Module Study Guide
Academic Year 2022–2023
Academic Partner: UK College of Business and
Computing
HR4UK30O – Data Analytics for People
Professionals
Level: 4
Credits: 20
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of West London and its approved academic partners.
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Table of contents
Key team contact details 1
1 Module overview 2
Introduction ………………………………………………………………………………………………………….2
Module summary content and aims………………………………………………………………………….2
Learning outcomes to be assessed………………………………………………………………………….4
Indicative Contact Hours ………………………………………………………………………………………..4
2 Assessment and feedback 5
Summative assessment grid …………………………………………………………………………………..5
Assessment brief – summative assessments and learning outcomes……………………………6
Where have we been? ………………………………………………………………………………………………………6
Where are we today?………………………………………………………………………………………………………..6
Imagine the possibilities…………………………………………………………………………………………………….7
Learning materials……………………………………………………………………………………………….10
3 Things you need to know 11
Our Expectations…………………………………………………………………………………………………11
Getting Support …………………………………………………………………………………………………..11
3.2.1 Personal Tutors, Module Leaders, Librarians, and Programme Leaders……………………..11
3.2.2 Student Support…………………………………………………………………………………………………12
3.2.3 Meeting Deadlines……………………………………………………………………………………………..12
Making an Impact………………………………………………………………………………………………..13
3.3.1 When there’s an issue ………………………………………………………………………………………..13
3.3.2 Module Evaluation Surveys …………………………………………………………………………………13
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Key team contact details
| Module Leader | Koushik Modak |
| Subject Area & School/College | Business, CLBS |
| Academic Partner Institution | UK College of Business and Computing |
| [email protected] | |
| Phone | 0208 518 4994 |
| Location | Eastgate House, 40 Dukes Place, London, EC3A 7LP |
| Module/Course Administrator | Ioana Balan |
| [email protected] | |
| Phone | 0208 518 4994 |
| Location | Eastgate House, 40 Dukes Place, London, EC3A 7LP |
| Librarian | To be confirmed |
| To be confirmed | |
| Phone | 0208 518 4994 |
| Location | Eastgate House, 40 Dukes Place, London, EC3A 7LP |
The Programme Leader overseeing this module is Ann Clark and can be contacted at:
[email protected]
The Course Directors for all modules are George Muwonge, Dev Raj and Sobhi D’Cruz, and can
be contacted at: [email protected]
The Director of Education and Quality for all modules is Dr David Preston, and can be contacted
at: [email protected]
The Academic Partner Link Tutor is Shafqat Abbas and can be contacted at:
[email protected]
The External Examiner for this module is: To be confirmed
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1 Module overview
Introduction
This module is designed to provide skills and knowledge required to use data analytics concepts,
methods, tools to collect information from various sources for the HR to make informed business
decisions for a range of business needs (Recruitment, Training, Policy Development, Contracts,
Payroll, and Benefits etc.).
Business collects data and store it into the database, flat files or in the cloud for day to day business
operations and for future use as well. Data analytics helps data analyst to examine the data based on
the business needs, apply cleaning tools if required to remove unnecessary data, transform data into
the shape that helps an organisation to make an informed decision. This module also helps learner to
understand the importance of ethical practices at workplace while using data analytics tools, and
situational decision making.
Full attendance on this module is expected. Students who need to miss a class must email their
tutor and Administration via Evision prior to the class.
https://evision.ukcbc.ac.uk/urd/sits.urd/run/SIW_LGN.
Module summary content and aims
This module helps the learner to gain required skills, knowledge and develop understanding relevant to
the HR requirements and the role of a data analytics tools.
The aim of this module is to provide students with the knowledge and understanding of varied methods
of collecting HR and business information to make informed business decisions such as (better choice
in building HR functions, defining job role based on the variations in job titles, talent management,
recruitment, employee engagement, training & development, HR policies, employee relations, data
engineering, diversity and inclusion and change management).
The module aims to,
• Equip students to extract business information from various sources to make informed
choices
• Predict future trends and implement change to create competitive advantage for
businesses
• Provide students with the insight of the interrelatedness of information across the
organisation and how this relationship impact on formulating business strategy
• Develop students’ capacity to use data and analytical tools to address strategic people
management challenges in organisations.
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Contents
• Data analytics and its value
• Link between processes and business outcomes
• The data analytics process
• Organisational challenges in the sourcing of data
• Concepts and activities for data analytics.
• Value of HR information to the organisation and the HR function
• Collecting HR data for people management
• Interpret HR data
• Communication of HR data/information for decision making
• How to use HR data to make key decisions regarding employees and work environments
• People analytics and why is it so important for HR and organisations today?
• Skills needed to succeed in people analytics
Please refer to Blackboard for detailed information on each of the weekly learning sessions
https://online.uwl.ac.uk.
Expectations
Specific expectations students can have of tutors:
• Drop-in support by emailing the tutors, if needed.
• Constructive formative feedback on one assessment draft will be provided and schedule will be
published on Blackboard
• Lecture slides, seminar activities and any relevant solutions will be made available on Blackboard
Specific expectations tutors will have of students:
• Being a positive/active learner.
• Punctuality and regular attendance/engagement.
• Inform tutor (i.e., the module lecturer) via email in advance when not able to attend any
classes, in addition to notifying Administration via Evision via
https://evision.ukcbc.ac.uk/urd/sits.urd/run/SIW_LGN
• Independent; being responsible for own learning and development.
• Academic honesty; avoid plagiarism.
• Completion of all tasks by the due date – submitted through Turnitin in compliance with
instructions.
• Active involvement in classes and at all levels.
• Appropriate materials brought to each session.
• Team spirit; helping and sharing.
• Respect other student’s learning environment.
• Respond positively to feedback.
• ‘Can do’ attitude.
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Learning outcomes to be assessed
LO1: Identify and discuss the varied approaches for collecting HR information using reliable and
ethical means.
LO2: Collect comparative information from a variety of authoritative sources to inform decision
making in areas of HR functions and contemporary business.
LO3: Explain and discuss the value of HR information to the organisation and the HR function.
LO4: Examine the influence of key stakeholders involved in information gathering and sharing to
support decision making across the organisation.
LO5: Develop an appreciation of potential management and organisational challenges in the
sourcing of data to make informed decisions.
LO6: Measure and communicate key workforce report on concepts, such as HR planning,
performance management and employee wellbeing.
Indicative Contact Hours
| Teaching Contact Hours | 48 hours |
| Independent Study Hours | 152 hours |
| Total Learning Hours | 200 hours |
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2 Assessment and feedback
Summative assessment grid
| Type of Assessment |
Word Count or equivalent |
Weighting | Pass Mark |
Indicative Submission week |
Method of Submission & Date of Feedback (refer to BB) |
| A1 Written Assignment |
2500 | 100% | 40% | Week 14 | Blackboard (Turnitin), feedback within 15 working days |
Assessment Support
| Assessment | Teaching Weeks in which Assessment Support Takes Place |
Outline of Type and Form of Assessment Support to be Provided |
Student Preparation Required Prior to or After the Support Session |
How will the Support Session to be Delivered |
| Written Report | Week 7-8 | Assignment Support Clinic for Formative Feedback |
Prepare the draft for Assessment |
Face to face or |
| Written Report | Week 13 | Assignment Support Clinic for Formative Feedback |
Prepare the draft for Assessment |
Face to face or |
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Assessment brief – summative assessments and
learning outcomes
• The report is divided in two parts, Part 1 and Part 2
• Total Word Count 2500 Words
• Submission Deadline Sunday of Week-14
•
The Case
Where have we been?
Organizations have been talking about and attempting to take advantage of workforce analytics for
close to 30 years. Back then, the introduction of multidimensional array technology and pivot tables
led people to believe that it would be simple to stand up a meaningful set of HR/workforce metrics.
This was not the case. Some organizations succeeded in putting together a fairly short and static
set of reported KPIs. However, the technology was not flexible. A data scientist would need to lay
out a rubric to try to account for every permutation that an HR or line of business (LoB) executive
would be interested in querying. There are not enough hours in the day to put something like that
together. Today, we know that it takes sophisticated technology to utilize data efficiently and answer
the universe of potential questions.
Data resides everywhere throughout the enterprise. There are sources of data specific to the
workforce including those found in and around human capital management (HCM) systems and
services. But there is also relevant data outside of HR’s oversight. It is difficult to do truly meaningful
workforce analytics without access to operational data. And HR needs reliable access to as much
data as is available across the enterprise.
Historically, the HR function is not typically built upon an analytical skill set. Building out KPIs is not
necessarily in the sweet spot for HR practitioners. As a result, larger enterprises may engage
business analysts to help with this process, while midsize and smaller organizations are just left
behind. HR clearly needs an easier way to query data and gain relevant insight.
Another stumbling block in the march toward achieving true workforce insight is the perception by
management that there are no easy-to-use answers to the workforce analytics question. In IDC’s
2021 survey of HR decision makers, 40% indicated that they have not implemented HR analytics
because they are unaware of any solutions that could help. It is important that HR executives stay
informed of the latest in HCM and workforce related capabilities.
Where are we today?
HR faces many challenges today. The pandemic has turned the workforce on its head. There are
10 million jobs open in the U.S. and only 7 million unemployed workers. You would think that there
is a job for everybody seeking one. But this is not the case. The nature of work is changing — and
so are worker attitudes. People may not want to go back to the job they had pre-pandemic. Some
have been out of the workforce so long that their skills have gone stale. Others cannot go back due
to family commitments. Talent acquisition is a real struggle here in 2021. Holding onto your critical
talent is the key to success. You need a happy and engaged workforce to minimize the amount of
new hiring needed. HR and management teams would greatly benefit from faster, more accurate,
and more meaningful information about the workforce.
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The good news is that artificial intelligence (AI) is helping us to bring forward meaningful analytical
insight. Equipped with tools that use AI, HR can now enter the realm of augmented analytics.
Augmented analytics employs AI, machine learning (ML), and natural language processing (NLP)
to automate data processes normally done by a specialist or a data scientist. With augmented
analytics, a user of workforce analytics merely needs to ask a question and the technology will work
the magic to return meaningful insight.
Ask any HR business question in natural language—using text or voice in a simple, search-like
experience—and then hear and see the results immediately. For example, an HR specialist may be
dealing with an unusual number of resignations in the Northeast. In the past, HR would look at
various charts and graphs to drill into the data to understand the problem. With augmented
capabilities, a specialist can simply ask, “Why are we seeing higher than usual turnover in the
Northeast region?” An augmented solution will put all its capabilities to bear on the task in order to
come back with a meaningful and actionable answer to the question.
Imagine the possibilities
It has been a long road to get to where we are today in terms of turning people data into actionable
insight. It’s important that HR and LoB management understand that there are solutions today that
can tackle this once-impossible challenge quickly and accurately. There is nothing holding
enterprises back from having the right information about their workforce at the right time and in the
right place. While there are some unique workforce challenges in 2021, there are also some very
powerful solutions that will help HR navigate its way to success.
Part-1
The Task
You have been appointed as a technology advisor for a UK-based company of your choice. They
are considering using data analytics to improve overall business processes, HR functions, HR
operations, employee experience, and people professionals. The company CEO has attended HR
Analytics meetups (seminars) and is convinced that data analytics would help the company’s
decision-making process.
You are required to complete the below-listed tasks that would allow the company to understand the
importance of data analytics in HR and ethical issue consideration while collecting HR information from
authoritative sources to help make appropriate decisions.
As a level 4 student, welcome to the future of work, where trends and work patterns have changes,
(especially post Covid-19). Therefore, there is possibility to monitor and report on almost everything your
workforce does, and you can use that data to maximise efficiency, increase productivity, or encourage
greater collaboration to achieve desired organisational outcomes.
The Task (LO1, LO2. LO3. LO6)
• Discuss the integration between HRM and information technology. To justify your discussion,
provide evidence on how the people information is collected to solve HR issues (such as HR
planning, performance management, employee absenteeism and turnover, training and
development, recruitment, compensation packages, employee wellbeing, talent management
resourcing etc.) within your chosen organisation
• Provide a brief account on what is desirable and ethical when it comes to collecting and using
employee information in a data-rich world.
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Part-2
Introduction
HR planning of what the organisation will need is of great importance to HR professionals, revealing
different skills profiles, working schedules, enabling the organization to have the right people, in the
right amount, at right time. To get started with HR analytics, you need to combine HR data from
different systems. Say you want to measure the impact of employee engagement on financial
performance. To measure this relationship, you need to combine your annual engagement survey
with your performance data.
The Task (LO4, and LO5)
Based on the report provided in Part 1, you are required to explain who is responsible for collecting
data and what challenges they may face whilst collecting and collating data to make informed
decisions.
You are encouraged to provide examples to support your knowledge and understanding of the topics
| Assignment Criteria | Mark |
| Introduction to the topic and background Data Analytics, Role of HR information, Ethical Considerations |
15 |
| Analysis and evaluation Ability to work through with method to address real world problem using knowledge and skills acquired through this module. Ability to demonstrate use of tools to analyse and evaluate fundamental concepts within Data Analytics for People Professionals. |
20 |
| Knowledge and content knowledge and understanding is appropriate, which enhances the argument and comprehension in line with given tasks and learning outcomes. |
40 |
| Overview of the data analytics tools Sufficient evidence used in the report, use of data analytics tools (Excel, Tableau, HRIS or SqlLite etc.) |
15 |
| Organization and Presentation. Harvard references Formating, properly cited in text. Appropriate grammar, spelling, punctuation, and language use |
10 |
| Total Marks | 100 |
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Generic Marking Scheme
| 100-80% | 79-70% | 69-60% | 59-50% | 49-40% | 39-30% | 29-0% |
| The work produced is exceptional in most/all aspects, substantially exceeding expectations for this level. |
The work produced is of excellent quality, exceeding expectations for this level in many aspects. |
The work produced meets all of the intended learning outcomes and exceeds the threshold expectations for this level in several of them |
The work produced meets all of the intended learning outcomes and exceeds the threshold expectations for this level in some of them. |
The work produced meets all of the intended learning outcomes at, but rarely exceeding the threshold expectations for this level. |
The work produced fails to meet all of the intended learning outcomes and is marginally inadequate for this level |
The work produced fails to meet all of the intended learning outcomes and is inadequate for this level. |
Employability Skills
This assessment covers the following employability skills, which you could demonstrate on your
CV and at job interviews if you successfully pass the assessment:
• Communication
• Writing
• Speaking
• Listening
• Presenting
• Non-Verbal
• Problem solving
• Take initiative and self-motivating
• Critical thinking
• Can work under pressure and to deadline
• Planning and organisation skills
• Team working
• Ability to learn and adapt
• Valuing Diversity
• Negotiation Skills
• Enterprising
• Industry/commercial aware
• Flexibility
• Interpersonal
• Leadership
• Perseverance
• Confidence
• Integrity and accountability
• Decision making
CIPD Core Behaviours:
• Ethical practice
• Professional courage and influence
• Valuing people
• Working inclusively
• Commercial drive
• Passion for learning
• Insights focused
• Situational decision-making
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Learning materials
The reading list for this module is available on Blackboard in the module area and online by
searching uwl.rl.talis.com and on ulearn by searching
https://ulearn.ukcbc.ac.uk/course/view.php?id=83.
Remember to log into Blackboard daily to receive all the latest news and support available
at your module sites!
Subject guides (subject-guides-libguides) are also available to help you find relevant information
for assignments and library resources are also available via Ulearn:
Remember, all your work must have Academic Integrity; it must be an honest and fair submission,
complying with all the requirements of the assessment, that properly references and credits any
other people’s work you have used. Failure to meet these standards of behaviour and practice is
academic misconduct, which can result in penalties being applied under the Academic Offences
Regulations.
Essential Reading
• Kavanagh, K. J. and Jonson R. D. (2017), Human Resource Information Systems – Basics,
Applications, and Future Directions, 4th ed. (International Student Edition). Sage
Publication: London
• Marr B. (2018), Data-Driven HR – How to Use Analytics and Metrics to Drive Performance.
Kogan Page Ltd. : London
Reading List
• Charlwood, Andy and Nigel Dias (2018) Analysing HR Analytics: How do organisations
successfully build HR analytics functions? London: HR Analytics Thinktank
• O’Neil, Cathy (2016) How algorithms rule our working lives. The Guardian.
[Online]September https://www.theguardian.com/science/2016/sep/0 1/how-algorithmsrule-our-working-lives
• Arellano, Carla Alexander DiLeonardo, and Ignacio Felix (2017) Using People Analytics to
Drive Business Performance: A Case Study. The McKinsey quarterly. , July.
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3 Things you need to know
Our Expectations
You are expected to behave in accordance with the Student Code of Conduct, and treat others
with kindness and respect whether at university or online. It’s important to consider your safety
and the safety of others around you, especially how to stay safe online and ensure your
communications are secure and appropriate.
Whether you are engaging with teaching and learning activities onsite or online, we expect the
same level of commitment and engagement from you. If you are unable to attend scheduled onsite
or online activities, or complete activities in the time frames set out, you should let your tutors
know.
You should aim to meet assessment deadlines; if you are concerned that you will not be able to
complete your assessments on time, you should talk to your tutors. Your engagement, whether
online or onsite, will be tracked and if we see that you are not engaging, we will get in contact with
you.
Please remember that your course team is here to support you so if you are having problems, let
us know so we can work with you to find solutions and get you back on track as soon as possible.
Give yourself the best possible chance to succeed by engaging with the full range of learning and
teaching activities available to you on Blackboard. You can also email your tutor or reach the
Module Leader online through Teams or via email.
Getting Support
Graduating with a UWL degree will open up a world of opportunities for you, but we understand
that the journey to get there is not always easy – especially when you are combining studying with
work, caring for others, or dealing with illness. That is why we offer lots of support to help you
meet your full potential.
3.2.1 Personal Tutors, Module Leaders, Librarians, and Programme Leaders
Your Personal Tutor can help if you’re worried about your studies, need academic advice, or want
to find the best way for you to succeed.
Your Module Leader can help if you’re struggling with work, don’t think you can meet a deadline,
or there was something you didn’t understand or want to know more about.
Your Librarian can help you with finding, evaluating, reading, and referencing sources. They offer
drop-ins and workshops throughout the year.
Your Programme Leader can help with any questions about the course you’re studying, such as
any course-specific requirements or options.
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3.2.2 Student Support
Throughout your course of study, you will have access to a wide variety of sources of support
depending on your individual circumstances and needs. Your first point of call for getting general
academic support is your Personal Tutor. They would provide academic advice in relation to your
studies and your academic development. This includes One-to-One Academic Support
opportunities helping you to develop skills relevant to your degree. Academic Skills Workshops
throughout the year include the following:
• Essay Planning and Writing
• Critical Thinking
• Reflective Writing
• Group Work and Presentation Skills.
Apart from the College-wide support framework, which encompasses the Module Leader,
Programme Leader, the Librarian, and your Course Administrator, you will also have at your
disposal the UKCBC Student Engagement Team.
3.2.3 Meeting Deadlines
You should always try your best to submit your work on time. If you submit coursework late, within
10 calendar days of the deadline, then the maximum mark you will be able to get for that work will
be the pass mark. Anything submitted after this would be counted as a non-submission.
We understand that there may be times when you experience circumstances outside of your
control that mean you are not able to submit on time. It’s a good idea to talk your Module Leader if
you’re not going to be able to submit on time so that they can support you and make you aware of
any services that can help.
Where exceptional circumstances mean you’ll be submitting your coursework late, you can
request an extension before your deadline. An extension means that the penalty for submitting
up to 10 calendar days late will not apply.
If your circumstances are so serious that you are not able to submit at all or are unable to attend
an in-person assessment like an exam or in-class test, then you can request mitigation for the
assessment. Mitigation means that you can submit work at the next available attempt instead.
If you request an extension or mitigation before the deadline you can choose to self-certify,
meaning that you do not have to provide evidence, so long as you provide a valid reason for the
request. You can only self-certify three assessments per academic year. If you have used all
your self-certification opportunities, or requested mitigation after the deadline, you will need to
provide evidence of your exceptional circumstances for your request to be granted.
To apply for an Extension or Mitigation, login to Evision,via
https://evision.ukcbc.ac.uk/urd/sits.urd/run/SIW_LGN student 360 view and complete a request
form.
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Making an Impact
3.3.1 When there’s an issue
If something’s negatively impacting your experience at university, you should raise this informally
with your Module Leader or Programme Leader.
If the issue is affecting several students, you could talk to your Student Rep about it, and they can
either raise your concerns with your Module Leader or Programme Leader on the group’s behalf,
or at the Course Committees which take place each semester.
We aim to ensure that any issues are resolved as quickly as possible to have minimum impact on
your studies.
3.3.2 Module Evaluation Surveys
Towards the end of the module, you will be invited to provide some anonymous feedback to the
Module Leader through an online survey, via Evision:
https://evision.ukcbc.ac.uk/urd/sits.urd/run/SIW_LGN. This is your opportunity to give direct
feedback about the module through a series of questions and free text.
Your constructive feedback will help the Module Leader and teaching team to understand the
module experience from your perspective and helps inform the development of the module. At the
end of the survey period, a response to the survey will be available so that you can see the impact
your voice has had.