Learner Assessment Brief – Task Six

Assessment ID / CIPD_3CO04_21_01

Level 3

Foundation Certificate in

People Practice

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 working in the People Practice Team.
  • 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, Fact Sheets and related online materials on these topics.


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).This assessment must be submitted through Oakwood Online Services. Upload this Learner Assessment brief document with the completed template.
Use this link:  http://onlineservices.oakwoodinternational.co.uk/  

Factsheet 1000 words

IMPORTANT NOTE: At Foundation Level you must provide a reference where you have drawn from a secondary source; Harvard referencing is preferable

Examples of different learning needs that might arise for individuals and organisations, explaining how they might arise. (AC 6.1)
Assessment guidance: Students should identify 3 – 5 examples of learning needs that might arise for individuals (and teams) and 3 – 5 examples of learning needs that might arise for the organisation.Individuals (think of yourself in the past for ideas) – New technologyCompetency improvements (to keep up with current standards)Management skillsNeeds relating to career advancementTechnical skillsOrganisations (think of your organisation for ideas) –Whole organisations, teams, and departmentsMandatory skills/regulation updatesNew opportunities in L & D or technologyChange in strategyThe pandemic?For each identified need, they should explain how the need might arise (what is the reason for the need?)  
A summary that briefly explains different approaches learning, which must include at least: facilitation, consulting, training, coaching, and mentoring. (AC 6.2)
Assessment guidance: Students should provide a summary explanation of: FacilitationConsultingTraining (traditional classroom – OJT – technical (be clear)CoachingMentoring For each approach, they should: Explain the featuresExplain where it is appropriate as a learning intervention My recommendation would be to include the above 5, at most 1 or 2 others if you would like. Such as e-learning, MOOC, Bite Size  
An explanation of how, in the design and delivery of learning and development initiatives, individual requirements and preferences must be accommodated. (AC 6.3)
Assessment guidance: Students should provide 5 – 7 examples that identify individual requirements and preferences in terms of the design and delivery of the learning and development initiative.Consider how do adults like to learnConsider the feedback, interviews, consultations (this could include learning preferences, current knowledge, individual needs)Learning cycleLearning styles – Kolb (Activist, Theorist etc) or VAK (Visual, Sound, Touch)Do we need to teach skills, or develop existing skills? Is training or coaching more appropriate?Are we delivering the intervention to individuals or to teams? Is training or mentoring more appropriateStudents should identify how the individual need influences the design and the deliver.How does the design and delivery of L & D change to meet the needs of the individuals above. For example, if we have groups containing different learning styles, we need an L & D solution with activities which engage each style.  
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).
Assessment guidance: Students should identify two methods of evaluating learning and development and its impact.Use a model to support you (I would recommend choosing 1 of those in blue and sticking with that) – with a reference – Kirkpatrick 4 levels – recommendedCIROHanblins 5 Levels ROI/ROEConsider different methods of evaluation and data collection from our group work They should explain each method in terms of:Key featuresHow it is used

Assessment Criteria Evidence Checklist

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 6 – Supporting skills and knowledge development in the workplace. Assessment criteria    Evidenced Y/N      Evidence reference
6.1Describe different types of learning needs and reasons why they arise for individuals and organisations. Supporting skills and knowledge development in the workplace.
6.2Summarise different face-to-face and blended learning and development approaches including: facilitationconsultingtrainingcoachingmentoring.  
6.3Explain how individual requirements and preferences must be accommodated in the design and delivery of learning and development.  
6.4Discuss how different methods of evaluation and impact of learning and development activities is of benefit to individuals and organisations.  

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