In this unit, you will examine contemporary issues in human resource management (HRM) and explore the impact that new developments in people analytics have on an organisation's ability to strategically attract, recruit, retain and manage its human resources in a competitive environment. In addition, this unit will raise your awareness of the relevance of Aboriginal and Torres Strait Islander cultures in good business practices, as well as apply lessons from those cultures for good ethical, social, and governance outcomes in HRM contexts.

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from Student Survey

Low response rates and lower satisfaction scores in T2-2025 suggest reduced student engagement and limited opportunities for feedback dialogue, particularly in smaller cohorts.

Increase structured opportunities for formative feedback and engagement, including targeted check-in activities prior to major assessments, and clearer promotion of student evaluation processes. Teaching staff should explicitly close the feedback loop by communicating how student feedback has informed unit improvements.

Feedback from Unit Coordinator

some students required clearer guidance on assessment expectations, evaluation criteria, and performance standards, particularly for the analytics-focused components of the unit.

Implement explicit, structured in-class assessment activities across all cohorts from the early weeks of the term, including assessment walkthroughs, discussion of marking criteria and exemplars, and guided evaluation of sample responses during workshops.

Feedback from Unit Coordinator

Lower engagement levels in some cohorts suggest that group formation and peer engagement may not have been sufficiently established early in the term, limiting collaboration and participation in workshops.

Introduce early, staff-supported group development activities within the first two weeks of the term. Teaching staff should actively facilitate group formation, clarify group roles and expectations, and encourage early collaboration through low-stakes, in-class activities. This approach should be supported by structured icebreaker tasks and early collaborative exercises to promote engagement and accountability from the outset.