You need to create a recruitment guide. Guide meaning an easy-to-follow document. This can be done on a word document. Use the marking criteria numb

Task 1

You need to create a recruitment guide. Guide meaning an easy-to-follow document. This can be done on a word document. Use the marking criteria number within your sub-headings.

You have1200 words to cover criteria 1.1, 1.2, 1.3 and 1.4. (So around 300 words per criteria)

An assessment of each of the different stages of the employee lifecycle, illustrated where appropriate by your role as an outsourced people practice professional within the lifecycle.

The employee lifecycle has 6 stages, make sure all stages are included: -

1. Attraction

2. Recruitment

3. On-boarding

4. Development

5. Retention

6. Separation

To achieve the criteria you need to examine what employees might need and what support HR can provide.

There is a great section in week 1s learning material in the study section titled The employee lifecycle that looks at each stage and how HR support.

1.2 An explanation of the stages and different methods available within the recruitment process and when it is appropriate to use each of them.

To achieve this criteria you need to look at the 4 different stages of the recruitment process and give examples of where different methods are appropriate to be used. See the recruitment process stages below: -

Defining the role (through job analysis and creating the job description) - provide a brief explanation on what this means. Theres a good section in week 5s study material, titled Job requisition, that explains about job descriptions, this is something you can talk about being used to define the role. Also in Week 2s learning material in the study section titled What a job analysis is and isnt is good at defining job analysis, again something you could be mention being used to define the role.

Attracting applicants using internal and external methods In week 5s study section titled recruitment channels there is a good section to read, you can then discuss a few of the methods and when it is appropriate to use them by perhaps explaining the advantages and disadvantages that is covered in the learning material. (i.e. job fairs, corporate website, word of mouth etc.

Manging the selection process In week 3s learning material, the study section, there is good information on the different section methods titled Recruitment and selection you could talk about the components mentioned in the learning material i.e. screening, shortlisting and assessment. You could mention about the different assessment methods Psychometric testing, ability tests, screening interviews) and when it is appropriate to use them.

Making the appointment and employment offer. you could discuss the use of appointment and non-appointment letters and exploring legal requirements. This is covered in week 4s learning material, study section.

1.3 An explanation of the different methods and techniques that can be used to prepare and provide information for the various parts of the recruitment process for specific roles.

To achieve this criteria you need to talk about job analysis. Week 2s learning material in the study section goes through job analysis. You need to discuss the methods/techniques used to provide and prepare information on the role, these can be found in the study section under the title Preparing and conducting a job analysis theres a section titled Before a job analysis: preparation the methods mentioned are examine the documentation, interview, talk to the manager and observe. Include a few sentences on how these methods are used to prepare and provide information for the specific role.

1.4 An assessment of the different materials and methods that can be used to attract talented individuals internally and externally for a range of roles.

To achieve this criteria you need to consider different types of material and/or methods (Such as the job advert, the reward package on offer, the positive corporate brand image) that could be used to attract talented individuals for different roles internally and externally. Make sure you have at least one example on how to attract internal candidates in your answer.

For this criteria you can talk about the job advert being a method. This is covered in week 5s study learning material under the section Attracting talent.

You could consider the differences in material and formats used for an internal audience of candidates as against an external audience of candidates. So you can think about things like the different copy you'd use for different candidates and different roles, how you might want to present the employer brand, how to provide an accurate and positive corporate image, how much detail you need to include about the organisation, the role on offer and the reward package.

Task 2

Continue to use a word document to cover the criteria within task 2. You can use around 500 words to cover criteria 2.1 and 2.4.

2.1 Compare and contrast different selection methods that are used to assess the suitability of candidates and when it is most appropriate to use each method.

There are many selection methods available to people professionals, such as competence-based interviews, panels, assessment centres and so on. So you need to pick three different methods to base your answer on. It's really important that you respond to the command word To compare and contrast means to look for similarities and differences.

Different selection assessment methods you could talk about are covered in week 3s study learning material under the Recruitment and selection section, scroll down to the heading Assessment.

When explaining when it is appropriate to use each method consider the learning material in in week 3s study material under the How to conduct a panel interview section, scroll down to Choosing the style of recruitment and selection.

Example format below for comparing different methods when looking at the cost to run, the time to conduct and the planning involved: -

Method Cost to run Time to conduct Planning involved

Work Sampling High as all candidates would need to be compensated for their time. High - A set time would need to be agreed, for example, a job trial lasting a week. High

Assessment Centres A full day to test candidates skills and abilities. A whole range of skills and abilities can be assessed by trained observers. Appropriate to use when a large number of candidates need to be assessed within a short time period. High venue hiring and cost implications in time taken to prepare the resources. Low Assessments can be completed within a day. High

121 Interviewing Low no additional costs other than the time used by management and HR. Medium depends on the number of candidates. Medium.

2.4 Discuss the records that need to be retained following a selection process.

You need to discuss the records that need to be retained by the organisation after it's selected someone for a job role. Also state what the retention periods are.

Focus your explanation on the recruitment records that need to be retained for both a successful and an unsuccessful candidates.

Include retention periods and legal reasons with regards to both GDPR 2018 and the Equality Act 2010.

The learning material in week 4s study section Exploring legal requirements scroll down to the Retention schedule example heading. Here it lists the document and the time periods.

Task 6

You need to produce a guidance factsheet. (You should produce it as a word document)

A factsheet is a short document providing information and guidance about a specific topic.

Use the marking criteria number within the headings/sections of your fact sheet.

You have around 1000 words to complete this task (try to stay around this word count but even if you go over by the 10% by a couple of 100 it wont be an issue).

Task 6 covers criteria 6.1, 6.2, 6.3 and 6.4.

6.1 - Give examples of different learning needs that might arise for individuals and organisations and explain how they might arise.

To achieve this criteria you must provide examples of different learning needs that might arise for individuals (that's employees) and for the organisation.

As the guidance video suggests learning needs can be about maintaining current capability, a performance gap or preparing for future changes and developments. Any examples relating to your organisation would be brilliant to include here.

There is a good case study in the learning material in week 10s study section under the heading Learning and Development needs scroll down to Case Study: RHP housing association here it provides an insight into the learning needs that arose from the need for RHP housing associations to achieve its five-year strategic goals such as RHP wanted to develop more leadership skills in the organisation and make it easier for employees to become managers in the future.

There is also a good section (still in week 10s study material), under the heading Learning and development needs How are learning and development needs identified? it talks about Learning Needs Analysis (LNA) is a current or future health check on the skills, talent and capabilities of the organisation. LNA is ongoing, a Training Needs Analysis (TNA) is an isolated event, looking at the needs for a specific training activity this could be linked to where the criteria is asking explain how they might arise.

Finally, there is a good section in week 11s learning material in the study section, under the heading Understanding L&D needs scroll down to the section titled Reasons why different learning needs arise. There is explores some of the key causes of learning needs at an organisational level and individual level.

6.2 - A summary that briefly explains different approaches to learning, which must include at least facilitation, consulting, training, coaching, and mentoring.

To achieve the criteria use the sub-headings facilitation, consulting, training, coaching, and mentoring so the marker can clearly see you are going to provide a brief summary of these approaches to learning.

The learning material in week 10s study section, provides an insight into all these approaches: -

Facilitation is covered in the section titled Learning and development approaches scroll down to the bottom and you will see a title Facilitation Trainers use facilitation to guide learners towards a learning outcome rather than presenting them with the outcome.

Consulting is covered in the section titled Consultancy the learning material talks about the use of Internal and external consultants.

Training as stated by CIPD (2021) An instructor-led, content-based intervention designed to lead to skills or behaviour changes.

In the learning material under the title Learning and development approaches You could discuss the concept of Asynchronous learning which is an approach to training in the workplace that allows learners to complete their learning or training in their own time, regardless of where they are. (Avado 2021). The learning material looks at different examples of asynchronous learning i.e. Video lessons, discussion boards, social media groups and online courses.

Coaching and mentoring is covered under heading Coaching and mentoring Coaching is generally targeted at individuals who want to achieve high-level performance at work and it usually focuses on specific skills or goals

Mentoring has tended to describe a relationship in which a more experienced colleague (rather than a trained coach) uses their greater knowledge and understanding of the work or workplace to support the development of a more junior or inexperienced member of staff

CIPD have a good fact sheet that explores some of the above methods: -

https://www.cipd.co.uk/knowledge/fundamentals/people/development/learning-methods-factsheet#6679

6.3 - An explanation of how, in the design and delivery of learning and development initiatives, individual requirements and preferences must be accommodated.

To achieve this criteria you need to provide reasons or examples of how individual requirements and preferences must be accommodated in the design and delivery of L&D initiatives. Remember that for learning and development to be effective, the needs and preferences of individuals must be met.

As the guidance video suggests there are many design and delivery factors that you could explain, such as individual needs and objectives, individual learning preferences, delivery methods and techniques, individual monitoring in a group setting, individual differences, and cultural expectations.

The learning material in week 11s study section, provides lots of information that you could apply to this criteria. When designing L&D initiatives an example of how individual requirements and preferences can be accommodated is through the VARK framework. This is explored under the heading Understanding L&D needs.

In the section titled Learning styles and barriers to learning there is good material on Honey and Mumfords four learning styles Activists, Reflectors, Theorists and Pragmatists. Which could be applied to answering this criteria. This is under the heading Learning styles.

The section titled Engaging participants is also really useful for this criteria. Many topics/examples are given such as the resources used to engage learners and achieve learning objectives.

6.4 - Examples of at least two methods of evaluating learning and development and its impact, and how evaluation benefits both individuals and organisations.

To achieve this criteria you must provide at least two methods of evaluating L&D and its impact. Methods of evaluation include things like learner feedback, qualitative information, quantitative information and trainer feedback.

There is a good section in week 11 study section under the title Evaluating L&D events.

The impact of using learning feedback and trainer feedback is that it can be used to measuring and analysing various aspects of L&D provision to determine its effectiveness, value and impact, and inform decisions about how it can be improved.

Make sure you also suggest how evaluation benefits both the individual and the organisation.

Still in week 11s study material in the sections titled Measuring the benefit and The impact of L&D. There is lots of material to help you identify the benefits to both the individual and the organisation.

Evaluation will ensure at the learning and development activities can be successful which will allow individuals and organisations to benefits through improved employee satisfaction, lower costs (happier workforce means less chance of employees leaving), shared knowledge and staying ahead of the curve.

Task 5

You need to prepare your answers as a slide presentation with supporting slide notes. (The same presentation style you used for assessment 1 task 1 and assessment 2 task 1.)

Use the marking criteria number within the headings on your slides.

You have around 1000 words to complete this task (try to stay around this word count but even if you go over by the 10% by a couple of 100 it wont be an issue).

Remember the word count only applies to the slide notes.

Task 5 covers criteria 4.1, 4.2, 4.3, 5.1, 5.2 and 5.3.

Assessment criteria 4.1 - An explanation of the purpose of performance management and the factors, information and components that influence and affect performance management systems.

You could tackle this criterion by providing an explanation of the purpose of performance management. Providing your own understanding and then using an expert definition to underpin it would be suitable.

The learning material in week 8 will help you with this, click into the study material and into the section titled Defining performance management.

Then provide examples for factors/information/components that influence and affect performance management systems. You could talk about how Marchington and Wilkinson (2008) Model affects performance management: -

I.e. Induction is seen as the starting point for effective performance management. This is when new employees are briefed on their role, expectations, and performance standards.

In summary factors/information/components of performance management systems include meetings between a line manager and employee, targets and KPIs, training and development plans, formal and informal reviews, individual performance or team performance, workplace policies and performance management data.

Assessment criteria 4.2 - An explanation of the main factors that need to be considered when managing the performance of teams and individuals.

The guidance video suggests that there are two parts to this criterion but they can be discussed together as the factors can be interlinked.

Some of the factors that need to be considered when managing the performance of teams and individuals that you could explore to achieve this criterion are: -

The level of skill and competency the individual and team has, the level of motivation the individual and team have, clarity of organisational goals, availability of resources and support, finally leadership from managers.

There is a good section in week 8s learning material in the study section Influences on individual and team performance if you click into that area theres a good introduction to influencing individuals and teams via empowerment, delegation and communicating the vision effectively. Also, there is a good section on John Adairs Action-Centred Leadership because leadership from managers is a core factor that needs to be considered when managing performance.

The learning material, still in week 8, also discusses employee development plans under the main heading Managing performance, scroll down to the title Employee Development Plans: What are they and what is their purpose? you could mention this as a tool as it links to the factor of the level of skill and competency the individual has and availability of resources and support.

Assessment criteria 4.3 - An explanation of the key types of appraisal and how they are used in performance management. Include reference to the key skills needed by those holding the appraisal.

For this criterion, you need to give reasons and examples for the key types of appraisal and how they are used in performance management, so aim to give a few examples of different types of appraisal. Consider appraisal methods such as self-assessment, 360 degree feedback, formal reviews versus informal conversations, annual appraisals.

And don't forget to include examples of key skills needed by the appraiser, such as questioning and listening skills.

There is a good section in week 8s learning material in the study section under the Conducting appraisals title. In there is detail on what a performance review is, it also discussing 360-degree feedback.

When you come to discuss the key skills needed the learning material in the study section still in week 8s is good, click into the area titled formal and informal feedback and scroll down to the part titled Appraisal skills there is talks about good questioning, listening skills and giving constructive feedback.

You could present this criterion in table format on your slide and then go into a bit of detail in the notes section as to what the table shows. See below example: -

Assessment criteria 5.1 - An explanation of the key components (that's financial and non-financial) that are required to achieve an effective total reward system.

To achieve this criteria, you need to give examples of financial and non-financial components of an effective reward system and explain why the components achieve an effective total reward system.

Theres a good section in the learning material in week 9, in the study section, under the heading, Reward strategies and systems. In this section it explores the concept of total reward, it gives many examples of financial and non-financial rewards. If you scroll down to the title The uses of different reward systems and click on the hotspots there are more examples there too and these examples are used to help achieve specific goals such as creating loyal, engaged and valued employees.

Also, (still in week 9 in the study section) under the section titled Reward and recognition scrolling down to the heading the features of effective reward management there are examples of financial reward and non-financial reward such as pay systems (i.e. bonus payments and performance related pay) also there is a good section of Recognition which can be a form of non-financial reward.

In summary the components of a total reward system can be financial and non-financial and include things like benefits and rewards, pensions, financial incentives, base pay, performance-related pay, bonuses, as well as opportunities for personal and career growth, together with verbal and public appreciation. These components achieve an effective total reward system as they help to create motivated, productive, loyal, engaged employees.

Assessment criteria 5.2 - An exploration of the relationship between reward and performance and the links to motivation.

You could tackle this criterion by firstly explaining how reward can influence performance in a positive way through increased workplace productivity, employee satisfaction, and the organisation being seen as an employer of choice (which will help retention and recruitment).

And also cover how performance and reward are linked to motivation by exploring theories such as intrinsic motivation, extrinsic motivation, content theories and process theories.

There is excellent learning material in week 9s study section, titled Motivational theories Content models that explains intrinsic motivation and extrinsic motivation and how this is applied in the workplace. The learning material covers motivational theories such as David McClellands Three Needs Theory, David Rocks SCARF model Abraham Maslow: The Hierarchy of Needs model and how these theories can be applied and have implications on reward/performance management.

Assessment criteria 5.3 - An explanation of at least two reasons for treating employees fairly in relation to pay.

To achieve this criteria, you need to give at least two reasons for treating employees fairly in relation to pay. One of the obvious reasons is due to legislation. There is legislation surrounding fair pay and wages, as well as the Equality Act 2010.

As well as complying with the law, other reasons include, protecting the organisation from equal pay claims, internal equity, perceived fairness, retention and links to motivation.

The learning material in week 9s study section, titled Fair pay and equal pay explores the reasons including the legislation such as National Living Wage legislation.

Task 4

You need to create a narrative.

In business terms, a narrative is a commentary used to explain and add context to complex information.

This task can be done on the same word document you have used for your task 1,2 and, the written part of, task 3. Just start task 4 on a new page and use the marking criteria number within your sub-headings.

You have around1500 words to complete this task (try to stay around this word count but even if you go over by the 10% by a couple of 100 it wont be an issue).

Task 4 covers criteria 3.1, 3.2, 3.3, 3,4, 3.5 and 3.6. (So around 250 words per criteria).

Assessment criteria 3.1 An explanation of the importance of achieving work-life balance within the employment relationship, with an overview of the regulations relevant to work-life balance.

For this criterion, you first need to give a couple of reasons why it's important to achieve a work-life balance within the employment relationship.

Theres a good section in the learning material in week 6, in the study section, under the heading, Work-life balance Part 2, then scroll down to the title Benefits to the employer of regulations promoting work-life balance.

Also, for this criterion you need to include a short overview of the rights and responsibilities contained in regulations.

So basically, provide a brief understanding of legislation like the Working Time Regulation 1998, Working Time Directive 2003, Employment Rights Act 1996, and minimum wage legislation. Theres good section in the learning material still in week 6, in the study section, under the heading, Work-life balance Part 1 and Part 2 that summarises the legislation.

Basically, this legislation supports work-life balance as it stipulates minimum requirements for rest periods, annual leave, working hours, night working, minimum wage, maternity, and paternity leave, and flexible working/working from home. (So you could mention this.)

Assessment criteria 3.2 An explanation of what is meant by, and the importance of, wellbeing in the workplace.

There are two parts for this criterion, so make sure that you cover both.

The first is to provide an explanation of what is meant by work well-being.

You could provide a short explanation of wellbeing in your own words (what does well-being in the workplace mean to you/ your organisation) and then underpin it with an expert definition.

The concept of well-being is explored (still in week 6s study material), under the section titled Mental health in the workplace the learning material explores the four key dimensions of mental wellbeing, maybe you could apply this to the workplace as part of your explanation as to what work wellbeing means?

Or you could discuss some (or all) of the Five domains of wellbeing. This section is still in week 6s study section under the heading, The value of employee wellbeing. See the pictorial below: -

The second part to this criterion is to provide an explanation of why wellbeing in the workplace is important, try and aim to provide reasons or examples of why wellbeing in the workplace is important, if you can provide work-based examples from your organisation that would be brilliant!

Theres a good section in the learning material in week 6, still in the study section, under the heading, The employee relationship scroll down to the title Employee wellbeing. Here the learning material provides an insight into wellbeing and how promoting employee wellbeing can help prevent stress and create positive working environments.

Assessment criteria 3.3 - An assessment of how the positive and negative aspects of employee engagement can impact the way people feel at work and the likely results.

The general information on engagement is still in week 6s learning material, in the study section, titled Employee engagement.

You could present this criterion in table format and then under it write a couple of sentences concluding what the table is showing. See below example format: -

Conclusion You could start by using sentences like the below: -

Engagement can have a positive impact on how people feel at work because

Over engagement can result in employee burnout this can result in an increase in reduced productivity and increase sickness levels.

You dont have to use the table format above if you dont like, you dont even have to mention it in terms of physical, emotional and cognitive, if that doesnt make sense to you.

In the guidance video Jacqui just suggests An assessment of how the positive and negative aspects of employee engagement can impact the way people feel at work and the likely results. So consider the outcomes of either positive or negative employee engagement in areas such as: employee feelings, happiness and motivation, wellbeing, employee productivity and loyalty, as well as sickness levels, employee burnout and stress, presenteeism, leavism and mental health.

Engagement is also covered in Week 7s study section learning material under the title, The benefits of employee engagement if you scroll down there is a great section titled The negative impact of over-engagement and non-engagement.

Assessment criteria 3.4 A summary of the main points of discrimination legislation and the impact that discrimination can have throughout the employment relationship.

To summarise means to present the key points without detail, so make sure that you just focus on the key points in your answer (this will help with the word count).

Base your summary on discrimination legislation contained in the Equality Act 2010 and include examples of direct discrimination, indirect discrimination, harassment and victimisation. Remember to include examples of the impact of these on the employment relationship between the employee and the employer.

The learning material in week 7s study section, under the heading Direct and indirect discrimination covers all the discrimination legislation and if you scroll down there is a good section on Implications of mishandling harassment which could be applied to this criteria.

Assessment criteria 3.5 An explanation of what diversity and inclusion means, how it differs from equal opportunities and the importance for business and for social justice.

To achieve this criterion, you need to provide an explanation of what diversity and inclusion means and the concept of equal opportunities. Its always good to provide your own explanation, which you could be helped by including expert definitions.

Then give examples of the importance of diversity and inclusion for business and for social justice. To help your explanation, consider including examples from your own organisation or one that you know.

Theres a good section in the learning material in week 7, in the study section, under the heading, Improving equality, diversity and inclusion in the workplace Part 2 scroll down to the headings Advantages of encouraging equality, diversity and inclusion and Equality and diversity whats the difference? and the link below will take you to a useful CIPD fact sheet that explores the concepts further and clearly outlines the social justice case for diversity. CIPD state that The social justice case is based on the belief that everyone should have a right to equal access to employment, training and development based solely on merit: -

https://www.cipd.co.uk/knowledge/fundamentals/relations/diversity/factsheet#6424

Assessment criteria 3.6 An explanation of the differences, of the difference between fair and unfair dismissal as defined in legislation and as perceived by those involved and not involved.

For this criterion, you need to explain fair dismissal and unfair dismissal.

When you're writing about unfair dismissal, consider factors such as the protections contained in the Equality Act 2010.

When considering fair dismissal, don't forget to give examples for each of the five main reasons for fair dismissal.

Theres a good section in the learning material in week 7, in the study section, under the heading, Fair and unfair dismissal.

You also need to consider the reasons why those who are involved and who are not involved may perceive the fairness of a dismissal differently. Perhaps by consider factors like the organisation's stakeholders and how their perceptions of dismissal may be different and the impacts.

For example, dismissal will be perceived to be wrong if the organisation doesnt follow the ACAS codes of practice. For example, there is a code of practice for disciplinaries and grievances, a code of practice on the redundancy process.

If someone is dismissed unfairly, it could lead to loss of respect for management or damage to the companys reputation, a possible claim for compensation via employment tribunal.

If someone who has been harassing or bullying another employee is dismissed (gross misconduct) it sends a message to the rest of the organisation that there is zero-tolerance for discriminatory behaviour. The values of the organisation and culture are upheld, the psychological contract is intact, and employees feel psychologically safe.

Those not involved in redundancy can experience survivors remorse and need to see fair process and be supported (HR has a role here).