PET study - Professional Employment Test Updated: 2023
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PET Professional Employment Test
Test Detail:
The HR PET (Professional Employment Test) is an assessment designed to evaluate the knowledge, skills, and abilities of candidates in various areas of human resources. This test is typically used for employment screening and selection purposes. Here is a detailed description of the test, including the number of questions and time allocation, course outline, test objectives, and test syllabus.
Number of Questions and Time:
The number of questions and time allocation for the HR PET may vary depending on the specific version or administration of the test. However, on average, the test consists of approximately 100-150 multiple-choice questions. Candidates are typically given a specific time limit, usually ranging from 2 to 3 hours, to complete the test.
Course Outline:
The course outline for the HR PET covers a wide range of syllabus relevant to the field of human resources. The outline may include the following key areas:
1. HR Fundamentals
2. Recruitment and Selection
3. Employee Relations
4. Training and Development
5. Compensation and Benefits
6. Performance Management
7. Employment Law and Regulations
8. HR Strategy and Planning
9. HR Metrics and Analytics
10. Ethical and Professional Practices in HR
Exam Objectives:
The objectives of the HR PET are to assess candidates' knowledge and understanding of various HR concepts, principles, and practices. The test aims to evaluate the following key areas:
1. Knowledge of HR fundamentals, including HR roles and responsibilities, HR policies and procedures, and HR best practices.
2. Understanding of recruitment and selection processes, such as job analysis, job description, job posting, candidate screening, and interviewing techniques.
3. Knowledge of employee relations, including employee engagement, conflict resolution, disciplinary procedures, and employee communication.
4. Understanding of training and development methods, including needs assessment, training design and delivery, performance evaluation, and employee development plans.
5. Familiarity with compensation and benefits practices, including salary structures, employee benefits administration, and performance-based compensation.
6. Understanding of performance management processes, including goal setting, performance appraisal, feedback and coaching, and performance improvement plans.
7. Knowledge of employment laws and regulations, such as equal employment opportunity, labor laws, wage and hour regulations, and workplace safety.
8. Understanding of HR strategy and planning, including workforce planning, talent management, succession planning, and HR technology.
9. Familiarity with HR metrics and analytics, including data analysis, HR reporting, HR dashboard creation, and workforce analytics.
10. Awareness of ethical and professional practices in HR, including confidentiality, integrity, diversity and inclusion, and ethical decision-making.
Exam Syllabus:
The test syllabus for the HR PET typically covers the following topics:
1. HR Fundamentals and Concepts
2. Recruitment and Selection
3. Employee Relations and Communication
4. Training and Development
5. Compensation and Benefits
6. Performance Management
7. Employment Laws and Regulations
8. HR Strategy and Planning
9. HR Metrics and Analytics
10. Ethical and Professional Practices in HR
Candidates should refer to the official HR PET study materials and resources provided by the test administrator to ensure they are adequately prepared for the exam. It is recommended to allocate sufficient time for test preparation, including studying relevant HR concepts, familiarizing oneself with HR practices and regulations, and practicing with trial test questions.
HR Professional study
Other HR exams
GPHR Global Professional in Human Resource (HRCI) 2023PHR Professional in Human Resources (HRCI PHR)
SPHR Senior Professional in Human Resources (HRCI SPHR)
DSST-HRM Human Resource Management
PET Professional Employment Test
PET
Professional Employment Test
https://killexams.com/pass4sure/exam-detail/PET
Question: 35
Select the answer choice that correctly provides the missing
premise:_________________________________________.Darlene is an
automobile driver who breached the duty of care.Darlene was negligent.
A. All automobile drivers who breach the duty of care owed to others are
negligent.
B. All automobile drivers breach the duty of care to others.
C. All automobile drivers owe a duty of care to others.
D. All automobile drivers named Darlene are negligent.
Answer: A
All automobile drivers who breach the duty of care owed to others are negligent.
To draw the conclusion that Darlene was negligent, the major premise must
establish a connection between automobile drivers who breach the duty of care
and negligence. Only answer A makes that connection by establishing that all
automobile drivers are negligent if they breach the duty of care owed to others.
Since Darlene is within the class of drivers who breached the duty of care (the
minor premise), the conclusion can be reached. Answer B and Answer C are both
incorrect because they do not establish a connection to negligence. Answer D is
incorrect because the minor premise would not be necessary for the conclusion.
Question: 36
Select the answer choice that correctly completes the following: All negligent
drivers can be liable if the drivers negligence caused the plaintiffs
injury.Darlenes negligence caused Plaintiff Pauls injury.
A. Darlene caused Plaintiff Pauls injury.
B. Darlene was negligent.
C. Darlene can be liable for Plaintiff Pauls injury.
D. Darlene has no defense to Plaintiff Pauls negligence suit.
Answer: C
Darlene can be liable for Plaintiff Pauls injury. The major premise establishes
that any driver who was negligent (that is, who had a duty and breached that duty)
can be held liable if that negligence was the cause of the plaintiffs injury. Since
the minor premise states that Darlenes negligence was within the category of
negligence that caused Pauls injury, Darlene can be liable. Answer A is incorrect
because it does not state that Darlene can be liable. Answer B is incorrect because
the issue is causation and (potential) liability, not negligence. Answer C is not
correct because the issue is causation and (potential) liability, not Darlenes
defenses.
Question: 37
Select the answer choice that correctly completes the following: All negligent
drivers who caused a plaintiffs injury are liable if the plaintiff suffered actual
damages.Plaintiff Paul suffered actual damages from Darlenes negligent driving
that caused his injury.
A. Darlene caused Plaintiff Pauls injury.
B. Plaintiff Paul suffered actual damages.
C. Darlene is liable for negligent driving.
D. Darlene is liable for Plaintiff Pauls actual damages.
Answer: D
Darlene is liable for Plaintiff Pauls actual damages. Here, the major premise
establishes the liability of (1) negligent drivers (requiring duty and breach of
duty), (2) who cause a plaintiffs injury, (3) if the plaintiff suffered actual
damages. The minor premise states (1) that Darlene was a negligent driver
(Darlenes negligent driving), (2) that the negligent driving cause Plaintiff
Pauls injury (that caused his injury), and (3) that Plaintiff Paul suffered actual
damages. Since Darlene is within the class of negligent drivers who cause a
plaintiffs injury, with the plaintiff also suffering actual damages, Darlene is
liable. Answers A and B are incorrect because they merely restated facts from the
minor premise. Answer C is incorrect because it is incomplete - it does not state
Darlene is liable for actual damages.
Question: 38
At a press conference, a reporter asked a candidate for mayor, Did you sleep
with Annie Actress? The candidate responded, Definitely not. Another
reporter asked, Is that false? The candidate responded, Yes. Select the answer
choice that correctly describes the candidates responses:
A. The candidate slept with Annie Actress between the first and second question.
B. If the candidates second answer is true, his first answer is true.
C. If the candidates first answer is false, his second answer is true.
D. If the candidates first answer is false, his second answer is false.
Answer: C
If the candidates first answer is false, his second answer is true. If the candidate
did sleep with Annie Actress, and the candidate falsely answered that he did not
do so, then his second answer is true. Answer A is not correct because it adds
facts that are not a part of the question. Answer B is incorrect because Georges
responses cannot both be true. Answer D is incorrect because Georges responses
cannot both be false.
Question: 39
Select the answer choice that correctly completes the following: Some human
beings are mortal.Plato is a human being.
A. Plato may need a will.
B. Plato may be mortal.
C. Some mortals are human beings.
D. Some human beings are Plato.
Answer: B
Plato may be mortal. The first sentence is a major premise and establishes a
general principle taken as true-that some human beings are mortal. The second
sentence is a minor premise and establishes that a specific person is a human
being. In reaching a conclusion, however, the test-taker must recognize that the
major premise is not an absolute. Answer B properly connects the major and
minor premises by concluding that Plato (a human being) comes within the
principle established in the major premise and that conclusion is limited by the
same limitation of the major premise.
Question: 40
Select the answer choice that correctly completes the following: All human beings
are mortal.George is an extraterrestrial.
A. All human beings are extraterrestrials.
B. George is not mortal.
C. George is not a human being.
D. None of the above.
Answer: D
None of the above. No conclusion can be reached because George does not fall
within the general principle of the major premise. Answer A is not correct
because the major premise does not establish a connection between human beings
and extraterrestrials. Answer B is not correct because the major premise does not
establish anything about whether extraterrestrials are mortal-so it is possible they
could be either mortal or immortal. Answer C is not correct because it repeats the
minor premise in different words and does not draw a conclusion based on the
major premise.
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Credit: Oleksii/Adobe StockA quarter of employees say they’ve had an experience with an employer that made them worry about the privacy of their personal data, according to a new study conducted by BambooHR. Are employees valid to have these fears?
According to the study – yes. Despite the privacy act, which safeguards employee data, nearly half of HR professionals say they or a colleague have shared personal employee information with a family member or friend in conversation.
A concerning 64 percent of HR professionals in the United Kingdom have conceded that employee engagement within their organisations has either plateaued or worsened in the last 12 months.
Only 36 percent reported improvements in employee engagement, according to the recently released State of Employee Engagement Report 2023/24 by WorkBuzz. The comprehensive report draws insights from the responses of over 400 HR professionals across the UK.
The study highlights a notable downward trend, with 24 percent of HR professionals noting a decline in engagement at their organisations.
This figure marks a significant increase from 18 reported a year ago. The findings coincide with the ongoing cost-of-living crisis in the UK and a discernible decrease in employee listening practices.
Merely 17 percent of organisations employ regular ‘pulse surveys’ to gauge employee sentiment on a monthly or quarterly basis, a stark drop from the 33 percent recorded in 2022.
A step backwards
Steven Frost, CEO of employee engagement specialist WorkBuzz, expressed his concern, stating, “After much progress since the pandemic, there’s been a worrying backwards step in terms of employee engagement and active listening over the past 12 months.” He attributed this decline to organisations prioritising short-term, ‘harder’ business outcomes such as retention, performance, and productivity, while simultaneously decreasing the frequency of employee feedback mechanisms.
Frost emphasised the counterintuitive nature of this approach, explaining, “When employees feel listened to, they are more likely to stay in their jobs for longer and be high performing.”
The report advocates for a shift in perspective among HR professionals, urging them to position employee listening as a strategic tool for driving retention and business performance, rather than a mere soft engagement initiative. For instance, engagement surveys can play a pivotal role in uncovering the reasons behind employee disengagement, ultimately helping organisations formulate effective action plans.
A “thriving culture”
Frost concluded, “The only sustainable way to retain great people that choose to go the extra mile is by creating a thriving culture. Neglecting the employee voice risks undermining this, especially in a rapidly changing world with evolving employee expectations and a wave of new AI-technology. When times are tough, it’s crucial to spend more time rather than less time listening to your employees as they’ll often provide the answers to your organisation’s toughest business challenges.”
As organisations grapple with these challenges, the report serves as a wake-up call, urging a renewed focus on employee engagement strategies to ensure a resilient and thriving workforce in an ever-evolving business landscape.
The Human Resources Management Certificate program is accredited with the Chartered Professionals in Human Resources (CPHR) British Columbia and Yukon. When you graduate from the program with a minimum average grade of B-, you can apply for exemption from writing the National Knowledge Exam®, following accreditation path 3. CPHRs are at the forefront of their field, and the CPHR designation will help to set you apart as a recognized HR professional.
Five steps to earn your CPHR
- Become a student member while enrolled in our Human Resources Management Certificate program and take advantage of member benefits while you finish your studies.
To receive the 25% SFU student discount on a CPHR BC & Yukon student membership, email mpp-info@sfu.ca to request the discount code. The code must be used at the time of sign-up for student membership and cannot be applied retroactively. - Graduate from the program with a 70% average (B-) and send your transcript to CPHR BC & Yukon for review.
- Once transcript is approved for NKE exemption, submit payment for exemption application (less 25% if submitted within a year of graduating). You will now be a CPHR candidate.
- Maintain your membership with CPHR BC & Yukon as you work toward gaining 3 years (if you have a degree) or 8 years (if no degree) of professional work experience (within 10 years).
- Once you have enough experience, submit a validation of experience application for review. Once approved, you will earn your CPHR designation.
Located outside of B.C.?
You’re welcome to enroll in our Human Resources Management Certificate program, but please note every province has a different educational requirement for obtaining the CPHR designation. Also, post-secondary HR programs accredited in B.C. by CPHR BC & Yukon may not be accredited in another province. We strongly advise checking directly with the provincial HR association where you live or with CPHR BC & Yukon for clarification.
CPHR BC & Yukon
Chartered Professionals in Human Resources of BC & Yukon offers and administers the CPHR designation. For more information, you can contact their regional offices below:
CPHR BC & Yukon Vancouver Office
Greater and Coastal, Fraser Valley Regions
1101-1111 West Hastings Street
Vancouver, BC V6E 2J3
Phone: 604-684-7228
Toll-free in Canada: 800-665-1961
Fax: 604-684-3225
CPHR BC & Yukon Victoria Office
Vancouver Island Region
PO Box 30247
Reynolds PO, BC V8X 5E1
Phone: 250-479-4235
CPHR BC & Yukon Kelowna Office
Central and Southern Interior, North Regions
1100-1631 Dickson Avenue
Kelowna, BC V1Y 0B5
Phone: 250-317-8344
The BBus provides considerable flexibility, enabling you to take control of your own qualification within the regulations.
If you study full-time, in your first year, you’ll take eight 15-credit courses, making a total of 120 credits.
If you wish to study over two semesters, you should aim for 60 credits per semester. You may be able to take some courses at summer school. Make sure you include courses that are prerequisites for the next level of courses you wish to study.
If you are studying part-time, you should study course 114241 early as it is a required prerequisite for some 300-level courses.
Core business courses
There are ten core business courses and you must pass at least eight of them. The core courses are 115111, 115112, 115113, 115114, 115115, 115116, 115211, 115212, 115230 and 115340.
You must pass at least 60 credits of 100-level core courses within the first 120 credits, and and at least 30 credits of 200 or 300-level core courses within the first 240 credits of study towards the degree.
These are courses which cover syllabus across the business spectrum. They are designed to deliver you the leadership, communication and solid business skills that you will need in your career.
Minors
Completing a minor is optional. Minors increase the breadth of your degree. They deliver you extra knowledge, attributes and capabilities.
A minor must be in a different subject from your major.
A Bachelor of Business (Human Resource Management and Employment Relations) with a minor
You may choose a minor from any University undergraduate degree that has recognised minors. If the minor is from another undergraduate degree, the regulations of that qualification will apply.
A Human Resource Management and employment relations minor (for students who are studying a different degree)
If you are not studying a Bachelor of Business (Human Resource Management and Employment Relations) and wish to complete a minor in Human Resource Management and Employment Relations see the BBus regulations for the requirements of this minor.
Official regulations
To understand what you need to study and must complete to graduate read the official rules and regulations for this qualification.
You should read these together with all other relevant Statutes and Regulations of the University including the General Regulations for Undergraduate Degrees, Undergraduate Diplomas, Undergraduate Certificates, Graduate Diplomas and Graduate Certificates.
Returning students
For returning students, there may be changes to the majors and minors available and the courses you need to take. Go to the section called ‘Transitional Provisions’ in the Regulations to find out more.
In some cases the qualification or specialisation you enrolled in may no longer be taking new enrolments, so may not appear on these web pages. To find information on the regulations for these qualifications go to the Massey University Calendar.
Please contact us through the Get advice button on this page if you have any questions.
HR professionals have a strategic role to play in helping shape how these technologies are used in a socially desirable and responsible way that puts humans first, he says. What’s more, collaboration between public and private sectors, along with individuals, is essential to ensure the AI revolution is sustainable and benefits all.
The findings of the study - which was funded by SkillsFuture Singapore and included a global team of 21 social scientists studying AI activities across key digital hubs around the world - show the technologies put high-skilled jobs most at risk and that human-centric strategies are essential.
C-Suite should take seriously potential impact of AI
“I don't think there's been enough attention paid to the future of work or the workforce complications of this,” says Brown.
One of the key points of the four-year study is that the assumption generative AI technologies attack from the bottom up - freeing up labour to move into more interesting, highly skilled forms of work - is not accurate.
“We've got so many people who have graduate qualifications, who expect fulfilling and meaningful work on a decent salary and the danger is that those jobs will become less meaningful, less fulfilling, and the potential for career development could diminish more than in latest times,” says Brown.
Overview
Developing HR Professionals of the Future
Summary
A highly relevant course, the MSc Human Resource Management develops HR professionals capable of facing organisational challenges now and into the future. This course will enhance your people management knowledge and skills with immediate impact on your organisation. syllabus include Resourcing and Talent Management, Organisation Design and Change, Employee Relations and Engagement and Employment Law.
The Labour Relation Agency acknowledges high achieving students with an award for best dissertation, the research and recommendations of which provide people management and development business solutions. Both CIPD NI and CIPD National Awards for Outstanding Student of the Year were won by two of our students in 2018 and 2019 and again the former in 2020, 2021 and 2022.
Professional membership of CIPD is vital for employabiliy in the HR profession. Get professional membership alongside your MSc HRM. The course has been mapped to the new CIPD Profession Map. CIPD is recognised in the UK, Ireland, Europe and Australia. Employers want people who can make a difference - get the academic and professional recognition you deserve!
We’d love to hear from you!
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
- Course specific information
- Fees and Finance
- Admissions
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
About this course
About
Currently there are eight taught modules on the programme as follows:
Year 1
- Organisational Behaviour and HRM
- Strategic HRM in Context
- Resourcing and Talent Management
- Management Research for HR Practice
Year 2
- Organisation Design and Change
- HR Analytics
- Employee Relations and Engagement
- Employment Law
Self-Driven Module with Academic Supervision Year 2 or Year 3:-12,000-word Dissertation
New Developments! The course has recently been redesigned in line with the new CIPD Profession Map (2021); new areas include analytics, diversity, change and students will gain key skills and knowledge required for the HR profession such as ethical practice and creating value.
Attendance
Attendance
Monday afternoon and Monday evening throughout semesters 1 and 2 (September through to December and late January through to May). Each semester is 12 weeks in duration.
In year 2 MSc HRM students complete their Dissertation during semester 3 or there is the option of completing in a third year.
Start dates
Teaching, Learning and Assessment
Students attend two lectures each week on Monday afternoon and evening covering two subject areas. Assessment is via coursework and examination and meets the requirements of the CIPD so that graduates from the course can leave with both a valued academic qualification from Ulster University and a professional qualification at Associate level 7 from CIPD.
Teaching and assessment is relevant to the students' workplace and role so that they may see an immediate value in studying for the qualification.
Innovative assessment methods are also employed on the course such as applied presentations and online journalling.
The course is taught by subject experts and guest lecturers are invited to showcase current industry perspectives.
Students are encouraged to share their work experiences and to learn from each other as well as from their lecturers. Networking with peers is a valuable learning experience and is encouraged.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
Attendance and Independent Study
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until near the start date and may be subject to change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days of attendance will often be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Masters courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment
Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have four learning outcomes, and no more than two items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
Calculation of the Final Award
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6 (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Masters degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2019-2020.
Academic profile
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and deliver a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2021-2022.
Modules
Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
Year one
Strategic HRM in Context
Year: 1
Status: C
This module will provide the learner with opportunities to identify and analyse the major contexts in which organisations operate. This will better equip the students as HR professionals in responding to their internal and external contexts. Topical issues and current academic theory will be explored and supported with case study examples. Learning and teaching methods are varied and assessment is via two pieces of assessed coursework.
Organisational Behaviour and HRM
Year: 1
Status: C
This module provides the learner with a wide range of theoretical perspectives on individual, team and organisational behaviour which will better equip them, as HR/L&D professionals and managers, to understand the complexities of motivation and engagement in the workplace. Examples of good practice from contemporary research are explored and used as case study examples. Students are required to engage with the CIPD Profession Map as a tool for personal and organisational development. Teaching and learning methods are varied and assessment is via 100% coursework.
Management Research for HR Practice
Year: 1
Status: C
The module seeks to expose students of human resources to the range of research methods and problem-solving strategies available in investigating a human resource management issue of strategic relevance. Students will acquire an in-depth knowledge of at least one research strategy and be able to apply suitable project management techniques. On completion of this module students will be able to proceed to undertake a management dissertation or simply be equipped with the management research skills to identify, investigate, and produce a set of applied outcomes in HR practice.
Resourcing and Talent Management
Year: 1
Status: C
The purpose of this module is to develop a comprehensive understanding and critical awareness of the strategic importance of resourcing and talent management. Students will be able to evaluate recruitment, selection, induction and retention processes, comparing ways in which organisations build and maintain positive reputations in key labour markets. In its focus on the importance of succession planning and employer branding to support sustainable organisational performance, this module goes beyond the transactional focus of recruitment and selection processes and emphasises the longer term strategic issues associated with resourcing and talent management.
Year two
Organisation Design and Development
Year: 2
Status: C
The module will examine a range of theoretical and practical approaches related to organisational design which will be important for those considering how best to use this new knowledge to enhance organisational performance. It is presented to masters students who have considerable work experience and will explore issues relevant to the design of organisations and the process of change management. Assessment is by 100% coursework.
Employee Relations and Engagement
Year: 2
Status: C
Whilst many theorists would claim that people are the most important strategic resource of any organisation, employees may not always be motivated and handled in the best possible way, due to a number of competing tensions between the objectives of organisations and the aspirations of the employee. This module examines the strategies, policies, procedures and structures that organisations adopt in relating to the people it employs and their representatives, and in particular focuses n conflict resolution practices, that ultimately impact on the organisations' competitiveness and its role in the wider economy. The HR manager needs to be able to approach the tasks of employee relations with an understanding of the intellectual basis of these relationships and a practical ability to manage relations with others and resolve conflict within the organisation. This module aims to enhance the understanding and skills of key actors in the employment relationship.
Dissertation
Year: 2
Status: C
Within the Dissertation module and its research process students will investigate an important issue within their own organisation and within the broad area HRM. It is expected that students will demonstrate an understanding of practical, ethical and strategic issues within their research area. it is the normal expectation that within the subject area and research design students will be working with primary, as well as secondary data. The module seeks to develop students' subject and professional knowledge, conceptual and analytical abilities, critical, systems and anticipatory thinking; key skills of self-awareness, effective communication, collaboration, information literacy and digital capabilities, an to prepare students for further potential research studies.
HR Analytics
Year: 2
Status: C
Neatly summarised by Marler and Boudreau (2016: 5) HR analytics is "a number of processes, enabled by technology, that use descriptive, visual and statistical methods to interpret people data and HR processes. These analytical processes are related to key ideas such as human capital, HR systems and processes, organisational performance, and also consider external benchmarking data." The module is designed to deepen students' understanding of the value of HR analytics; how to identify, gather, analyse and present data; to have meaningful conversations with stakeholders; to design measures and develop insights that Improve working lives and inform strategic decision-making in their organisations.
Employment Law
Year: 2
Status: C
The importance of the employment relationship between employers, employees, unions and
other statutory bodies and agencies is such that a thorough knowledge of both the context and
the substantive law is necessary for those involved in this area in any capacity. The module
attempts to provide the basis for this knowledge and to put students in the position where they
may not only have an understanding of the law both conceptually and substantively, but also be
in a position to use that knowledge in the solution of problems.
Standard entry conditions
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
Entry Requirements
Students are usually expected to have a second class honours degree or equivalent, English (GCSE grade C or equivalent) and one year’s experience in an HR or HR-related role, for example, line or supervisory role.
In exceptional circumstances, where an individual has substantial and significant experiential learning, a portfolio of written evidence demonstrating the meeting of graduate qualities (including subject-specific outcomes, as determined by the Course Committee), they may be considered for entry to the course. Evidence used to demonstrate graduate qualities may not be used for exemption against modules within the programme.
An interview may form part of the selection process.
English Language Requirements
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Exemptions and transferability
Exemptions may be given on the basis of other postgraduate qualifications but these would have to be approved by the Chartered Institute of Personnel Development (CIPD) to ensure the CIPD Profession Map requirements have been covered in modules for which exemption is being claimed.
Careers & opportunities
Career options
This course is very relevant to those in the HR profession, seeking to further their experience and/or career development opportunities and for line managers wishing to develop their knowledge and expertise in people management. In addition, Professional Membership of the CIPD is vital for employability within the HR profession.
Professional recognition
Chartered Institute of Personnel and Development (CIPD)
Accredited by the Chartered Institute of Personnel and Development (CIPD).
Fees and funding
Important notice - Tuition fees for this course may vary
Visit Tuition Fees 2023/24 for more details on the price of this course.
Scholarships, awards and prizes
There is one externally sponsored prize awarded to a student each year based on their performance on the course:
The Labour Relations Agency Prize for Best Dissertation.
Additional mandatory costs
CIPD Student Membership costs are paid directly to CIPD. Most latest fees at time of publication £138 - see membership information.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
Disclaimer
- Although reasonable steps are taken to provide the programmes and services described, the University cannot certain the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
- If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
- The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
- The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.
A latest industry survey conducted by Behave, a behavioural consultancy, has uncovered a significant gap in understanding the concept of psychological safety among HR leaders.
The study, which surveyed over 200 senior decision-makers in HR roles, found that just 16 percent of respondents had a clear grasp of what psychological safety truly means, with a majority struggling to measure and implement it effectively within their organizations.
Psychological safety, often misconstrued as a sense of security or bringing one’s whole self to work, was defined by Behave as “an environment where employees balance comfort and discomfort to take well-calibrated risks.”
Notably, respondents from the education sector exhibited the best understanding of this definition at 38 percent, while those from the finance sector lagged behind at 13 percent. However, once the concept was clarified for them, HR leaders acknowledged its critical importance for their organization’s success.
Also, 74 percent of HR leaders find it challenging to measure psychological safety within their organisation, and 84 percent believe that psychological safety is crucial for promoting diversity, inclusion, and a sense of belonging.
What else did the study find?
Almost one-third (32%) identify remote work as a significant obstacle in maintaining psychological safety within their organisation. Also, 88 percent of respondents expressed the need for more support and commitment from their organisation’s leadership.
It was also found that 80 percent agreed that psychological safety will become increasingly important for organizations in the coming years.
The survey targeted 206 senior HR leaders in the UK, representing companies with varying employee numbers ranging from 50 to 500-plus. A significant majority, 80%, believe that psychological safety will play a pivotal role in the future, although the study revealed limited understanding (23%) and difficulties in measurement (32%) as significant hurdles to successful implementation.
Dr. Alexandra Dobra-Kiel, Innovation & Strategy Director at Behave, commented on the findings, stating, “Psychological safety, while a critical factor in our professional lives, is currently poorly defined by the wider business community. It is in some ways a misnomer, with the emphasis on ‘safety’ naturally leading to people equating the phrase to mean being ‘nice’ to each other. Its definition is fundamentally contradictory – how can it be safe to take risks? This inherently means that it’s hard to translate into concrete enablers for companies to nurture it.”
What does ‘psychological safety’ actually mean?
Dobra-Kiel added, “We need to embrace the true meaning of psychological safety, balancing comfort and discomfort. It is about people and businesses stretching their comfort zones to drive both personal and company growth. To assess and Improve psychological safety, benchmarking and sharing best practices are essential, allowing HR professionals to better understand and embed this vital concept within their organisations.”
More than 80 percent of HR leaders believe that psychological safety will become more important for organizations, with this number rising to 89 percent in organisations with more than 500 employees, indicating that larger companies are taking the lead in prioritizing this concept. However, HR leaders are also calling for more support and commitment from their organisation’s leadership, with 88 percent of respondents highlighting this need.
Hybrid work environments also feature prominently in the concerns of HR leaders when implementing psychological safety, with nearly a third (32%) considering it a significant barrier. The rapid adoption of hybrid work arrangements has amplified the challenges of delivering psychological safety in the workplace.
Tom Laranjo, CEO of Total Media and Behave, commented on the challenges posed by hybrid work, stating, “Organisations have moved to hybrid working at a record pace with great enthusiasm, but they have limited organisational capability to support it, so we’re all learning on the job. As such, the challenges of delivering a psychologically safe workplace are amplified in an online context.”
Dive Brief:
- Nearly half of workers (46%) don’t think higher education prepared them for their current jobs, according to a survey released Nov. 8 by online learning platform Go1. Sixty-one percent of the 3,000 full-time office workers surveyed in Australia, the U.S. and the U.K. said work experience was the best preparation for their positions, followed by formal on-the-job training and life experience.
- Half of the respondents said they wish they had known how to handle career progression prior to entering the workforce. Employees also said they wish they had better understood the fundamentals of the role and how to collaborate across departments.
- Sixty-six percent of those surveyed said learning and development opportunities make or break their decision to take a job or stay at a company, and 73% said their current employer provides L&D options that meet their needs, the survey found.
Dive Insight:
A number of surveys have identified a disconnect between higher education and job readiness.
Two-thirds of adults surveyed said colleges are “stuck in the past” and not meeting the needs of today’s students, according to a July 2022 poll by Public Agenda, a nonprofit research organization.
But the responsibility to prepare students lies at the feet of both colleges and employers, a December 2022 report released by Harvard Business School’s Project on Managing the Future of Work and the American Association of Community Colleges found. Employers need to “more actively partner” with education providers to address the skills gap and better meet their hiring needs, the report found.
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