Task Assignment: 3CO04 Essentials Of People Practice CIPD Level 3 Foundation Certificate in People Practice CIPD Level 3 Unit 3CO04 Assignment Example Unit code: 3CO04

CIPD Level 3 Foundation Certificate in People Practice 

CIPD Level 3 Unit 3CO04 Assignment Example

About This Unit 

This unit 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 practise progressively.

What You Will Learn

You will gain skills around effective recruitment, selection, and appointment of individuals through the assessment of employee lifecycles, including the role of the people professional within it. You will explore different way of preparing material for job roles in order to attract candidates and learn about different recruitment and selection methods to support your application of skills for contributing to effective recruitment. You will also shortlist candidates and participate in a selection interview and the associated follow-up actions.           Understanding legislation and organisational practices is a vital part of this unit, as is the meaning of diversity and inclusion in respect of recruitment and employee relationships. Finally, you will explain factors associated with    performance management, the role of appraisal and how learning and development benefits individuals and organisations.

Learning Outcome, Assessment Criteria and Indicative Content

1. Understand the employee lifecycle and different roles within it.

1.1 Explain each stage of the employee lifecycle and the role of the people professional within it.

Stages in the employee lifecycle: recruitment, employee experience of recruitment, induction/onboarding, physical and social orientation, companyand role-specific information, benefits of induction; development, role of development in retention and performance, role changes, promotion or succession planning, development of core skills and advanced skills; retention, exit, reasons why employees leave; people professional’s role within lifecycle.

1.2 Explain different ways in which you can prepare information for specified roles.

Typical content and headings of job description and person specifications/role profiles, differences in essential and desirable criteria. Ways of obtaining job information: job analysis, key task analysis, comprehensive job analysis, job analysis interviews, job analysis questionnaires, observations.

1.3 Explain different recruitment methods and when it is appropriate to use them.

Internal and external advertisements, internet sites, agencies, ‘head hunters’, ‘job fairs, application forms, electronic recruitment; managing applications.

1.4 Explain factors to consider when deciding on content of copy used in recruitment methods.

Differences in material for internal and external audience; how to draft copy; balance between providing an accurate and positive image; decisions on how much detail to provide on organisation, role, reward package, making decisions on font, logos to reflect corporate image.

2. Be able to contribute to the effective selection and appointment of individuals.

2.1 Explain different selection methods and when it is appropriate to use them.

Traditional and modern approaches; selection policies; selection process; screening applications and developing long and shortlists; competence-based approaches; candidate assessment methods; psychometric tests; interviews (for example face-to-face/telephone, individual/panel, web conferencing, computer-managed AI).

2.2 Develop selection criteria and shortlist candidate applications for interview for an identified role.

Devising selection criteria from the person specification; shortlisting processes and practices; associated documentation; providing advice to managers on selection; screening applications; drawing up shortlists with relevant colleagues; organising interviews; organising assessments.

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

Contribute to face-to-face, telephone or web conferencing for an interview; use of appropriate interview structure, including opening and closing the interview; planning time effectively; establishing rapport; communication,

for example verbal and non-verbal; questioning skills such as open, closed, probing, hypothetical, multiple, leading, competency-based questions; listening skills; effective note-taking; scoring responses against predetermined criteria. Making effective decisions using the selection criteria, use of scoring systems; appreciation of inclusive selection methods.

2.4 Explain the selection records that need to be retained.

Written records of decisions such as notes of shortlisting decisions, interview notes, assessment centre scores, test scores. Importance of legible notes if handwritten, importance of evidence of objective rather than subjective decisions, importance of keeping records securely to meet legal requirements.

2.5 Write letters of appointment and nonappointment for an identified role.

Letters of appointment and nonappointment: typical content of offer letters; use of clear and unambiguous language; professional tone.

3. Know how legislation and organisational practices affect employment relationships.

3.1 Explain the importance of work-life balance within the employment relationship and how it can be influenced by legislation.

The importance of work-life balance within the employment relationship, wellbeing, employee engagement.

Overview of the regulations relevant to work-life balance, such as holidays, working hours, rest periods, night working, maternity/paternity, homeworking.

3.2 Explain the concept of wellbeing in the workplace and why it is important.

Definition and concept of wellbeing and the results of not paying attention to it; contribution of physical and mental health to wellbeing; organisational and environmental pressures that affect wellbeing; relationship between workload, job design, job quality and wellbeing; moral/ethical and business case for promoting wellbeing, such as reduced sickness absence, reduction in stress-related illnesses, higher engagement and improved performance, inclusive culture.

3.3 Summarise the main points of discrimination legislation.

Understanding the impact of discrimination before the employment relationship starts, during the employment relationship and after the employment relationship has ended; an overview of the areas covered by discrimination legislation, with coverage of direct and indirect discrimination, harassment and victimisation.

3.4 Explain what diversity and inclusion mean and why they are important.

What diversity and inclusion is, how this differs from equal opportunities; social justice case and business case for diversity and inclusion.

3.5 Explain the differences between fair and unfair dismissal.

Legal definition of fair and unfair, perceptions of fairness by those involved and by those not directly involved.

4. Know the importance of performance management in motivating and retaining individuals.

4.1 Explain the purpose and components of performance management

Productivity and performance management including factors affecting individual and team performance; the place of job descriptions in performance reviews; training and development plans; informal and formal reviews; workplace policies and procedures; performance management data.

4.2 Explain factors that need to be considered when managing performance.

Influences on individual and team performance, level of skill and competency, level of motivation; work systems, clarity of organisational goals, availability of resources, leadership and support from managers.

4.3 Explain different methods of performance review.

Key types of appraisal, including selfassessment, 360-degree feedback; pros and cons of different types of appraisal; appraiser bias; importance of objectivity, continuous review versus annual appraisal; formal reviews versus informal conversations.

5. Know the importance of reward in attracting, motivating and retaining individuals.

5.1 Explain the key components of an effective total reward system.

The role of financial and non-financial benefits and rewards; pensions and other additional elements; base pay; financial incentives; bonuses; performance-related pay; opportunities for personal and career growth; verbal and public appreciation.

5.2 Explain the relationship between reward and performance.

Awareness of the rationale behind different reward systems. Their role in recruitment and retention. Their role in motivation, including intrinsic and extrinsic motivation; motivation theory, including content theories (for example, Maslow, Alderfer and Herzberg) and process theories (for example, Adams, Vroom and Latham and Locke).

Satisfaction; links between theories and workplace productivity; how the role of reward promotes being an employer of choice.

5.3 Explain the reasons for treating employees fairly in relation to pay.

Protection against equal pay claims; compliance with legal minimum standards; internal equity; consistency; as an aid to retention; perceived fairness; links to motivation, openness and inclusivity.

6. Understand how to support others to develop the skills and knowledge required to meet both individual and organisational objectives.

6.1 Explain why learning and development activities are of benefit to individuals and organisations.

Benefits to individuals and organisations, such as increased skills and knowledge for transfer into work; enhanced behaviours; increase in effective communications; more efficient and effective ways of working; enhanced teamworking and collaboration resulting in enhanced organisational culture improvement as a result of the L&D activities; supports talent management strategies.

6.2 Describe different types of learning needs and reasons why they arise for individuals and organisations.

Why they arise: gaps in current skillsets against performance requirements (underperformance); gaps in current performance requirements and evolving or future performance requirements (future development needs); internal and external factors, for example government intervention or changes in legislation; changes to organisational strategy, processes, products or services; maintenance, updating or development of employee skills or knowledge; professional development requirements; responding to individual aspirations and talents.

6.3 Summarise different face-to-face and blended learning and development approaches, including: facilitation; training; coaching; mentoring.

Approaches to facilitation, on- and offthe-job training, asynchronous and elearning, in-house and external development programmes, definitions of coaching and mentoring; differences between coaching and mentoring; different types and styles of coaching; different coaching models.

6.4 Explain how individual requirements and preferences must be accommodated in the design and delivery of learning and development.

Particular needs, learning history, learning preferences, time/location flexibility, delivery method; ethics and equality in L&D and how to accommodate individual differences, including cultural expectations and differences and disabilities; different knowledge, experience and skill levels, levels of willingness to participate; the importance of using a mix of methods/techniques and monitoring individual learning within a group context.

6.5 Discuss how learning and development can be evaluated.

Definitions of evaluation; level and approaches to evaluation, timing of evaluation, models relating to evaluation; purpose of evaluation, for example gauging customer satisfaction; continuous improvement, feedback for organisation, types of evaluation information, for example qualitative, quantitative; learner feedback, trainer feedback, opinions and comments from third parties; links between evaluation criteria and the information required. Collection methods: how to organise and manage, for example: discussions, assessments, surveys, learner interviews, learner’s line manager interviews.