3CO04 Essentials of people practice

This unit assignment introduces the fundamentals of people practice, ranging from the employee lifecycle to policies, regulation and law. It further explores a diverse array of specialist subjects such as recruitment, talent management, reward and learning and development essential to a career in people practice. Importantly, this unit enables practitioners to apply their knowledge and skills, building their confidence and ability to practice progressively.

CIPD’s insight

Recruitment – an introduction

Good recruitment is vital for every organisation – finding the right people for the right roles at the right time. It ensures that the workforce has the relevant skills and abilities for the organisation’s current and future needs. Effective resourcing is not just about filling an immediate vacancy but about having an impact on the long-term success of the business, using workforce planning data to understand what skills are needed for organisational performance.

This factsheet looks at what recruitment and resourcing involves and outlines the UK law affecting recruitment activities. It describes the stages of the recruitment process: defining the role, including job analysis and job description; attracting the applicants using both internal and external methods; managing the selection process; and, finally, making the appointment and employment offer.

https://www.cipd.co.uk/knowledge/fundamentals/people/recruitment/factsheet

 

Performance Management – an introduction

If people are the greatest creators of value in organisations, then good performance management is critical for an organisation’s success. Employees need to understand what’s expected of them, and to achieve those goals they must be managed so that they’re motivated, have the necessary skills, resources and support, and are accountable. Performance management aims to monitor, maintain and improve employee performance in line with an organisation’s objectives. It’s a not a single activity, but rather a group of practices that should be approached holistically.

This factsheet explores critical aspects to get right in performance management, as well as recent changes in thinking. It summarises some of the main tools used in performance management, including objective setting, performance ratings, performance appraisals and feedback, learning and development, and performance-related pay.

https://www.cipd.co.uk/knowledge/fundamentals/people/performance/factsheet#gref

 

Case study

You have recently been appointed as a member of a People Practice outplacement company. One of your first assignments is to support a client called Technow, a rapidly growing technology company started four years ago by a brother and sister partnership.

In your first meeting with the partners, they inform you that they are planning to recruit a new management team which will consist of 5 section heads and 10-line managers, many of whom will be new to the company. The partners main concern is that as the company evolves, they can no longer have personal control over people matters. They request that you take responsibility for raising awareness of people practices to the new management team such as recruitment, work/life balance and engagement, key legislation, diversity, performance management, reward and learning and development. The intention is that the values and practices that the partners hold dear will not be lost in the expansion.

 

Preparation for the Tasks:

• At the start of your assignment, you are encouraged to plan your assessment work with your Assessor and where appropriate agree milestones so that they can help you monitor your progress.
• Refer to the indicative content in the unit to guide and support your evidence.
• Pay attention to how your evidence is presented, remember you are a member of the People Practice team for this task.
• Ensure that the evidence generated for this assessment remains your own work.

You will also benefit from:

• Completing and acting on formative feedback from your Assessor.
• Reflecting on your own experiences of learning opportunities and continuing professional development.
• Reading the CIPD Insight and Fact Sheets and related online material on these topics.

 

Task One –Standard operations guide for Technowrecruitment.

In preparation for recruitment of Technow’s new management team you are required to produce a standard operations guide to provide the partners and their organisation with a step-by-step, easy to understand set of instructions so they can achieve formalisation of the recruitment practice. It must include and consider:

• 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. [AC 1.1]
• An explanation of the stages and different methods available within the recruitment process and when it is appropriate to use each of them. [AC 1.2]
• 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. [AC 1.3]
• An assessment of the different materials and methods that can be used to attract talented individuals internally and externally for a range of roles. [AC 1.4]

 

Your evidence must consist of:

• Standards operations guide [approximately 1200 words, refer to CIPD word count policy]

 

 

 

Task Two – Interview preparation pack.

In readying Technow for interviews, create an interview preparation pack to advise on different types of selection methods that can be used and when it is appropriate to use each of these.

The pack must:

• 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 [AC 2.1]
• Discuss the records that need to be retained following a selection process [contributes to AC2.4].

Your evidence must consist of:

• Interview preparation [approximately 500 words refer to CIPD word count policy] to include selection criteria matrix [excluded from the wordcount].

 

 

Task Three – Simulated Interview with peers

The owners of Technow have asked that you are part of the interview panel to select the first of the line managers.

It is essential that you actively take part in devising the criteria, shortlisting, interviews, decision-making, and follow-up processes for the role and that your contributions are clearly and uniquely identified through comments from your assessor on the Assessor Observation Feedback Form. A CIPD STARR Model Interview Questions – Appendix Ahas been included for reference.

You will need to demonstrate:

• Devising selection criterion from the personal specification for the appointment of a line manager. [contributes to AC2.2]
• Shortlisting applications against the selection criteria to determine candidates to be interviewed. [contributes to AC2.2]
• Contributing to a face-to-face, telephone or web conferencing interview as part of a panel using an appropriate interview structure. [AC 2.3]
• Using interviewing skills and techniques effectively, making justified selection decisions [AC2.3]
• Writing a letter of appointment, and a letter of non-appointment to candidates [Contributes to AC 2.4]

 

Your evidence must consist of:

• Assessor Observation Feedback Form.
• The criteria that you devised.
• Your notes from the shortlisting process, or an observation statement from your assessor as to your part in shortlisting.
• Letter of appointment and letter of non-appointment.
• Some form of record of the interview process, for example audio or video recording, photographic evidence.

 

 

 

 

Task four – Narrative-legislation and organisational practices

Produce a narrative which can, if you wish, include illustrations, images, diagrams and flow charts, in order to provide the managers at Technow with a fundamental understanding of employment legislation and organisational practices.

During the initial meeting, the owners wanted an emphasis to be placed on clear explanation that highlights the importance of work-life balance, engagement, diversity and inclusion and how these are influenced by legislation. In addition, they wanted you to identify the main points relating to employee discrimination, fair and unfair dismissal law, since fairness was explained to be critical in driving Technow’s business values.

The narrative must include an:

• explanation on the importance of achieving work-life balance within the employment relationship with an overview of the regulations relevant to work-life balance. [AC 3.1]
• explanation of what is meant by, and the importance of, wellbeing in the workplace [AC 3.2]
• assessment of how the positive and negative aspects of employee engagement can impact the way people feel at work, and the likely results. [AC 3.3]
• summary of the main points of discrimination legislation and the impact that discrimination can have throughout the employment relationship [AC.3.4]
• explanation of what diversity and inclusion means, how it differs from equal opportunities, and the importance for business and for social justice [AC 3.5]
• explanation of the difference between fair and unfair dismissal as defined in legislation, and as perceived by those involved and not involved. [AC 3.6]

 

 

Your evidence must consist of:

• Narrative- you may use diagrams, illustrations, images, flow charts to support your narrative. [Approximately 1500 words, refer to CIPD word count policy]

 

 

Task Five – Performance management and reward

Prepare a presentation, to include slide deck and supportive notes, aimed at providing Technow’s new management team with essential knowledge and understanding of performance management and reward. You need to ensure that you explain:

• the purpose of performance management, and the factors, information and components that influence and affect performance management systems. [AC 4.1]
• the main factors that need to be considered when managing the performance of teams and individuals. [AC 4.2]
• 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. [AC 4.3]

With regard to employee reward, your presentation must clarify the importance of different approaches to reward that can be used for attracting, motivating and retaining individuals.

Be sure to provide an:

• explanation of the key components [financial and non-financial] that are required to achieve an effective total reward system. [AC 5.1]
• exploration of the relationship between reward and performance, and the links to motivation. [AC 5.2]
• explanation of at least two reasons for treating employees fairly in relation to pay. [AC 5.3]

 

Your evidence must consist of:

• Set of presentation slides and supporting notes. [Approximately 1000 words, refer to CIPD word count policy].

It is only required that the candidate prepares the documents for the presentation, it is not necessary to make this presentation.

 

 

 

 

 

 

 

 

Task Six – Supporting skills and knowledge development in the workplace.

Currently employee development at Technow is non-existent.  This is an area of people practice that the two owners of Technow are keen to address. To this end they have asked you to develop a factsheet to guide the new managers as they start to support others to develop the skills and knowledge to meet both individual and organisational objectives.

Your factsheet should include:

• examples of different learning needs that might arise for individuals and organisations, explaining how they might arise. [AC 6.1]
• a summary that briefly explains different approaches learning, which must include at least: facilitation, consulting, training, coaching, and mentoring. [AC 6.2]
• an explanation of how, in the design and delivery of learning and development initiatives, individual requirements and preferences must be accommodated. [AC 6.3]
• examples of at least two methods of evaluating learning and development and its impact, and how evaluation benefits both individuals and organisations, [AC 6.4].

Your evidence must consist of:

• Factsheet [approximately 1000 words, refer to CIPD word count policy].

 

 

 

Assessment Criteria Evidence Checklist

Use the following as checklists to make sure that you have included the required evidence to meet each task.

Task 1 – Standards operation guide Assessment criteria		Evidenced Y/N	Evidence reference
1.1	Assess each stage of the employee lifecycle and your current role within it.		Standard Operations Guide for Technow’s recruitment.
1.2	Explain the stages and different methods within the recruitment process and when it’s appropriate to use them.
1.3	Explain different ways in which you can prepare information for specified roles.
1.4	Assess different material and methods used to attract talented individuals for a range of roles.

 

Task 2 – Interview preparation pack Assessment criteria		Evidenced Y/N	Evidence reference
2.1	Contrast different selection methods and when it is appropriate to use them.		Interview preparation pack.
2.4	Discuss the selection records that need to be retained and write letters of appointment and non-appointment for an identified role.

 

 

 

 

 

Task 3 – Simulated interview with peers Assessment criteria		Evidenced Y/N	Evidence reference
2.2	Develop selection criteria and shortlist candidate applications for interview for an identified role.		Simulated interview with peers.
2.3	Participate effectively in a selection interview and the decision-making process for an identified role.
2.4	Discuss the selection records that need to be retained and write letters of appointment and non-appointment for an identified role.

 

 

Task 4 – Narrative-legislation and organisational practices Assessment criteria		Evidenced 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.		Narrative-legislation and organisational practices.
3.2	Explain the concept of wellbeing in the workplace and why it is important.
3.3	Assess how employee engagement impacts the way people feel at work.
3.4	Summarise the main points of discrimination legislation.
3.5	Explain what diversity and inclusion mean and why they are important.
3.6	Explain the difference between fair and unfair dismissal.

 

 

 

 

 

Task 5–Performance management and reward. Assessment criteria		Evidenced Y/N	Evidence reference
4.1	Explain the purpose and components of performance management.		Performance management and reward.
4.2	Explain factors that need to be considered when managing performance.
4.3	Explain the role of appraisal in performance management.
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 6 –Supporting skills and knowledge development in the workplace. Assessment criteria		Evidenced Y/N	Evidence reference
6.1	Describe different types of learning needs and reasons why they arise for individuals and organisations.		Supporting skills and knowledge development in the workplace.
6.2	Summarise different face-to-face and blended learning and development approaches including: • facilitation • consulting • training • coaching • mentoring.
6.3	Explain how individual requirements and preferences must be accommodated in the design and delivery of learning and development.
6.4	Discuss how different methods of evaluation and impact of learning and development activities is of benefit to individuals and organisations.

 

 

 

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:
Date:

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:
Date:

 

 

 

 

3CO04
Essentials in People Practice

Assessment Criteria marking descriptors.

Assessors will mark in line with the following assessment criteria [AC] marking descriptors, and will indicate where the learner sits within the marking band range for each AC.

Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors should use the mark descriptor grid as guidance so they can provide comprehensive feedback that is developmental for learners. Please be aware that not all the mark descriptors will be present in every assessment criterion, so assessors must use their discretion in making grading decisions.

The grid below shows the range for each unit assessment result based on total number of marks awarded across all assessment criteria.

To pass the unit assessment learners must achieve a 2 [Low Pass] or above for each of the assessment criteria.

The overall result achieved will dictate the outcome the learner receives for the unit, provided NONE of the assessment criteria have been failed or referred.

Please note that learners will receive a Pass or Fail result from the CIPD at unit level. Referral grades can be used internally by the centre.

 

Overall mark	Unit result
0 to 47	Fail
48to 61	Low Pass
62 to 78	Pass
79 to 96	High Pass

 

Marking Descriptors

Mark	Range	Descriptor
1	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

Task 1 – Assessment criteria		Mark [1-4]
1.1	Assess each stage of the employee lifecycle and your current role within it.
1.2	Explain the different methods and stages within the recruitment process and when it’s appropriate to use them.
1.3	Explain different ways in which you can prepare information for specified roles.
1.4	Assess different material and methods used to attract talented individuals for a range of roles.
	Total for this task

 

 

Task 2 – Assessment criteria		Mark [1-4]
2.1	Contrast different selection methods and when it is appropriate to use them.
2.4	Discuss the selection records that need to be retained and write letters of appointment and non-appointment for an identified role.
	Total for this task

 

 

Task3 –Assessment criteria		Mark [1-4]
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.
2.4	Discuss the selection records that need to be retained and write letters of appointment and non-appointment for an identified role.
	Total for this task

 

 

Task 4 – Assessment criteria		Mark [1-4]
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 well-being in the workplace and why it is important.
3.3	Assess how employee engagement impacts the way people feel at work.
3.4	Summarise the main points of discrimination legislation.
3.5	Explain what diversity and inclusion mean and why they are important.
3.6	Explain the differences between fair and unfair dismissal.
	Total for this task

 

 

Task 5 – Assessment criteria		Mark [1-4]
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 the role of appraisal in performance management.
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

 

 

 

 

Task 6 – Assessment criteria		Mark [1-4]
6.1	Describe different types of learning needs and reasons why they arise for individuals and organisations.
6.2	Summarise different face-to-face and blended learning and development approaches, including: • facilitation • consulting • training • coaching • mentoring.
6.3	Explain how individual requirements and preferences must be accommodated in the design and delivery of learning and development.
6.4	Discuss how different methods of evaluation and impact of learning and development activities is of benefit to individuals and organisations.
	Total for this task

 

 

 

 

 

Total marks for unit

 

 

 

Appendix A – STARR Model Interview Questions

The model looks at:

Situation       – what was the situation faced by the candidate?

Task             – what specifically did the candidate need to do, what was their part?

Action           – what did they actually do?

Result           – what was the outcome, was it what they intended it to be?

Reflect          – what was learned from the experience?

 

The model can be used in different ways:

• By candidates when answering questions to ensure they cover all the relevant information.
• By the interviewer to probe and ask candidates further questions based on their responses.
• By the interviewer to bring a talkative candidate back to the question in hand.

 

Using one of the three open questions below, try to give examples of probing questions you could ask a candidate to get more information.

• Tell me about a time when you have managed a project.
• Talk me through a time when you have delivered outstanding customer service.
• Tell me about a time when you have worked as part of a team.

 

Situation
Task
Action
Result

 

 

Turning competencies into questions using the STARR approach

Below is an example of how you might turn one set of competencies into a short structured interview [1-1.5 hour]

Situation

Ask for an example of a situation in which the candidate was required to demonstrate the competence under review.

Task

Clarify what was the task that the candidate had to undertake in the specific situation identified.

Action

Find out very specifically what the candidate did.

Result

Find out the outcome or result and what happened.

Reflect

Find out what the candidate learned from the experience and/or what they would do differently when in the same or similar situation again.

 

Below are some suggested questions for STARR

Situation

• Tell me about a time where…
• Explain a time when…
• Describe an occasion when you…
• Give me an example of when you…
• Can you think of a time when you…
• Talk me through an experience when you…

Task

• What was the task?
• What was expected from you?
• What was your role?
• What were your responsibilities?
• What was your approach?
• Who else was involved?

Action

• How did you begin?
• What exactly did you do?
• What timescales were you working to?
• How did you go about…?
• What happened next?
• What did you consider?
• How did you monitor what you did?
• What obstacles did you have to overcome?

Result

• What was the outcome?
• What was the end-result?
• What happened in the end?
• What did you achieve?
• How do you know the outcome was a success?
• Did that work?

Reflect

• What did you learn?
• What did you discover about yourself?
• What insights has the experience given you?
• What would you do differently?
• Looking back, what was the most challenging aspect of…?
• What changes have you made since in your approach to…?