Essentials of People Practice

Essentials of People Practice

Hamda Al Omar

Table of Contents

TOC o "1-3" h z u Task- 1 PAGEREF _Toc89173251 h 3Task -2 PAGEREF _Toc89173252 h 7Task -3 PAGEREF _Toc89173253 h 10Task- 4 PAGEREF _Toc89173255 h 12Task 6 PAGEREF _Toc89173256 h 17References PAGEREF _Toc89173257 h 22

Task- 1Employee life cycle management, sometimes called employee lifecycle management, is a human resource management concept that highlights the many phases a worker progresses through inside a company, and also the function HR plays in maximising that progression. Regular keeping a trackof a companys employee lifecycle is critical since it provides workers with an uniform path via an employee's tenure with the firm and enables employers to examine data. The employee life cycle model (ELC) is a business approach for visualising how an employee interacts with the organisation to which they are assigned (Bakker & Demerouti, 2018). This approach consists of six stages: Attraction, Recruitment, Onboarding, Development, Retention, and Segregation.

This employee framework is designed to incorporate all stages of an employee's experience inside a firm, structuring that path into a framework which offers a unique engagement approach for every stage the person enters. For instance, if a firm has a strong and engaging recruiting strategy but higher turnover, they might concentrate on the maintenance stage of their ELC to design a solution that addresses the problem. The employee framework has a strong resemblance to the conventional consumer experience (Gour, 2020). Essentially, developing an employee full cycle plan is based on the premise that an organization's staff experience is equally as important as their consumer experience. Many major firms lack a clear understanding of the benefits of employee satisfaction, preferring to concentrate on customer happiness and seeing employee satisfaction initiatives as ephemeral projects rather than a persistent corporate philosophy (Nguyen & Pham, 2020). To leverage on your workforce's expertise, your organisation must be able to transform engagement data into actionable insight at all management levels, assisting workers in recognising their accomplishments to the organisation and promoting engagement and success.

Recruit: This stage encompasses the steps that precede and culminate in the employment of a new worker. Certain businesses utilise talent acquisition software whichis used to design as well as manage all areas of the recruiting process, spanning fromapplication tracking through pre-employment testing and interviewing schedule to applicant follow-up (Hasan, 2018). Recruiters may use talent acquisition tools to expedite the recruiting process but also attract top personnel.

Employees that accept employment offers become a member of the company's staff at this point. They are supplied with the knowledge and resources necessary to work more effectively and integrate into the business culture during onboarding. Employees are educated on the company's rules, processes, and job responsibilities, as well as receiving training (Al-Jabari & Ghazzawi, 2019). They are also integrated into the organization's access andidentitymanagement system.

Develop: The stage encompasses all methods for providing feedback to workers on their work, including performance evaluations, one-on-one verification, as well as meetings. Constructive feedback is a critical component of this stage as it enables executives to acquire insights into what drives workers and enables employees to comprehend their performance in relation to objectives (Singh, 2019). Regular feedback may also help to increase employee engagement.

Numerous businesses utilise a learning administration system or productivity management softwarewhich is frequently included on the HCM suiteto develop employee activity tracking, goal setting, and feedback. Occasionally, personality profile instruments are being used to collect data that might aid in the improvement of a performance of the employee.

Retain: When an employee has been incorporated into the organisation and has a firm grasp on her orhisfunction, the next difficulty is maintaining the employee and ensuring ongoing employee growth. At this point, continuous review, recognition, and training are critical for preserving employee engagement and retention (Rotolo et al., 2020). Human resource professionals generally use talent acquisition software to track ongoing education and succession management to uncover prospects for advancement.

Offboard:This is the last stage of the employeslife cycle, during which the individual departs for a new position, retirement, redundancies, personal reasons, or termination for breaking corporate policy. In any scenario, the human resources department must adhere to correct offboarding protocols and paperwork.

Typically, human resources will tell the employee of the employee's last salary and benefits. Offboarding is crucial for businesses to retain a strong company identity and collect useful feedback from departing workers. This data, in turn, aids businesses in retaining more personnel and streamlining HR operations. Employee life cycle planning is a critical role of the human resources department since it involves the company's most valuable resource: its workers (Cattermole, 2019). Creating a life cycle programme provides employees with a consistent path through respective careers with a firm and allows managers to examine data including what employees disclose during offboarding that may result in human resource improvements.

Short listing is indeed the process of evaluating all applications for a specific position in order to determine that applications must go to the following stage of the procedure. It may be required to re-screen applications many times before reaching the final selection. The first "sift" identifies proposals that do not fit the key requirements and are thus rejected, as well as ones that are "definites" (which includesall those who completelymeet the importantcriteria and severalof the desirable eligiin addition)

External recruiting is when a corporation goes outside of its walls to hire individuals they have never met previously. Due to the lack of a long interview and onboarding process, internal recruitment might save a substantial amount of time. The drawback is that it may limit new ideas, innovation, and creativity. When you bring in new people, you get fresh ideas, new perspectives, and a renewed sense of energy. Nevertheless, it is a costly and time-consuming undertaking. Candidates should be sourced, assessed, reviewed, and verified before making a hiring decision.

There are several offline and online techniques for hiring individuals. For example, direct advertising via your jobs website, job boards, social networks, and professional journals is an effective approach to attract a large number of people. Additionally, it promotes employer marketing and enhances the company's image. The disadvantage would be that external advertising might be rather costly. The majority of businesses have some form of employee recognition programme (Khandelwal & Sharma, 2019). Employee recommendations are a kind of recruiting that combines internal and external sources of talent.

Rehiring former workers is becoming more common. Known as boomerang workers, these are individuals who performed well for a firm but subsequently departed amicably for a variety of reasons. Employers recognise the importance of rehiring them since they are confident in their talents and the worker is familiar with and compatible with the corporate culture. Rehiring a bouncing employee shortens the hiring process, minimises the danger of a poor hire, and lowers the cost per hire (. While transfers andpromotions are not synonymous, the notion is the same. Internal candidates are selected to replace vacant positions. A promotion entails moving up the corporate ladder, gaining more responsibility, and receiving a wage raise (Cattermole, 2019). A transfer is often not associated with increased duties or financial resources; this is a horizontal change.

Task -2Application forms, Interviews, group activities,aptitude tests,presentations, and role-playing assignments may all be used in recruiting, whether it's done internally or outside. Completing and sending a CV is part of the application process for many jobs. The Latin term "curriculum vitae," which means "life path," is the abbreviation for "CV." It's a personal statement that details an applicant's education, training, work history, and interests. A company uses this document to determine whether or not job candidates meet the criteria outlined in the person specification (Brailas, 2020). In order to attract more applications, certain positions simply need a CV and no application form.

When someone applies for a job, they fill out an application form. In order to understand more about a possible employee, many job applications contain a sequence of questions to be answered by the candidate. It's common for candidates to include a part in which they explain why they're the ideal person for the job. Instead of filling out a request form, a prospective employee may be requested to compose a letter outlining why they believe they are qualified for the position (Lobe & Morgan, 2021). Applicants may also be required to provide letters of recommendation from former employer at the time of application. Many job seekers will be invited to an interview by a company. Interviews are conducted face-to-face wherein a set of questions are asked and the participant's responses are recorded. It is possible to compare the results of the various candidates. Some companies need job candidates to take a test before they may be hired (Brinkmann & Kvale, 2018). Depending on the position, this could be an on-the-job examination or a written exam. To gauge an applicant's ability to think and respond under duress, tests are often utilised.

A company may invite a group of candidates to collaborate on a project. It's possible that this is a duty that requires action or that it's a topic for debate. It is possible to monitor candidates' behaviour during the assignment to determine those who operate well with individuals, people who are just a leader, as well as those who prefer to operate on their own. As the name suggests, a reference often takes the form of a letter from an individual who is familiar with the applicant's previous work history (de la Croix, Barrett & Stenfors, 2018). Their punctuality and attendance histories, reliability and other personal attributes are often referred to.

All documents of the search as well as selection process should be kept for a period of 3 years by the employing agency. In addition to the rsum and cover letter (if given), applications, interviews, checking references, and EEO paperwork, the records should contain, but are not limited toa copy of each employee's most recent performance review with the transfer of papers (Lrinc et al., 2021). The candidate's most recent pay stub, letters of recommendation, transcripts of their educational and professional pursuits, and any recent official corrective measures.

For each position, doing a job analysis activity is the best approach to gather information. A job function should be broken down into its component pieces, such as its purpose, duties, responsibilities, locations, knowledge/skills needed, reporting divisions, job level / grades and organisational structure, in order to better understand it. Methods for gathering comprehensive and objective data about the kind of work that is to be done or is now being performed might be described as part of the process of job analysis (Zhang et al., 2017). With current jobs, there are several alternatives open for doing an in-depth job study, such as watching someone who is currently performing the work. Inquiring about a person's work, or the management of the person conducting the work. Requesting job applicants to fill out surveys regarding their work. In the case of work diaries, which urge current employees to maintain a diary of just about everything they do on a daily basis in the course of their employment, Aside from job appraisal and compensation scale calculations, the most important application of an analysis of a job is to support the recruiting process by establishing the basis for creating job descriptions and individual requirements (Kvalsvik & Ogaard, 2021). A contrast is often drawn among a job description that some professionals perceive to be very organised and strict and role descriptions that tend to concentrate on the results of the duties.

Task -3Assessor Observation Form

Unit 3CO04 - Learning Outcome 2: Assessment Criterion 2.3

Observation Criteria Assessor feedback - to be completed by the assessor with notes to support the decision

Plan interview:

questions

roles

structure

The questions that were asked were very basic. These questions were nicely structured and formulated. The candidate gave pretty much all the answers.

Prepare suitable environment. The environment that was prepared was very serious.

Open interview appropriately:

introductions

outline of interview.

Interview was opened appropriately while providing introduction in the starting.

Establish rapport and puts applicant at ease.

The environment was very serious, there were no efforts for easing the applicant.

Use appropriate questioning techniques:

open questions

clarifying

The questions were asked only once. The questions were only clarified when the candidate asked to repeat the questions The candidate was very interactive and confident.

Control interview without dominating.

The interview was somewhat controlled. Although the person conducting the interview was quite strict.

Communicate (listening and speaking) effectively with applicant, using appropriate body language.

The person conducting interview was listening to all the queries and answers of the candidate. Body Language was also appropriate.

Invite, and deal with, applicant questions.

The applicants questions were nicely addressed and answered.

Close interview

The closure of the interview was up-to the mark. The client was lightened by the end of the interview, as the person conducting it lighten the environment during the process while reaching the end.

Liaise effectively with other members of panel The person conducting the interview listened to all the members of panel with great attention.

Conduct interview within legal requirements. The interview was conducted within the legal requirements.

Maintain clear notes and justification for decision. The candidate was selected in the end, as the candidate has good technical knowledge and was quite confident.

Some questions that were asked:Please introduce yourself.

How did you know about this position?

You have done xyz training, please provide some highlights to your experience

Are you comfortable to relocate?

What do you think, you can bring to a company?

Tell me your strengths and how do you think you are compatible for the job?

What are your weaknesses?

Task- 4When a person can split their time and energy evenly between work and organisational aspects of their lives, the phrase "work-life balance" is used. We all face the challenge of maintaining a good work-life balance every day. Many people find it challenging to find space for relatives, as well as community service or spirituality or personal growth or self-care. To achieve work-life balance, many people must balance their personal, professional and financial aspirations (Wolor, 2020). It is possible to help your workers achieve work-life balance by providing them with flexible work schedules; paid time off (PTO) rules; time and communications demands that are suitably paced; and corporation family activities and events..

There are many factors that contribute to worker well-being, from the external surroundings to how they feel about their employment, their workplace, and the milieu in which they operate (Kashyap & Kaur, 2021). Supplementing occupational safety as well as health standards, workplace well-being measures ensure that workers are secure, healthy, content, and interested in their jobs. An organization's long-term success depends on the well-being of its employees (Inceoglu et al., 2018). Health and well-being of the workers have been shown to be directly linked to output levels.

Companies and organizations are beginning to see the importance of prioritising the health and safety of their workers. They do because they understand but their most precious asset is their human asset their employees. As it becomes increasingly clear that many workplace issues derive from a lack of regard to the requirements of their workers, other companies are addressing well-being problems. There may be a rise in difficulties including such workplace stress, bullying, conflict, substance usage, and mental health concerns if employers do not prioritise the health of their workers (Eldor, 2017). Creating a more compassionate and enjoyable workplace needs leadership, communication, and a focus on personal development. Many countries in the developed world have implemented programmes targeting specific health difficulties at work, such as those treating drug and alcohol addictions, in addition to the conventional safety and health measures (Kang & Sung, 2017). A growing number of companies are now adopting global health policies that target more than simply alcohol and drug abuse, but also a wide range of lifestyle issues, such as diet and exercise habits and mental health.

Like any changes in the way things are organized and managed, senior managers must be reassured of the business outcomes of a psychologically stable workforce and convinced that any costs associated with integrating good wellbeing initiatives - including such normal hours, work flow reduction, as well as the requirement of Employee Assistance Programs - are outweigh the benefits of a healthy working environment (Eldor, 2017). They should therefore be urged to set an example for others to follow. Line managers are frequently the source of so much work-related strain, frequently as a result of ineffective management styles, that are frequently the result of a lack of confidence in their workforces, which is frequently the result of a lack of confidence and clarity to carry out their individuals management responsibilities. Nevertheless, they can also contribute to employee wellbeing by adapting their style of management, empowering people to 'go home,' requiring them to take all of their annual leave government benefits, educating employees about the support given by the firm, and being more flexible about where work is performed (Bailey et al., 2017). Employees are also responsible for their personal health as well as well. They will profit from wellness programmes only if they engage in them and maintain a healthy lifestyle and wellness on a personal level outside of employment (Osborne & Hammoud, 2017). Employees are progressively being pushed to recognise that 'looking for assistance' is not a sign of weakness, but rather a sign of strength in understanding one's own limitations and when to seek assistance.

If you have been paying attention, you have seen how Kahn (Al Ahad & Khan, 2020) initially defined employee engagement back in the 1990s by looking at how much time and effort individuals put into their positions in terms of both mental andphysicalexertion. Confidence rises as the amount of effort expended increases. Employees who describe themselves as 'flying about' while at work have strong sense of personal involvement at this time. This refers to the extent to which workers are able to comprehend their employer's strategic vision and the performance that is required to attain them. Additionally, Kahn emphasised the importance of the meaning individuals linked to their job, and theorised that greater knowledge fostered more innovative as well asconfident decision taking in the workforce (Pandita, 2019). It is all about how emotionally connected people are to their employer, how much they feel like they belong at work, and how much they believe in the values and purpose of the organisation. Kahn emphasised the importance of healthy interpersonal interactions, group processes, and management teams in creating a secure and trusting workplace. It has been established that if individuals were active in all three aspects, they would feel reassured throughout their mental andphysicalendeavours (Suyanti & Absah, 2019). They would have a sense of accomplishment and confidence in their jobs as a result of knowing their efforts were appreciated.

Employers are experimenting with anything from personal activity monitors to a forest of workplace plants in an effort to boost staff productivity. Despite this, they are overlooking the obvious solution: employee involvement. Employees who are engaged are 17 percent more productive than those who aren't, according to a study. When workers are engaged, they are more inclined to put in extra effort in their work, resulting in increased productivity and creativity.

Whenever an employee's enthusiasm is poor or he does not feel valued, he may begin to withdraw. For example, a loss of excitement may be blamed on a terrible dayday, however a sudden absence of ideas from an employee who used to contribute often is a symptom of poor engagement (Eldor, 2017). When an employee is disengaged, he or she may not participate in meetings, choose to stay in his or her office throughout office parties, or stay back more frequently. The employee's disengagement might jeopardise the company's success if theydo not address it with them.

It is illegal for government entities to prejudice against workers and job candidates on the basis of race, colour, religion, sex, national origin, handicap, or age, as enforced by the Equal Employment Opportunity Commission (Young et al., 2018). The EEOC protects anybody who submits a claim or participates during an investigation of an EEO complaints, or who challenges an employment practise that is prohibited by any of the statutes the EEOC enforces. The Civil Rights Act of 1964's Title VII (Moran, 2021). It encompasses all aspects of employment choices from the time an employee is hired until they are let go.

The Equal Pay Act of 1963 When it comes to salaries or benefits, the Equal Pay Act of 1963 protects males and females from sex-based wage prejudice when they work in the same institution (US Equal Employment Opportunity Commission, 2018). Regarding equal pay as well as compensation discrimination, check out the EEOC's advice.

Title VII of the 1967 Age Discrimination in Employment Act Protected against age discrimination under the Age Discrimination in Employment Act (ADEA), as modified, are those who are 40 years and older (Carlsson & Eriksson, 2019). Amendments to the ADEA are made under the Older Workers Benefit Protection Act (Murphy, 2020), which specifies circumstances for a waiver of ADEA rights. See the EEOC's age discrimination guidelines.

In 1973, Congress passed the Rehabilitation Act. Workers and job candidates are protected from disability-based discrimination under the Rehabilitation Act's revised Sections 501 and 505 (the "Act") (Education & Fund, 2018). Employees and job candidates with impairments are covered by this statute. Federal agencies must also provide reasonable accommodations for any known disability, unless doing so would impose an undue burden. The EEOC's disability discrimination guidelines was signed into law in 1991 (Victor et al., 2017). This act alters various portions of Title VII to strengthen and enhance federal civil rights legislation, and to allow for restitution in federal domain incidents of intentional job discrimination.

In general, those who experience prejudice report worse levels of mental and physical health. Prejudice is connected to long-term unfavourable mental health effects, even after the first incident of discrimination has occurred. Employees who have to deal with incivilities from co-workers on a regular basis are more likely to suffer from psychological discomfort, such as despair and anxiety. Work performance and physical health might be negatively impacted by stress caused by prejudice (Nguyen & Pham, 2020). Stress has been linked to a wide range of unfavourable physical effects, according to a considerable body of studies.

Differences are a sign of diversity in a particular context. Differences in colour, religion, sexuality, and any other variety of stakeholders may be found in the workplace. It is all about making individuals feel like they are a part of something bigger than themselves. In the context of equality and variety, it is important to recognise and value the unique characteristics of each individual (Hasan, 2018). A person's experience in the job and in society as a whole, as well as how much she or he feels valued, is referred to as inclusion. Equality, diversity, as well as inclusion are not the same thing.

The concept of social justice revolves on the premise that all individuals deserve the same opportunities and rights. The goal of social justice is to ensure that all members of society are treated fairly and equally. It encourages, for instance, equal access to economic, academic, and professional possibilities for everyone (Sabbath, 2019). As well as protecting persons and communities, it is essential. Social oppression is the outcome of a lack of social justice.

The phrase "dismissal" is used to refer to the end of your job relationship. In the end, dismissals are a very last option for employers. Dismissals must be done properly and without bias in the case that an employer decides that termination is the sole choice. A fair dismissal is one in which the employer has a legitimate justification for firing an employee. Conduct, competency, and credentials are all valid reasons for a reasonable dismissal (Freyens & Oslington, 2021). The most typical causes for a fair dismissal are a person's conduct and their competence. Employees who are unfairly dismissed include those who have not been given a sufficient cause for their termination, or who have not been disciplined by their company in accordance with their own policies.

Task 6Fact Sheet

Examples of Learning Needs

Whenever an individual's existing level of skills and understanding does not match the degree of expertise and skills necessary to complete a job or set of activities. This is called their "learning requirements or gaps". The real requirements and the techniques used to address those needs are not the same for everyone. Job requirements may be broken down into three categories: education, experience, and skills (Hunter et al., 2020). An employee's ability to accomplish their job duties is determined by their level of knowledge, skills, and conduct, all of which are referred to as "knowledge, talent, and actions." Needs for learning may encompass a wide range of things, including, but not limited to: knowledge of IT, (Harsh & Prasad, 2021) proficiency in verbal and written communication, proficiency in resolving complaints or conflicts, proficiency in problem solving.

Different ways of addressing knowledge gaps

Individuals, organisations, and the company they work for all have distinct learning requirements. Learners have a desire to enhance their ability to do their jobs more effectively, which leads to the development of these sorts of training requirements. Trainers utilise facilitation as a strategy to aid students in gaining, retaining, and putting to use new information and abilities (Kazdin et al., 2017). Learners are given a brief overview of a topic before being encouraged to ask questions and get advice from their instructor. They need not, however, execute the task for the groups; rather, they help students achieve a specified learning objective (. As a consequence of this approach, a training programme is designed to bridge the gaps between present company performance and intended goals.

Performance consultants assist instructional designers in identifying the most important training objectives so that they may build training that is both effective and entertaining. It has been shown time and time again that successful learning and development programmes like mentoring and coaching help firms attract, develop, and retain top talent. Both are essential instruments for assisting employees in navigating the workplace and advancing their careers. Despite the fact that both coaching and mentoring have a positive influence on employee development, there is considerable ambiguity around the definitions and applications of these two approaches (Noe & Kodwani, 2018). Despite the fact that they are frequently used indiscriminately, there are significant distinctions between the two. It is common for a mentor to be a more senior member of the business who counsels andadvises a less experienced member of the workforce. Mentors use their own experiences and expertise to help their mentees solve problems and get advise (Beech & Demerouti, 2018). Additionally, mentors may function as sponsors and open doors that would otherwise be out of reach for the mentored individual. Mentorship is usually a long-term connection that might go beyond the duration of a formalized mentoring agreement.

Instead, a coach uses a time-bound emphasis that is relevant to the needs of the person being coached. Using a coach might help people develop their leadership skills as well as plan and achieve professional objectives (Pousa, Richards & Trpanier, 2018). In addition, coaches may assist their mentees attain a healthier work life balance, communicate better, enhance collaboration, and cultivate self-awareness as well as emotional intelligence via their job.

How to accommodate individual requirements and preferences?

How humans learn is the subject of a plethora of ideas. A learner's chosen way of learning may be accommodated if the learner's preferred method of learning is known beforehand. In spite of critics' assertions that everyone requires and reacts to the stimulation of all learning styles, it is still deemed vital to determine and adjust to a learner's preferred learning style preferences when designing and delivering learning and development events. The prevention of unjust discrimination based on Protected Characteristics necessitates the integration of inclusiveness and diversity ideas and practises into all learning programs, from orientation through workplace learning as well as teambuilding programs (Medina, 2018). Consider how to guarantee that individual requirements are not forgotten within a range of learners while providing learning activities. A team of learners should create ground rules at the beginning of a development plan in order to ensure that everyone understands the agreed class etiquette and has equal access to removing obstacles to learning and contributing to the learning opportunity (Santana et al, 2018). A group of learners should create ground rules at the beginning of a development programin order to ensure that everyone understands the agreed classroom decorum and has equal access to removing learning obstacles and contributing to the learning opportunity.

Methods to evaluate learning and development

Kirkpatrick Model

The first criterion is "response," which indicates if learners found the training entertaining, beneficial, and applicable to their work. This degree is often determined using an after-training questionnaire (usually referred to it as a "smile sheet") in which students evaluate their experience. Level 2 assesses each participant's learning by determining if they gain the desired information, skills, attitude, trust, and dedication to the course (La Duke, 2017). Evaluation of learning may take place both in informal and formal settings and should include pre- and post-learning evaluations to determine accuracy and understanding. Level 3 is a critical phase in the Kirkpatrick Model because it determines if participants were actually influenced by the learning and whether they are implementing what they have learned (Cahapay, 2021). Assessing behavioural changes enables us to determine not only if the skills were learned, but also whether they are logistically feasible to use in the job.

Level 4, on the other hand, is devoted to evaluating immediate outcomes. Level Four assesses learning in relation to a company's business results the Performance Metrics defined prior to initiating learning (Alsalamah & Callinan, 2021). Typical KPIs have included a greater yield on investment, fewer workplace hazards, and increased sales volume.

The Phillips Return on Investment Methodology.

The Phillips ROI Methodology is the second approach for measuring effectiveness of the training. It is divided into five stages (Fu et al., 2018):

Reaction at the first level, as with the Kirkpatrick taxonomy, the Phillips technique assesses participants' responses.

Level 2: Education- the second level assesses whether or not learning occurred.

Level 3: Implementation and Application- The original Kirkpatrick taxonomy assessed workplace behaviour to see if acquired knowledge transferred to on-the-job training. Phillips broadened the scope of this level to include applications and implementation. This solves one of the primary concerns levelled at the Kirkpatrick taxonomy (Fu et al., 2018): that this does not collect enough data to aid in training improvement.

Impact at Level 4- While the Kirkpatrick taxonomy's fourth level is entirely focused on outcomes, Phillips' technique is far wider. His level 4 Impact assists in determining if things other than training contributed to the results.

Return on investment (ROI) at the fifth level (ROI)- Unlike Kirkpatrick's taxonomy, which compares training outcomes to stakeholder expectations (ROE), Phillips' technique includes a fifth level dedicated to calculating 'return on expenditure,' or ROI. This level evaluates the usefulness of training programmes using a cost-basedassessment (Fu et al., 2018). It enables businesses to determine if the money spent on training delivered quantifiable returns.

Making use of the assessment is that the model generates an executable measurement strategy that clearly defines objectives, quantifies outcomes, and identifies areas of significant influence (Bukhari et al., 2017). Analysing information at every level enables firms to assess the relationships between them in order to get a better understanding of the training effectiveness, as an additional bonus, to alter plans and right route during the learning experience.

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3CO04 Essentials of People Practice

Part 1

This unit comprises of 5 tasks this is the cover and feedback form for tasks 1-3

Assessment Cover Sheet and Feedback Form (Sections A and B)

Assessment ID / CIPD_3CO04_22_01

Level 3

Foundation Certificate in People Practice

This front cover and feedback form has two sections.

Section A is to be completed by the student {except for the areas in red}.

Section B and the red areas are to be completed by the Assessor.

The entire form {both Section A + Section B} must be attached to your work.

The Assessor cannot mark your work without these attachments.

Section A - To be completed by the student (except for the areas in red)

Please write clearly in block capitals.

Centre Number 5 5 1

Centre Name CIPD Membership Number

Last Name

First Name

Unit code: 3CO04

Unit title: Essentials of People Practice

Assessment ID: CIPD_3CO04_22_01

Assessment start date: Assessment submission date: First resubmission date for centre marking if applicable Second resubmission date for centre marking if applicable Declared word count Assessor Name Assessor Electronic Signature

{this must be inserted as a photo or PDF} Internal Quality Assurer Name Internal Quality Assurer Electronic Signature

{this must be inserted as a photo or PDF Important Notes:

Word Count:

Students are required to follow thewordcountguidance for all assignments. There is 10 % leeway (each way).

In the event of a tutor receiving an assignment submission that is more that 10 % over thewordcountallowed; the tutor will read only up to this point in the assignment.If at this point the students work has not met the criterion the tutor will refer the work. This is regardless of if the referred criterion is met later in the work.

It is therefore essential that all criterion are met within the allocatedwordcount+10%

Until such time as your assessment grade has been ratified through the internal and external quality assurance processes it is not final.

Assessment Criteria EvidenceChecklist

Use the following as checklists to make sure that you have included the required evidence to meet each task. Please enter the evidence title and where it can be referred to. An example has been provided for you.

Task 1 Briefing paper

Assessment criteria Evidence Y/N Evidence reference

1.1 Explain each stage of the employee life cycle and the role of the people professional in it. (please identify specific page number)

1.2 Explain different ways in which you can prepare information for specified roles. 1.3 Explain different recruitment methods and when it is appropriate to use them. 1.4 Explain factors to consider when deciding on content of copy used in recruitment methods. 2.1 Explain different selection methods and when it is appropriate to use them. 2.4 Explain the selection records that need to be retained. 2.5 Write letters of appointment and non-appointment for an identified role. Task 2 Simulated Interview

Assessment criteria Evidence Y/N Evidence reference

2.2 Develop selection criteria and shortlist candidate applications for interview for an identified role. (please identify specific page number)

2.3 Participate effectively in a selection interview and the decision-making process for an identified role. Task 3 Guidance document

Assessment criteria Evidence Y/N Evidence reference

3.1 Explain the importance of work-life balance within the employment relationship and how it can be influenced by legislation. (please identify specific page number)

3.2 Explain the concept of wellbeing in the workplace and why it is important. (please identify specific page number)

3.3 Summarise the main points of discrimination legislation. (please identify specific page number)

Declaration of Authentication

Declaration by Learner

I can confirm that this assessment is all my own work and where I have used materials from other sources, they have been properly acknowledged.

Learner name:

Learner signature:

(PDF or Picture) Date:

Section B - To be completed by the Assessor

Marking Descriptors

Mark Range Descriptor

1 Submission 1 = Refer

Submission 2 = Fail Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC.

Insufficient examples included, where required, to support answers.

Presentation and structure of assignment is not appropriate and does not meet the assessment brief.

2 Low Pass Demonstrates an acceptable level of knowledge, understanding or skills (as appropriate) required to meet the AC.

Sufficient and acceptable examples included, where required, to support answers.

Required format adopted but some improvement required to the structure and presentation of the assignment.

Answers are acceptable but could be clearer in responding to the task and presented in a more coherent way.

3 Pass

Demonstrates good knowledge, understanding or skills (as appropriate) required to meet the AC.

Includes confident use of examples, where required, to support each answer.

Presentation and structure of assignment is appropriate for the assessment brief.

Answers are clear and well expressed.

4 High Pass Demonstrates a wide range and confident level of knowledge, understanding or skill (as appropriate).

Includes strong examples that illustrate the point being made, that link and support the answer well.

Answers are applied to the case organisation or an alternative organisation.

Answers are clear, concise and well argued, directly respond to what has been asked.

The presentation of the assignment is well structured, coherent and focusses on the need of the questions.

Includes clear evidence of the use of references to wider reading to help inform answer.

Marking Grid

Assessor comments on First Submission to be in Black

Assessor comments on Second Submission (if required) to be in Blue

Assessor comments on Third Submission (if required) to be in Green

Task 1 Briefing paper

Assessment criteria Mark (1-4) Tutor Feedback

1.1 Explain each stage of the employee life cycle and the role of the people professional in it. 1.2 Explain different ways in which you can prepare information for specified roles. 1.3 Explain different recruitment methods and when it is appropriate to use them. 1.4 Explain factors to consider when deciding on content of copy used in recruitment methods. 2.1 Explain different selection methods and when it is appropriate to use them. 2.4 Explain the selection records that need to be retained. 2.5 Write letters of appointment and non-appointment for an identified role. Total for this task Tutor Feedback

Task 2 simulated interview

Assessment criteria Mark (1-4) Tutor Feedback

2.2 Develop selection criteria and shortlist candidate applications for interview for an identified role. 2.3 Participate effectively in a selection interview and the decision-making process for an identified role. Total for this task Tutor Feedback

Task 3 Guidance document

Assessment criteria Mark (1-4) Tutor Feedback

3.1 Explain the importance of work-life balance within the employment relationship and how it can be influenced by legislation. 3.2 Explain the concept of wellbeing in the workplace and why it is important. 3.3 Summarise the main points of discrimination legislation. 3.4 Explain what diversity and inclusion mean and why they are important. 3.5 Explain the difference between fair and unfair dismissal. Total for this task Assessor Observation Form

Unit 3CO04 - Learning Outcome 2: Assessment Criterion 2.3

Observation Criteria

Assessor feedback - to be completed by the assessor with notes to support the decision

Plan interview:

questions

roles

structure

Prepare suitable environment.

Open interview appropriately:

introductions

outline of interview.

Establish rapport and puts applicant at ease.

Use appropriate questioning techniques:

open questions

clarifying

Control interview without dominating.

Communicate (listening and speaking) effectively with applicant, using appropriate body language.

Invite, and deal with, applicant questions.

Close interview

Liaise effectively with other members of panel

Conduct interview within legal requirements.

Maintain clear notes and justification for decision.

Tutor Feedback

Declaration of Authentication

Declaration by Assessor

I confirm that I am satisfied that to the best of my knowledge, the work produced is solely that of the learner.

Assessor name: Assessor signature:

(PDF or Picture) Date:

3CO04 Essentials of People Practice

Part 2

This unit comprises of 5 tasks this is the cover and feedback form for tasks 4-5

Assessment Cover Sheet and Feedback Form (Sections A and B)

Assessment ID / CIPD_3CO04_22_01

Level 3

Foundation Certificate in People Practice

This front cover and feedback form has two sections.

Section A is to be completed by the student {except for the areas in red}.

Section B and the red areas are to be completed by the Assessor.

The entire form {both Section A + Section B} must be attached to your work.

The Assessor cannot mark your work without these attachments.

Section A - To be completed by the student (except for the areas in red)

Please write clearly in block capitals.

Centre Number 5 5 1

Centre Name CIPD Membership Number

Last Name

First Name

Unit code: 3CO04

Unit title: Essentials of People Practice

Assessment ID: CIPD_3CO04_22_01

Assessment start date: Assessment submission date: First resubmission date for centre marking if applicable Second resubmission date for centre marking if applicable Declared word count Assessor Name Assessor Electronic Signature

{this must be inserted as a photo or PDF} Internal Quality Assurer Name Internal Quality Assurer Electronic Signature

{this must be inserted as a photo or PDF Important Notes:

Word Count:

Students are required to follow thewordcountguidance for all assignments. There is 10 % leeway (each way).

In the event of a tutor receiving an assignment submission that is more that 10 % over thewordcountallowed; the tutor will read only up to this point in the assignment.If at this point the students work has not met the criterion the tutor will refer the work. This is regardless of if the referred criterion is met later in the work.

It is therefore essential that all criterion are met within the allocatedwordcount+10%

Until such time as your assessment grade has been ratified through the internal and external quality assurance processes it is not final.

Assessment Criteria EvidenceChecklist

Use the following as checklists to make sure that you have included the required evidence to meet each task. Please enter the evidence title and where it can be referred to. An example has been provided for you.

Task 4 Briefing Paper

Assessment criteria Evidence Y/N Evidence reference

4.1 Explain the purpose and components of performance management. (Please identify specific page number)

4.2 Explain factors that need to be considered when managing performance. 4.3 Explain different methods of performance review. 5.1 Explain the key components of an effective total reward system. 5.2 Explain the relationship between reward and performance. 5.3 Explain the reasons for treating employees fairly in relation to pay. Task 5 Fact sheet

Assessment criteria Evidence Y/N Evidence reference

6.1 Explain why learning and development activities are of benefit to individuals and organisations. (Please identify specific page number)

6.2 Describe different types of learning needs and reasons why they arise for individuals and organisations. 6.3 Summarise different face-to-face and blended learning and development approaches including:

facilitation

training

coaching

mentoring. 6.4 Explain how individual requirements and preferences must be accommodated in the design and delivery of learning and development. 6.5 Discuss how learning and development can be evaluated.

Declaration of Authentication

Declaration by Learner

I can confirm that this assessment is all my own work and where I have used materials from other sources, they have been properly acknowledged.

Learner name:

Learner signature:

(PDF or Picture) Date:

Section B - To be completed by the Assessor

Marking Descriptors

Mark Range Descriptor

1 Submission 1 = Refer

Submission 2 = Fail Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC.

Insufficient examples included, where required, to support answers.

Presentation and structure of assignment is not appropriate and does not meet the assessment brief.

2 Low Pass Demonstrates an acceptable level of knowledge, understanding or skills (as appropriate) required to meet the AC.

Sufficient and acceptable examples included, where required, to support answers.

Required format adopted but some improvement required to the structure and presentation of the assignment.

Answers are acceptable but could be clearer in responding to the task and presented in a more coherent way.

3 Pass

Demonstrates good knowledge, understanding or skills (as appropriate) required to meet the AC.

Includes confident use of examples, where required, to support each answer.

Presentation and structure of assignment is appropriate for the assessment brief.

Answers are clear and well expressed.

4 High Pass Demonstrates a wide range and confident level of knowledge, understanding or skill (as appropriate).

Includes strong examples that illustrate the point being made, that link and support the answer well.

Answers are applied to the case organisation or an alternative organisation.

Answers are clear, concise and well argued, directly respond to what has been asked.

The presentation of the assignment is well structured, coherent and focusses on the need of the questions.

Includes clear evidence of the use of references to wider reading to help inform answer.

Marking Grid

Assessor comments on First Submission to be in Black

Assessor comments on Second Submission (if required) to be in Blue

Assessor comments on Third Submission (if required) to be in Green

Task 4 Briefing paper

Assessment criteria Mark (1-4) Tutor Feedback

4.1 Explain the purpose and components of performance management. 4.2 Explain factors that need to be considered when managing performance. 4.3 Explain different methods of performance review. 5.1 Explain the key components of an effective total reward system. 5.2 Explain the relationship between reward and performance. 5.3 Explain the reasons for treating employees fairly in relation to pay. Total for this task Tutor Feedback

Task 5 Fact sheet

Assessment criteria Mark (1-4) Tutor Feedback

6.1

Explain why learning and development activities are of benefit to individuals and organisations. 6.2 Describe different types of learning needs and reasons why they arise for individuals and organisations. 6.3 Summarise different face-to-face and blended learning and development approaches including:

facilitation

training

coaching

mentoring. 6.4 Explain how individual requirements and preferences must be accommodated in the design and delivery of learning and development. 6.5 Discuss how learning and development can be evaluated. Total for this task Tutor Feedback

Declaration of Authentication

Declaration by Assessor

I confirm that I am satisfied that to the best of my knowledge, the work produced is solely that of the learner.

Assessor name: Assessor signature:

(PDF or Picture) Date: