TALENT MANAGEMENT IN CHANGING GLOBAL CONTEXTS

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3N225566
Module Leader Samantha MacLean
School Glasgow School for Business and Society
Subject Human Resource Management
Trimester
  • B (January start)

Pre-Requisite Knowledge

None

Summary of Content

The aim of this module is to develop a knowledge and understanding of a 'talent management' approach to the management and development of people in contemporary organisational contexts. This module introduces students to the concept of talent management with specific reference to the Talent Pipeline framework (Chartered Institute of Personnel & Development, 2006). The meaning, nature and application of a talent management approach in an organisational context across various sectors, and at national and international levels, will be explored. This exploration will develop an understanding of the issues and challenges in attracting, selecting, utilising, rewarding and developing talent. To specifically explore the theme of talent management students will undertake a self-reflective exercise on their own experiences. This activity will allow students the opportunity to apply theoretical concepts of talent management to themselves as 21 st century graduates This module will enhance students' employability by familiarising them with graduate recruitment and selection processes thus providing insight into the diversity of employer expectations. The self-reflection element will enhance employability as students will be challenged to synthesise the principles of talent management directly with their own experiences and future expectations of employment. In considering the diverse issues and challenges of managing talent, PRME principles will be utilised throughout the module to ensure students focus on responsible, ethical and sustainable practices. For example issues of equality and diversity in, attracting, selecting, identifying and developing talent, the ethical and moral implications of adopting exclusive approaches to talent pipelining, and the creation of sustainable reward strategies.

Syllabus

Using the Talent Management Pipeline framework (CIPD, 2006) students will be introduced to the meaning and application of Talent Management in three key areas of human resource utilisation with particular emphasis on the relationship between the psychological contract and talent management practices . Introduction to Talent Management - an exploration of definitions and context influencing diverse workforces and their psychological contract. Attracting Talent - exploring the methods and approaches to recruitment and selection of appropriately skilled resources. Developing Talent - comparing and contrasting interventions to impact the succession planning of future talent and meet changing organisational needs. Utilising Talent - investigation of the role of flexibility, reward and retention strategies in managing talent.

Learning Outcomes

On successful completion of this module, the student should be able to:1. Critically discuss the meaning of talent management and its relevance within changing global contexts;2. Recognise and analyse the issues and challenges in attracting and selecting employees, including graduates with the relevant knowledge, skills and attitudes.3. Critically examine and analyse key issues involved in effectively utilising human resources to develop, retainC and reward talent.4. Critically analyse the concept of the psychological contract and its impact on talent management in the employment relationship.5. Demonstrate, through self-reflection on personal experiences and/or expectations, the application of a talent management approach.

Teaching / Learning Strategy

The teaching, learning and assessment strategy for this module aims to develop and integrate knowledge, skills and understanding regarding the utilisation of human resources through a talent management approach. Practical input in the form of lectures, seminars and directed reading will be provided on the main topic areas. These will be supplemented by class discussion to share and analyse current organisational practice, personal experiences and future expectations. Active student-centred learning approaches will be employed: case study vignettes, practical activities and group exercises to deepen analysis and develop students' skills. Teaching will be supported by the VLE (GCULearn); including the use of themed discussion boards These themed discussion boards will be related to the syllabus and be linked to directed and supplementary reading. This non-assessed student activity will encourage online interaction and personal reflection on student experiences and future expectations of talent management and assist in the preparation of summative coursework. The assessment structure will provide students with an opportunity to articulate knowledge and understanding of the generic principles of talent management and development while the reflective element will synthesise this knowledge and understanding through application to their own experiences. Feedback will be available online and students will be able to access via the assignments tab in GCULearn. Generally module tutors will annotate the coursework and provide a brief feedback summary. Generic feedback will also be available on GCULearn at the end of the module - this will provide a final summary of the cohort performance and average pass marks. Feedback on student delivered workshops will be provided by both peers and tutor at the end of each workshop. GSBS will continue to use the advancement of GCU Learn as a blended learning tool through its teaching and learning as well as through engagement with students. GSBS will ensure that all modules are GCU Learn enabled and with the support of the Learning Technologists at the cutting edge of development of online materials. Academic staff and the Learning Technologists will continue to work together to develop and operate all modules on GCULearn to ensure student support and information sharing. Students are provided with formative and summative feedback via a variety of mechanisms. Feedback on coursework is provided within 3 working weeks of submission.

Indicative Reading

Books and articles: Armstrong, M (2017), A Handbook of Human Resource Management Practice, 14th Edition, London: Kogan Page, UK Bach, S. & Edwards, M (2013), Managing Human Resources: Human Resource Management in Transition,5th Edition, Chichester: Wiley & Sons Beevers, K. & Rea, A. (2013), Learning and Development Practice, London: CIPD Brewster, C, Sparrow, P & Vernon, G (2016), International Human Resource Management, 4th Edition, London: CIPD Brown, J. (2011). The complete guide to recruitment?: a step-by-step approach to selecting, assessing and hiring the right people (1st ed.). Philadelphia, PA: Kogan Page. Brown, J., & Swain, A. (2012). The professional recruiter's handbook?: delivering excellence in recruitment practice (2nd ed.). Philadelphia: Kogan Page. Buckley, R. & Caple, J. (2009), The Theory and Practice of Training, London: Kogan Page, UK Chuai. X., Preece. D. & lles. P. (2008) "Is talent management just 'old wine in new bottles'? The case of multinational companies in Beijing", Management Research News, Vol. 31, No. 2, pp. 901-911 CIPD (2006) Reflections on Talent Management, CIPD, London CIPD (2006) Research Insight: Talent Management, CIPD, London CIPD (2006) Talent Management: Understanding the Dimensions, CIPD, London Dowling, P, Festing M, & Engle, A D (2013), International Human Resource Management: Managing People in a Multi-national Context, 6th Edition, London: South-Western/Cengage Learning Garrow. V. & Hirsh. W. (2008) "Talent management: issues of focus and fit", Public Personnel Management, Vol. 37,3 No. 4, pp. 389-402 Gibb, S. (2011), HRD: Foundations, processes, Contexts, 3rd Ed, London: Palgrave Macmillan Harrison, R. (2009), Learning and Development, 5th Edition, London: CIPD Iles, P. & Zhang, C. International Human Resource Management: A Cross Cultural and Comparative Approach, London: CIPD Leatherbarrow, C., & Fletcher, J. (2019). Introduction to human resource management?: a guide to HR in practice (4 edition.). New York, NY: Kogan Page. Mankin, D. (2009), Human Resource Development, Oxford: Oxford University Press Maxwell, G & MacLean, S (2008), Talent Management in Hospitality and Tourism in Scotland: Operations: Implications and Strategic Actions, International Journal of Contemporary Hospitality Management, vol 20(7), pp 820-830. McCracken, M., Currie, D., & Harrison, J. (2016). Understanding graduate recruitment, development and retention for the enhancement of talent management: sharpening "the edge' of graduate talent. International Journal Of Human Resource Management , 27 (22), 2727-2752 McKenna, E. & Beech, N., (2014), Human Resource Management: a concise analysis,3rd Edition, Harlow: FT Prentice Hall Perkins S. J. & White G. (2016), Employee Reward: Alternatives, Consequences & Context, 3rd Edition, London: CIPD Pilbeam, S. & Corbridge, M. (2010), People Resourcing & Talent Planning: HRM in Practice, 4th Edition, Pearson Education, UK Redman T. & Wilkinson, A. (2017), Contemporary HRM: Text and Cases, 5th Edition,New York: FT Prentice Hall, chapter 5 Stewart, J. & Rigg, C. (2011), Learning and Talent Development, London: CIPD Taylor, S (2018), People Resourcing &Talent Management, 7th Edition, London: CIPD Torrington D, Hall L, & Taylor, S (2017) Human Resource Management, 10th Edition, London: FT Prentice Hall Withers, M., Reddington, M., & Williamson, M. (2010). Transforming HR?: creating value through people (2nd ed.). Oxford?;: Elsevier Butterworth-Heinemann. Recommended Journals: Personnel Today People Management Human Resource Management Journal Human Resource Development International International Journal of Human Resource Management INDICATIVE RESEARCH SOURCES Chartered Institute of Personnel and Development www.cipd.co.uk <http://www.cipd.co.uk> The Work Foundation www.theworkfoundation.com <http://www.theworkfoundation.com> ACAS www.acas.org.uk <http://www.acas.org.uk> Equality and Human Rights Commission www.equalityhumanrights.com <http://www.equalityhumanrights.com>

Transferrable Skills

By the end of this module students will have gained competence in the following key areas: Critical thinking and problem solving Knowledge and understanding in the context of the subject Independent working Information retrieval and communication skills Time management (organising, planning and completing work by required deadline) Group working Self-awareness

Module Structure

Activity Total Hours
Lectures (FT) 24.00
Independent Learning (FT) 124.00
Assessment (FT) 40.00
Seminars (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 30.00 35% Essay 1: 1,500 word personal reflection on the impact of global talent management on 21st century graduates (Wk - 6)
Course Work 02 n/a 70.00 35% Essay 2: 2,500 word critical analysis of TM practices within a case study? organisation (Wk - 14)