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
Talent management seeks to attract, identify, develop, engage, retain and deploy individuals who are considered particularly valuable to an organisation. To be effective, it needs to align with strategic business objectives. By managing talent strategically, organisations can build a high-performance workplace, foster a learning climate, add value to their employer brand, and improve diversity management.
For these reasons, people professionals consider talent management to be a key priority. The CIPD Profession Map also recognises talent management as one of the special knowledge areas within the people profession and sets out the expected standards to follow. https://www.cipd.co.uk/knowledge/strategy/resourcing/talent-factsheet
Equality, diversity and inclusion (EDI) in the workplace
Promoting and delivering EDI in the workplace is an essential aspect of good people management. To reap the benefits of EDI, it’s about creating working environments and cultures where every individual can feel safe, a sense of belonging and is empowered to achieve their full potential. Whilst legal frameworks vary across different countries, in the UK the Equality Act 2010 provides legal protection for nine protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. However, an effective EDI strategy goes beyond legal compliance and seeks to take an intersectional approach adding value to an organisation, contributing to the wellbeing and equality of outcomes and impact on all employees. https://www.cipd.co.uk/knowledge/fundamentals/relations/diversity/factsheet
Case study
Clean Quarter Ltd is a small start-up business that will open to the public in two months’ time. Friends Jaspreet and Caroline felt there was a gap in the market for a retailer to sell plastic free food products, many of which are also organic. In addition, a range of cleaning and cosmetic products will be sold. Customers will be able to bring their own containers to the store, which can be filled with products of their choice. An online delivery service will also be available. To reduce carbon emissions, products will be sourced locally where possible. Jaspreet and Caroline are confident their business plan will work and have an excellent understanding of their market and products but are less confident about the people side of the operation. They are aware you are studying the CIPD Foundation Certificate in People Practice and have asked for your help. As you are their friend and would like to develop your practice, you agree to help and provide advice in a number of ways.
Task One – Written Advice ( Recruitment and Selection)
- You feel you can contribute and offer advice in relation to different stages of the employee lifecycle. You decide to explain the stages of the employee lifecycle and how a people practitioner could contribute to each stage. (AC1.1)
As Clean Quarter Ltd does not yet have any employees, you decide first to advise Jaspreet and Caroline on how to recruit and select their new employees. You have ascertained that, initially, they will employ three sales assistants.
- Explain the purpose and key content of a job description and person specification. Explain how job analysis can be used to decide on the content of these documents. (AC 1.2)
- Explain two different recruitment methods that Jaspreet and Caroline could use for the sales assistant vacancies and why the two methods are appropriate for the role. (AC 1.3)
- Explain factors to consider when deciding on the content of copy used in the recruitment methods you have explained above. You could consider factors such as budget, balance between providing an accurate and positive image, space available, corporate image. (AC1.4)
- Explain what selection records Clean Quarter Ltd should retain and why they should retain these records. (AC 2.4)
You decide it would be useful for Jaspreet and Caroline to have template letters of appointment and non-appointment for the sales assistant roles.
- Write letters of appointment and non-appointment for the sales assistant role. (AC 2.5) There is no requirement to include evidence of the use of references to wider reading to achieve a high pass for AC 2.5.
Task Two – Simulated Interview
To Support Jaspreet and Caroline, and develop your own knowledge and skills, you:
- Devise selection criteria for the post of Sales Assistant using the job description already written (Appendix A). Use the selection shortlisting matrix (Appendix B) to shortlist applications against the selection criteria to determine candidates to be interviewed. Your assessor will provide you with completed, sample application forms. (AC 2.2) There is no requirement to include evidence of the use of references to wider reading to achieve a high pass for AC 2.2.
- Interview one applicant and decide whether they meet the criteria for the post. The interview is a one-to-one interview. The interview could be conducted face-to-face or by web conferencing. (AC 2.3) There is no requirement to include evidence of the use of references to wider reading to achieve a high pass for AC 2.3.
A copy of CIPD STARR Model Interview Questions (Appendix C) has been included, that can be used when developing interview questions.
Task Three – Guidance Document (Legislation and Employment Relations)
As well as taking a responsible stance in relation to the environment, Jaspreet and Caroline are keen to be good employers. They ask you to give them some advice on how legislation and organisational practices affect employment relations and you decide to write a guidance document.
The guidance document must include:
- An explanation of the importance of achieving work-life balance within the employment relationship with an overview of the legislation relevant to work-life balance. (AC 3.1)
- An explanation of what is meant by, and the importance of, wellbeing in the workplace. (AC 3.2)
- A summary of the main points of discrimination legislation. (AC 3.3)
- An explanation of what diversity and inclusion mean and why they are important. (AC 3.4)
- An explanation of the difference between fair and unfair dismissal. (AC 3.5)
Task Four – Briefing Paper ( Performance Management and Reward )
In preparation for becoming the employer of three sales assistants, prepare a briefing paper to provide Jaspreet and Caroline with essential knowledge and understanding of performance management and reward. You need to ensure that your explanation includes:
- the purpose and components of performance management. (AC 4.1)
- the main factors that need to be considered when managing performance. (AC 4.2)
- different methods of performance review. (AC 4.3)
- key components (financial and non-financial) that are required to achieve an effective total reward system. (AC 5.1)
- the relationship between reward and performance, and the links to motivation. (AC 5.2)
- at least two reasons for treating employees fairly in relation to pay. (AC 5.3)
Task Five – Fact Sheet ( Learning and Development )
Jaspreet and Caroline envisage providing an induction and ongoing learning and development activities to their employees. They feel they would benefit from developing their knowledge of learning and development. You decide to prepare a factsheet for them.
Your factsheet should:
- Explain why learning and development activities are of benefit to the sales assistants and Clean Quarter Ltd. (AC 6.1 )
- Describe different types of learning needs and reasons why they arise for the sales assistants and Clean Quarter Ltd. (AC 6.2 )
- Summarise different face-to-face and blended learning and development approaches, including facilitation; training; coaching; and mentoring. ( AC 6.3 )
- Explain how, in the design and delivery of learning and development initiatives, individual requirements and preferences must be accommodated. ( AC 6.4 )
- Discuss at least two methods of evaluating learning and development and its impact. (AC 6.5)
| Task 1 – Written advice Assessment criteria | Evidenced Y/N | Evidence Reference |
|---|---|---|
| 1.1 Explain each stage of the employee life cycle and the role of the people professional in it. | Y | Written advice. Page 2. |
| 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 decidingon 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 nonappointment for an identified role. |
| Task 2 – Simulated interview Assessment criteria | Evidenced Y/N | Evidence Reference |
|---|---|---|
| 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. |
| Task 3 – Guidance Document 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. | ||
| 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. |
| Task 4 – Briefing Paper Assessment Criteria | Evidenced Y/N | Evidence Reference |
|---|---|---|
| 5.2 Explain the relationship between reward and performance. | ||
| 5.1 Explain the key components of an effective total reward system. | ||
| 4.3 Explain different methods of performance review. | ||
| 4.2 Explain factors that need to be considered when managing performance. | ||
| 4.1 Explain the purpose and components of performance management. | ||
| 5.3 Explain the reasons for treating employees fairly in relation to pay. |
| Task 5 – Fact sheet Assessment criteria | Evidenced Y/N | Evidence Reference |
|---|---|---|
| 6.5 Discuss how learning and development can be evaluated. | ||
| 6.4 Explain how individual requirements and preferences must be accommodated in the design and delivery of learning and development. | ||
| 6.3 Summarise different face-to-face and blended learning and development approaches including: • facilitation • training • coaching • mentoring. | ||
| 6.2 Describe different types of learning needs and reasons why they arise for individuals and organisations. | ||
| 6.1 Explain why learning and development activities are of benefit to individuals and organisations. |
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.
