facilities, equipment and materials, and assisting the Module Director in ensuring that conditions and methods of work are safe and that potential hazards are reported promptly
• assisting the Module Director and Support Manager in ensuring the security of teaching areas and equipment
• being aware of and acting in accordance with the University's policies on equal opportunities and bullying and harassment

Person specification

Residential school tutors are expected to have a degree, higher degree, or a professional or vocational qualification in a subject area relevant to the module to which they are appointed. In addition to the role requirements described above, there are the following personal requirements:

• Associate/Chartered Member/Fellow of the Chartered Institute Personnel and Development (CIPD) (Essential)
• current (or in the last 5 years) relevant HR experience or proven current track record of significant relevant consultancy in HR (Essential)
• teaching experience, preferably of adults, in appropriate subject areas
• teaching experience in online environments (desirable)
• ability to work with students from diverse educational, cultural and work backgrounds
• an understanding of and commitment to equal opportunity policy and practices
• ability to promote adults' learning through face-to-face tuition
• commitment to student-centred learning
• an organised and systematic approach to work
• ability to work successfully both independently and in a team
• good oral communication skills
• respect for others' feelings while working in close proximity in a residential environment
• willingness to teach Open University module material as specified by the module team.