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BMP4006 People and Performance Management Assignment Help
Starbucks – “Sustainability, Culture, and People Management”
Module Code: BMP4006
Module Name: People and Performance
Year/Trimester: 2025/26 Semester 2/ April2025 Intake
Module Tutor/s: Simin Nie, Uttam Dhar, Kabiru Usman , Selman Tetik, Nkeoma Chinyere Mazeli, Samta Rai, Harvey John Lewis Moyne, Yue Zhai, Tosin R Nicodemus, Emmanuel Adiku.
| Assessment Number | 1 |
| Assessment Type (and weighting) | Individual Written Report – 100% (3000 words) |
| Assessment Name | People and Performance Management |
| Assessment Submission Date | 18th January 2026 |
Learning Outcomes Assessed:
This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:
LO1: Identify the importance of effective people management in relation to organizational performance and employee wellbeing.
LO2: Identify and explain people development tools and techniques to improve organizational performance.
LO3: Appraise the importance of external factors on managing people.
LO4: Reflect upon different People Management practices to meet current employment needs.
Use of Generative Artificial Intelligence (GAI) Applications in this Assessment
| AI Status | Application | Notes |
| Category A | No GAI tool is permitted. | While grammar and/or spell checkers may be used to correct individual words and sentences, the use of GAI is not allowed. This is because the learning outcomes require you to produce original assessment work without any GAI assistance Any GAI generated content which is presented as your own original work and is not acknowledged will be assessed for academic misconduct. |
Assessment Brief:
Starbucks – “Sustainability, Culture, and People Management”
Starbucks is a global coffeehouse brand known for its strong corporate culture, customer service focus, and commitment to sustainability. As a major employer across multiple regions, the company emphasizes diversity, inclusion, and ethical practices. However, Starbucks also faces challenges with unionization efforts, fluctuating consumer habits, and global economic pressures. HR management is central to maintaining employee engagement, supporting frontline staff, and aligning people strategies with the company’s sustainability and growth objectives.
You are required to evaluate this case study from a Human Resource Management perspective and reflect on your understanding and experiences in the subject area.
- Evaluate Starbucks’ people management approaches and explain how these contribute to staff motivation, customer satisfaction, and brand reputation.
- Analyse Starbucks’ employee development initiatives, such as training academies, leadership programmes, and global mobility, and assess their effectiveness in building a future-ready workforce.
- Examine the impact of external factors (PESTLE), particularly labour market trends, sustainability expectations, and regulatory pressures, on Starbucks’ HR practices.
- Reflect on the challenges of managing a dispersed, customer-facing workforce and propose innovative HR strategies that could enhance staff wellbeing and organizational resilience.
Minimum Secondary Research Source Requirements:
Level HE4 - It is expected that the Reference List will contain between five and ten sources. As a MINIMUM the Reference List should include one refereed academicjournal and three academic books.
Assessment Preparation and Submission:
See section 12 of the module guide for Guidelines on the Preparation and Submission of Assignments.
Additional Submission Instructions:
You are required to submit a soft copy via “Turn-it-in UK” on the module Moodle page. The software will allow you to check your work against other material on the internet. It will also compare your work against other students work.
You will be able to upload drafts of your written work into turn-it-in as many times as you wish before the deadline.
You will not be able to overwrite the final submission after the deadline. You can only submit a single file.
After the task add:
Declaration: At the end of the assessment, you should also include a declaration of any software tools including Generative AI (GAI) applications that you used in developing and completing the assessment.
Important Advice:
- Do not copy and paste phrases or paragraphs from published sources. You should seek to use your own words to explain concepts and theory. Otherwise, you may have a risk of plagiarism of having high similarity in your submitted work which will lead to potential academic misconduct allegations against you.
- If you wish to refer to specific quotes from published materials, you must follow Harvard referencing style.
Do not share your work with other students to avoid collusion or plagiarism.
Specific Assessment Criteria:(See Page 3 for General Assessment Criteria)
First class (70% and above): The report must demonstrate an exceptional understanding of the importance of the effective people management along with the internal factors of managing people and people development tools and techniques. The analysis should be insightful, reflecting deep engagement with market research and databases. The report should be logically structured, with minimal to no spelling or grammatical errors, and exhibit a critical evaluation throughout.
Upper Second Class 2(1) (60-69%): The report will demonstrate a good understandingof the importance of the effective people management along with the internal factors of managing people and people development tools and techniques.The report should demonstrate a good use of research databases, though there may be room for greater critical engagement. The structure will be very good, with only minor errors in grammar or style.
Lower Second Class 2(2) (50-59%): The report will show an adequate understanding of the importance of the effective people management along with the internal factors of managing people and people development tools and techniques.Analysis may be somewhat descriptive rather than analytical the report will demonstrate some use of research databases, but the analysis may be more superficial.
Third class (40-49%):The report will show a satisfactory understanding of the importance of the effective people management along with the internal factors of managing people and people development tools and techniques.Analysis may be somewhat descriptive rather than analytical, The report will demonstrate some use of research databases. There may be several spelling or grammatical errors, and the argumentation may lack clarity at times.
Fail (39% and below): Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activity.
General Assessment Criteria for Written Assessments– LEVEL HE4
Relevance Learning outcomes must be met for an overall pass | Knowledge and Understanding | Analysis, Creativity and Problem-Solving | Self-awareness and Reflection | Research/ Referencing | Written English | Presentation and Structure
| |
Class I 85% - 100% | Work is directly relevant and expertly addresses the requirements of the brief.
Learning outcomes are met. | Demonstrates breadth of knowledge and understanding of theory and practice beyond the threshold expectation for the level.
Demonstrates excellent understanding of key concepts in different contexts. | Presents an excellent and cohesive appraisal of findings through the critical analysis of information. Draws clear, justified and thoughtful conclusions. Demonstrates creative flair, originality and initiative. Demonstrates a critical understanding of problem-solving approaches and applies strong problem-solving skills. | Provides insightful reflection and self-awareness in relation to the outcomes of own work and personal responsibility. | A wide range of contemporary and relevant reference sources selected and drawn upon.
Sources cited accurately in both the body of text and in the Reference List/ Bibliography.
| Writing style is clear and appropriate to the requirements of the assessment. An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured. Where relevant, there is effective placement of, and reference to, figures, tables and images. The figures, tables and images enhance the delivery of the written content. |
Class I 70% - 84% | Work is relevant and comprehensively addresses the requirements of the brief.
Learning outcomes are met. | Demonstrates an excellent breadth of knowledge and understanding of theory and practice for this level.
Demonstrates in-depth understanding of key concepts. | Presents an excellent and cohesive discussion of findings through the interpretation and evaluation of information sources. Draws clear, justified and thoughtful conclusions. Demonstrates clearly creativity and initiative. Applies excellent problem-solving skills. | Provides excellent reflection and self-awareness in relation to the outcomes of own work and personal responsibility. | A range of contemporary and relevant reference sources selected and drawn upon.
Sources cited accurately in both the body of text and in the Reference List/Bibliography. | Writing style is clear and appropriate to the requirements of the assessment. An excellently well written answer with competent, spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured.
Where relevant, there is effective placement of and reference to, figures, tables and images. |
Class II/i 60% - 69% | Work is relevant and addresses most of the requirements of the brief well.
Learning outcomes are met. | Demonstrates a thorough breadth of knowledge and understanding of theory and practice for this level.
Demonstrates very good understanding of key concepts. | Presents a perceptive and cohesive discussion of findings through the interpretation and evaluation of information sources. Draws clear and justified conclusions. Demonstrates creativity and initiative. Applies strong problem-solving skills.
| Provides justified reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. | A range of appropriate reference sources selected and drawn upon.
Sources cited accurately in the main in the text and in the Reference List/ Bibliography. | Writing style is clear and appropriate to the requirements of the assessment. A very well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured in the main. Where relevant, there is effective placement of figures, tables and images. |
Relevance Learning outcomes must be met for an overall pass | Knowledge and Understanding | Analysis, Creativity and Problem-Solving | Self-awareness and Reflection | Research/ Referencing | Written English | Presentation and Structure
| |
Class II/ii 50% - 59% | Work addresses key requirements of the brief. Some irrelevant content.
Learning outcomes are met. | Demonstrates a sound breadth of knowledge and understanding of theory and practice for this level.
Demonstrates sound understanding of key concepts. | Presents a logical discussion of findings through the interpretation and evaluation of information sources. Draws clear and justified conclusions. Demonstrates some creativity and initiative. Applies sound problem-solving skills.
| Provides valid reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. | Relevant reference sources selected and drawn upon.
Some sources accurately cited in both the body of text and in the Reference List/Bibliography. | Writing style is mostly appropriate to the requirements of the assessment Grammar, spelling and punctuation are generally competent and minor lapses do not pose difficulty for the reader. Paragraphs are structured and include some linking and signposting. Sentences are complete. A range of appropriate vocabulary is used. | The presentational style and layout are largely correct for the type of assignment. Logically structured in the most part.
Where relevant, effective placement of some figures, tables and images. |
Class III 40% - 49% | Work addresses the requirements of the brief, although superficially in places. Some irrelevant content.
Learning outcomes are met. | Demonstrates a sufficient breadth of knowledge and understanding of theory and practice for this level.
Demonstrates a sufficient understanding of key concepts. | Presents a valid discussion of findings through the interpretation and evaluation of information sources. Draws justified conclusions. Demonstrates creativity and initiative in places. Applies sufficient problem-solving skills. | Provides some reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. | Some relevant reference sources selected and drawn upon.
Some weaknesses in referencing technique. | Writing style is occasionally not appropriate for the assessment. Grammar, spelling and punctuation are generally competent, but may pose minor difficultiesfor the reader.Some paragraphs may lack structure, and there is limited linking and signposting. Some appropriate vocabulary is used | The presentational style and layout are largely correct for the type of assignment. Adequately structured.
Inclusion of some figures, tables and images but not always relevant and/or clear. |
Borderline Fail | Work addresses only some of the requirements of the brief. Irrelevant and superficial content.
One or more learning outcomes have not been met. | Demonstrates limited knowledge and understanding of theory and practice for this level. Demonstrates a lack of understanding of key concepts. | Presents a limited discussion of findings through the interpretation of information sources. Draws some irrelevant conclusions. Creativity and initiative are lacking. Problem-solving skills are lacking.
| Provides limited reflection and self-awareness in relation to the outcomes of own work and personal responsibility, when required. | Sources selected are limited and lack relevance.
Poor referencing technique employed. | Writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear in places. Paragraphs are poorly structured. | For the type of assignment the presentational style, layout and/or structure are lacking. Figures, tables and images included when required but these lack clarity and relevance. |
Fail <34% | Work does not address the requirements of the brief. Irrelevant and superficial content.
One or more learning outcomes have not been met. | Demonstrates inadequate knowledge and understanding of theory and practice for this level.
Demonstrates insufficient understanding of key concepts. | Presents a limited discussion of findings with little consideration of the quality of information drawn upon.
Draws irrelevant conclusions. Creativity, initiative and problem-solving skills are absent. | Provides inadequate reflection and self-awareness in relation to the outcomes of own work and personal responsibility, when required. | There is an absence of relevant sources.
Poor referencing technique employed. | Writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs. | For the type of assignment the presentational style, layout and/or structure are lacking. Figures, tables and images are absent when required or lack relevance/clarity. |
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