CIPD LVL5 Acacia Learning Requirements of An Effective and Efficient HR Professional Paper

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hi there .. I need help of someone who is familiar with HR and in CIPD assignments , with excellent English writing and has quality of work to write academic papers to pass CIPD LVL5 ( 5DVP) of 2600 words and must take in consider in writing the following:

- A portfolio of evidence of approximately 2600 words in total (excluding the PDP will not count in words count ) that responds to each of the four tasks ( Landscape in last of paper .
- You should relate academic concepts, theories and professional practice to the way organisations operate, in a critical and informed way, and with reference to key texts, articles and other publications and by using organisational examples for illustration & linked the criteria with assessment brief.
- All reference sources in alphabitical order should be acknowledged correctly, and a bibliography provided where appropriate (these should be excluded from the word count).

1. cover page
2. content .
3. The reference number at least is 10 ( doesn't count in words )
4.please avoid plagiarism and attached report clarify the percentage not to exceed 10%.
5. In the INTERMEDIATE ASSESSMENT sheet, the specifications and information( guidance ) to be written on should be taken into account in the Comments column in addition take into account the Assessment brief / activity in the required order for more explanation
6. At the end of the paper, I hope to write reflected statement about this course about 260 words they will not included in word count in research paper .
7.Activity AC 1.1 Candidates should identify a range of the knowledge, skills and behaviours required by HR professionals and state why these are important. They may include examples from any of the areas in the CIPD New Profession Map https://peopleprofession.cipd.org/profession-map
8. Activity 3 ( personal project related to HR )
9.use charts for explanation but words are don't count .
10. Any work of paper instance is considered null/ as attached ( form , 5DVP prompt sheet ( for better explanation ) , links for resources .
11. fill Undertake a self-assessment based on (test result ) as attached of HR professional practice capabilities to identify continuing professional development needs attached in same file in landscape .

CIPD to watch Videos to explain assignments ( for more explanation ) ..
https://drive.google.com/drive/folders/1eLD9qyae8V...

resources for DVP
https://drive.google.com/drive/folders/1REdggU__NU...

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IHRM ASSIGNMENT Developing Professional Practice (5DVP) Ref No 5DVP IHR101001 CRIB SHEETS SLIDES COMMENTS 1: Understand what is required to be an effective and efficient HR professional. 1.1 Evaluate what it means to be an HR professional with reference to the CIPD’s most current Profession Map. Asummary of some of the following from each category: Core knowledge, behaviours, specialist The different levels of responsibility within the HR role from the CIPD map A few sentences for each 1.2 Describe the elements of group dynamics and conflict resolution methods. Tuckman & Belbin 2 conflict resolution theories/methods - compare them Key section for references 2: Be able to perform efficiently and effectively as an HR professional 2.1 Apply project management techniques Write about a project & add in evidence of the tools used & apply to the project. Make reference to a range of tools then state you chose 1 or 2 tools to manage the project (evidence inserted into the assignment or appendix) & explain how you approached your project i.e. planning, assigning responsibility & timelines & reviews Use references around the tools 2.2 Apply problem-solving techniques Identify & develop & select a solution - use a root cause analysis tool to come to the conclusion Make reference to a range of tools then state you chose x & x as tools to manage the project (evidence inserted into the assignment or appendix) & explain how you approached your problem solving Explain the problem, the techniques to solve the problem & evidence of this Add in evidence of what you have used 2.3 Apply a range of methods for influencing, persuading and negotiating with others Some ways to practically influence, persuade & negotiate: Start with the Why – Simon Sinek – You Tube video called the Golden Circle Common interest Effective communication Buy in from stakeholders Find an ally Legal evidence/precedents Numerical evidence Benchmarking Best practice Being neutral & not emotive Selling the benefits 3: Be able to apply CPD techniques to construct, implement and review a personal development plan 3.1 Undertake a self-assessment of HR professional practice capabilities to identify continuing professional development needs Provide evidence of a self-assessment & summarise one behaviour & one knowledge area you would like to develop & why. Then explain the professional method to achieve this & why you have chosen that method (usually CIPD qualification) 3.2 Produce a plan to meet personal development objectives based on an evaluation of different options This is NOT included in the word count!! Make your plan SMART – be specific Include 2 knowledge areas, 2 behaviours & 1 personal career development goal 3.3 Reflect on performance against the plan, identify learning points for the future and revise the plan accordingly Not needed until the last assignment submitted ❖ Acacia Learning declaration and assessment sheets ❖ Updated development plan in its full original format landscape – add in a column to show what you have completed or if it is still on-going, the remainder of the submission should be portrait format ❖ CPD record for the past 12 months – your key learnings ❖ Reflective statement on what you have learned from each unit of study and how you will apply the learning to an HR/L&D role (200-250 words per unit, 1600 – 2000 words) Tip: write them after each module so you don’t have to write them all at the end! Good Luck!!! 5DVP Reference list References Ahuja, H. N. (n.d.). PROJECT MANAGEMENT Techniques in Planning and Controlling Construction Projects. Brotherton, S. A., Fried, R. T., & Norman, E. S. (2008). Applying the work breakdown structure to the project management lifecycle. PMI® Global Congress 2008. Denver, CO.: Project Management Institute. CIPD. (n.d.). Full CIPD Standards. Retrieved from New Profession Map: https://peopleprofession.cipd.org/Images/full-standards-download-v2_tcm2950113.pdf Cunningham, I. (1994). The Wisdom of Strategic Learning: The Self Managed Learning Solution. London: McGraw-hill . Doggett, A. M. (n.d.). Root Cause Analysis: A Framework for Tool Selection. Humboldt State University. Feser, C. (n.d.). The Science of influence . In C. Feser, Decoding Inserational Leadership. Wiley. Izanhour, P. L. (1982). How to Determine when Project Management Techniques are Required. Project Management Quarterly. Kendrick, T. (2011). 101 Projecy Management Problem. Washington : Amacom. Kilmann, K. W. (2008). Thomas-KilmannConflict ModeI instrument. CPP, 11. Kolb, P., & Kolb, D. (n.d.). Eight important things to know about The Experiential Learning Cycle. Landau, P. (n.d.). 5 Project Management Techniques Every PM Should Know. Retrieved from Project Manager: https://www.projectmanager.com/blog/project-managementtechniques-for-every-pm Leicester, U. o. (n.d.). David Kolb. Retrieved from University of Leicester : https://www2.le.ac.uk/departments/doctoralcollege/training/eresources/teaching/theor ies/kolb Management, I. (n.d.). Department of Cooperative Governance and Traditional Affairs. McLeod, S. (2017). Kolb's Learning Styles and Experiential Learning Cycle. Retrieved from Simply Psychology: https://www.simplypsychology.org/learning-kolb.html Schwalbe, K. (2009). Basic Project Management: An Introduction to Project Management. ● agilescrumguide, 2018. Use Tuckman's Model of Team Dynamics. [Online] Available at: https://agilescrumguide.com/blog/files/Use-Tuckmans-Modelof-Team-Dynamics.html [Accessed 24 Mar 2020]. ● ALLURI, P., 2015. International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL). ENHANCING ACTIVE LISTENING , Aug, pp. 4956 . ● Anon., 2013. PROJECT SCHEDULE MANAGEMENT. ResearchGate , Augest , pp. 1-20. ● Archibald, R., Filippo, I. & Daniele , . F., 2012. The Six-Phase Comprehensive Project Life Cycle Model Including the Project Incubation/Feasibility Phase and the Post-Project. PM World Journal, December, pp. 1-40. ● Bakkah, n.d. Tuckman Ladder and its Effect on Projects’ Success. [Online] Available at: https://bakkah.net.sa/tuckman-ladder-and-its-effect-onprojects-success/ [Accessed 24 Mar 2020]. ● Bonnal, P. & Gourc, D., 2002. The Life Cycle of Technical Projects. Project Management Journal, Mar, pp. 12-19. ● CIPD, 2018. Explore the new Profession Map. [Online] Available at: https://peopleprofession.cipd.org/profession-map [Accessed 28 Mar 2020]. ● Firend, 2014. The Problem Solving Model “PSM”. The International Journal of Business and Management Research, December, pp. 1-10. ● Learning, A., n.d. Developing Professional Practice. [Online] Available at: https://sites.google.com/a/acacialearning.co.uk/acacialearning-cipd-student-hub-cc/l5-intermediate/5dvp [Accessed 27 03 2020]. ● Madsen, T. B., 2017. Active Listening: The Most Undervalued Skill in Conflict Situations. [Online] Available at: https://www.huffpost.com/entry/active-listening-the-mostundervalued-skill-in-conflict_b_58be73d7e4b0aeb52475fed7 [Accessed 30 Mar 2020]. ● Mintel, 2015. 56% of Americans stop buying from brands they believe are unethical. [Online] Available at: https://www.mintel.com/press-centre/social-and-lifestyle/56- of-americans-stop-buying-from-brands-they-believe-are-unethical [Accessed 23 03 2020]. ● Nazzaro, A.-M. & Strazzabosco, J., 2009. GROUP DYNAMICS AND TEAM BUILDING. Second edition ed. s.l.:the World Federation of Hemophilia (WFH). ● Ssempebwa, R. K., 2013. Project Schedule Management. Researchgate , Augest . ● Szopik-Depczyńska, K., n.d. The Importance of Planning in Project, Poland: University of Szczecin, Poland. Bibliography Ahuja, H. N. (n.d.). PROJECT MANAGEMENT Techniques in Planning and Controlling Construction Projects. Brotherton, S. A., Fried, R. T., & Norman, E. S. (2008). Applying the work breakdown structure to the project management lifecycle. PMI® Global Congress 2008. Denver, CO.: Project Management Institute. CIPD. (n.d.). Full CIPD Standards. Retrieved from New Profession Map: https://peopleprofession.cipd.org/Images/full-standards-download-v2_tcm2950113.pdf Cunningham, I. (1994). The Wisdom of Strategic Learning: The Self Managed Learning Solution. London: McGraw-hill . Doggett, A. M. (n.d.). Root Cause Analysis: A Framework for Tool Selection. Humboldt State University. Feser, C. (n.d.). The Science of influence . In C. Feser, Decoding Inserational Leadership. Wiley. Izanhour, P. L. (1982). How to Determine when Project Management Techniques are Required. Project Management Quarterly. Kendrick, T. (2011). 101 Projecy Management Problem. Washington : Amacom. Kilmann, K. W. (2008). Thomas-KilmannConflict ModeI instrument. CPP, 11. Kolb, P., & Kolb, D. (n.d.). Eight important things to know about The Experiential Learning Cycle. Landau, P. (n.d.). 5 Project Management Techniques Every PM Should Know. Retrieved from Project Manager: https://www.projectmanager.com/blog/project-managementtechniques-for-every-pm Leicester, U. o. (n.d.). David Kolb. Retrieved from University of Leicester : https://www2.le.ac.uk/departments/doctoralcollege/training/eresources/teaching/theor ies/kolb Management, I. (n.d.). Department of Cooperative Governance and Traditional Affairs. McLeod, S. (2017). Kolb's Learning Styles and Experiential Learning Cycle. Retrieved from Simply Psychology: https://www.simplypsychology.org/learning-kolb.html Schwalbe, K. (2009). Basic Project Management: An Introduction to Project Management. CIPD ASSIGNMENT SUBMISSION DECLARATION Candidate declaration: • I confirm that the work/evidence presented for assessment is my own unaided work. It is not copied from any other person’s work (published or unpublished). • I confirm that I have read the plagiarism policy and understand that if plagiarism is detected I will receive a written warning, and this can be escalated to formal disciplinary action. • I confirm that my assignment meets the word count stated on the assignment Brief (where a word count is stated on the brief there is a +/ - 10% allowance, where a word count range is stated the word count needs to be within that range. The following aspects are excluded from the word count; the declaration page, marking feedback sheet, title/cover page, index/contents page, list of references/bibliography and appendices.) • I understand there are only two opportunities to submit an assignment per module sitting. • I agree to this work being subjected to scrutiny by textual analysis software. • I understand that my work may be used for future academic/quality assurance purposes (this may include being shared with other students anonymously) in accordance with the GDPR 2018. • I understand that the work/evidence submitted for assessment may not be returned to me and that I have retained a copy for my records. • I understand that until such time as the assessment grade has been ratified through internal and external quality assurance processes it is not final. By submitting my assignment, I confirm that I agree to the above statements in the candidate declaration. Candidate Word Count: Name: State number of words used Date due for Date signed assessment: and submitted: CIPD Membership No: Tutor delivering course: Unit code(s): 5DVP Unit title(s): Developing Professional Practice 1 IHRM ASSIGNMENT Developing Professional Practice (5DVP) Ref No 5DVP IHR101001 Student Name: CRITERIA MET/ NOT YET MET COMMENTS LO1: Understand what is required to be an effective and efficient HR professional. 1.1 Evaluate what it means to be an HR professional with reference to the CIPD’s most current Profession Map. 1.2 Describe the elements of group dynamics and conflict resolution methods. LO2: Be able to perform efficiently and effectively as an HR professional 2.1 Apply project management techniques 2.2 Apply problem-solving techniques 2.3 Apply a range of methods for influencing, persuading, and negotiating with others LO3: Be able to apply CPD techniques to construct, implement and review a personal development plan 3.1 Undertake a self-assessment of HR professional practice capabilities to identify continuing professional development needs 3.2 Produce a plan to meet personal development objectives based on an evaluation of different options 3.3 Reflect on performance against the plan, identify learning points for the future and revise the plan accordingly ASSESSMENT OUTCOME Students should please note that the above Assessment Outcome for this Unit is provisional and is subject to Internal Acacia Learning verification (IQA) and external CIPD Verification (EQA). Marked by (tutor): Date 2 Activity 1 1.1 The keys for succeeding at a profession requires a set of skills accompanied with knowledge and the right attitude. It is widely argued that the requirements to work as a Human Resources professional are much higher than any other profession. The primary purpose of the human resources profession is to promote better work and working employees through the improvement of practices and organization development (CIPD, 2018). CIPD developed a new Profession Map in 2018 to outline the areas required for a Human Resources Professional. CIPD (2018) states that the new Profession Map sets international standards for the Human Resources professionals. According to the CIPD (2018), the new Profession Map highlights key knowledge and behaviours that are needed in a Human Resources professional to find value and make an impact in organizations. Implementing the new Profession Map can gain the organization trust and credibility. The new Profession Map focuses on four primary areas, which are purpose and value, specialist knowledge, core knowledge, and core behaviour (Figure 1). Figure 1: CIPD New Professional Map Purpose and Value The new Profession Map does not outline what to do, it shows how being principlesled, evidence-based, and outcomes-driven leads to better decisions in any situation (CIPD, 2018) Core Knowledge The new Profession Map defines the core knowledge necessary for Human Resources professionals. Core knowledge sets out know-how needed to be a competent Human Resources professional, regardless of the role, sector, or specialist area (CIPD, 2018). Core knowledge areas such as change, culture and behaviour, and people practice (Figure 1). 3 Specialist Knowledge CIPD (2018) emphasis that the Human Resources profession is a wide range of opportunities. The specialist knowledge areas such as talent management, reward, and employee relations show how expertise is applied to make a positive impact on the organization (CIPD, 2018). Core Behaviour The new profession map defined eight core behaviours that empower Human Resources to create value for employees, organizations, society, and their profession (CIPD, 2018). Core behaviours outline many areas on how Human Resources professionals need to be ethical, professional, valuing people, and passionate (Figure 1). Activity 2 1.2 Group dynamics is considered an important factor for organizational success. A positive group dynamic can influence the potential of the group’s members and the utilization of their skills and knowledge. Armstrong (2014) defines group dynamics as improving the way in which people in groups work together through training and team building. One of the models of the group dynamics process was introduced by Psychologist Bruce Tuckman (Mindtools, 2000). The role of the leader in the group is to manage performance efficiently by changing the approach at each stage (Mindtools, 2000). Tuckman’s model has five different stages (Figure 2). Figure 2: Tuckman's Stages of Group Development The first stage is forming, at this stage, the group is directed, and clear objectives are established (Mindtools, 2000). The second stage is storming; at this stage, the process and structure are built, building trust between group members, and resolving conflicts (Mindtools, 2000). The third stage is norming; at this stage, the group members learn how to take responsibility and progress towards the goal (Mindtools, 2000). The fourth stage is performing, at this stage, a delegation of tasks and projects take place, allowing the leader light involvement and to focus on other goals (Mindtools, 2000). The last stage is adjourning, at this stage, achievements are celebrated, and it is easier to work on some of the people again if required. While group dynamics play a big part, conflicts are expected, and how these conflicts are addressed and resolved is critical. According to SHRM (2015), ignoring to resolve a dispute can be costly, and understanding the reason can help HR professionals tackle problems. 4 There are different methods for conflict resolution, such as mediation, arbitration, conciliation, and negotiation. In mediation, the process involves a third party or by Human Resources and is considered informal but follows a structured approach, according to CIPD (2020). Nonetheless, mediation emphasis on the confidentiality of all parties involved. CIPD (2020) describes the process as each party tells their story while the other party listens, both parties work towards a mutual solution, and the mediator Activity 3 When I first joined Calhoun Group, there were changes taking place, and the group was heading in a new direction of leaving traditional retailing behind. This direction meant that all functions had to transform along with the new strategy, and we were given ten sprints each of 90 days to transform the group entirely in 900 days. I had the chance to lead some of the projects myself in the Talent Acquisition department. My first project was focusing on candidate experience following the group’s principle of customer is at heart. This project targeted frontline candidates and how to simplify the application process. The success of the project led to enabling candidates to reach us in stores and complete their application in under two minutes. 2.1, 2.2 According to CIPD (2019), proper project management prevents passing deadlines, achieve desired goals, and ensure projects are delivered according to plan. Taking into consideration the group's direction of implementing a different sprint every 90 days, it made using Agile project management a suitable option (Figure 3). Agile project management allows for the delivery of large projects into small manageable tasks (Workfront, 2018). It helped overcome the challenges of uncertainty and gave us the flexibility I needed. We decided to start our new project and set up a meeting. The project management team consisted of a talent acquisition manager and five talent acquisition officers. During the meeting, each project was assigned by the manager to the team. Figure 3: Agile Project Management In the first month, we started brainstorming our new sprint; we followed the process of four-phases of the project management life cycle (Figure 4). After beginning the initiation process, my suggestion of targeting frontline candidate experience was selected, and it made me the project leader. 5 The objective was to enhance the candidate experience through simplification of the application process and to be accessible to in-stores. I started the planning phase, I set up a meeting with Bayt to begin designing and building the platform needed for the project, and the meeting was promising. Figure 4: Stages of Project Management However, the cost was above our budget, and I decided to use a fishbone diagram for cost-cutting (Figure 5). Mindtools (2000) outlined the process for me, and I started by identifying the problem, identifying main factors such as cost, people, and tasks, identifying causes, and the diagram. It was only logical to go after the major cost contributors first (Chen and Chung, 2002). It was clear to me that going with this external provider was not cost-effective, and it meant I had to look for an alternative solution. Figure 5: Ishikawa Fishbone Diagram I started looking for other providers, however, the same issue arose, and the cost was still high. I decided to conduct a SWOT analysis (Figure 6) and focused it directly on the problem. SWOT analysis can be used to reduce the chances of failure and make the most of what we have got (mindtools, 2000). The SWOT analysis revealed one threat of using an external provider for our project is the high cost. The opportunity was that we are dealing with professionals who will deliver the project as planned. It also uncovered that there is an internal strength of utilizing internal talents in developing the platform ourselves. 6 The weakness was that we have never developed a platform, which meant there might be unexpected challenges. Figure 6: SWOT Analysis In the second month, we weighed our options and decided to develop the platform internally. I took over the platform design, and that meant we are back on track. Following agile project management, I created a demo to test and propose to the stakeholders with an estimation of costs required throughout the project. The project was approved, and I started distributing tasks between the team now that the plan is ready. I found it easier to execute the plan through Kanban board (Figure 7) to help visualize tasks, lower the task-in-progress, and maximize the efficiency of flow (Tutorials point, 2016). It allowed us to see faster results and gave us the motivation to keep going. Figure 7: Kanban Board In the third month, the project was ready for in-stores implementation. I tasked every team member across all regions to cover an area for faster distribution. I delivered training on how the platform can be used to have it delivered to our frontline staff. 7 After the project was complete, we started analysing the results of the application completion rate, and a low completion rate meant that the application is too long (Hire by Google, 2019). The second analysis conducted was the source of hire, which calculates how many applicants from this source resulted in successful hires (Hire by Google, 2019). Lastly, the candidate experience was measure through the surveying of our candidates. The results of this project were positive, and the stakeholders were pleased with the outcomes, which meant we were ready for our next sprint. 2.3 Effective communication, influencing, negotiation, and persuasion are keys in business. Throughout the course of the project, my interpersonal skills, and how I used them played a big part. Persuasion Armstrong (2014) explains that persuasion usually means making a point for what you think should be done. Before settling down to this project, a lot of ideas were suggested by the team. I strongly believed in my opinion, and I used the Persuasion Model developed by Andrea Reynolds (Figure 8), which defines the best approach based on your level of influence and intuition. According to this model, I had to use the emotional approach as my influence and intuition were high. This approach involves understanding the emotions and feelings of others (Mindtools, 2000) and includes a blend of logic and bargaining. It was vital that I logically support my case, and to ensure that I support my ideas with a presentation. It was also important to portray confidence while using a positive language. I was able to persuade the team members to select my project. Figure 8: Persuasion Model 8 Negotiation During the project, I meet with Bayt for developing the platform, and I discussed the price, which was higher than our budget at the time. Armstrong (2014) states that the negotiation process is getting the best deal possible. My aim was to have a win-win situation, which can enable us both to feel that we have made a satisfactory deal (Mindtools, 2000). Win-win is ideal as it was important for both parties to maintain the relationship and remain on good terms. During the negotiation process, it is essential to isolate the people from the issue, keep on focusing on interests, come up with a mutually agreed option, and set facts straight (Mindtools, 2000). I listened carefully to what they have to say, and I ensured that the cost issue was addressed clearly. After a long negotiation, we have reached an agreement that was mutual. Influencing After reaching an agreement with Bayt, and although the price was lower, I still had to make the decision to weigh my options. I came up with an alternative solution to develop the platform myself. My manager and the rest of the team were convinced that Bayt was our best option. Influencing is an excellent way generally to make others accept advice or proposal, and it involves a case presentation (Armstrong, 2014). Influencing is the art of persuading and negotiating. Cohen-Bradford Model (Figure 9), focuses on influencing others without authority. In order to do so, I had to discover what they value, gather those resources, and use those resources to convince them with what I proposed (Study.com, 2017). Figure 9: Cohen-Bradford Model I knew what they wanted, so I requested to be given a day before signing the agreement with Bayt. I created a prototype of the platform to present it to the rest of the team and prepared the estimation of cost and resources. Presenting the prototype influenced their decision, and they were happy with the outcomes. Thus, Bayt’s agreement was turned down last minute. Activity 4 9 3.1 With experience over five years in Talent Acquisition, I decided to undertake the full self-assessment to evaluate my core areas, professional areas, and Human Resources behaviours. (Figure 10). My CPD Map identified the areas of strengths and areas of gaps in knowledge or skill. It was interesting to find that I was exceeding the majority of Human Resources behaviour areas, and it reflected that my behaviour is according to CIPD standards. However, the map also highlighted that in the area of curios, my behaviour is still developing. In core professional areas, I exceed in both insights, strategy, and solutions, and leading Human Resources. As for professional areas, my strengths are service delivery and information, and resourcing and talent planning. Figure 10: My CIPD Self-Assessment 2020 As I aspire to continue my career in Talent Acquisition, I am focusing my development plan on the area of resourcing and talent management. The selfassessment reveals my strengths as researching the external market on talent levels and availability and supporting managers to make the right resourcing choices to meet their needs. Areas, where I am competent are assessing current and future resourcing and talent requirements across different departments, conducting regular talent and succession planning reviews, selecting a range of assessment and selection activities which are appropriate to the role, and ensuring effective delivery of induction, transitions into new roles, severance, exits and redundancy processes. 10 My gaps are in ensuring assessors and interviewers are competent and fully trained, and different approaches to talent management and succession planning. In order to develop myself further in talent management, I need to start working with managers on long-term talent planning. The talent plan also requires alignment with other processes such as compensation and benefits and learning and development. I need to also develop myself in resourcing design, diversity, analysing future organizational needs, and compliance with employment laws. 11 3.2 Development Plan Name: Membership number: Covering the period from: What do I want/need to learn? Create a workforce plan to tackle any talent or capability gaps. Developing the assessment centre Ensuring line managers are trained to assess and interview Learning different approaches to tale nt management and success ion planning What will I do to achieve this? Read and research workforce planning. Shadowing strategic partners. Conducting an analysis through data collection and feedback from line managers Design and deliver a training intervention program. Reading will expand my knowledge in this area since it is important for me to understand but not currently a part of my tasks. What resources or support will I need? What will my success criteria be? Target dates for review and completion Reading material and working closely with managers and strategic partners Recruitment metrics such as quality of hire and satisfaction survey Creating a workforce plan September 2020 Improvement in the process and quality of hire August 2020 Researching best practices and support of talent acquisition team and learning and development. Reading the book on Resourcing and talent ma nagement by Stephen Taylor Delivering the training in interviewing skills and structured interview questions. August 2020 Reading the book and broadening my knowledge. April 2020 12 Enhancing my recruitment through social media skills Taking courses at Social Talent that offers recruitment solutions Allocated budget and approval of my line manager Completion of the courses and improving the recruitment metrics September 2020 Employment and labour law Staying up to date with the current employment and labour law. Attending a course or reading and researching. Increasing my knowledge on current laws and how they impact my work July 2020 13 References Armstrong, M. & Taylor, S. (2014). Armstrong's Handbook of Human Resource Management Practice, 13th edition. London: Kogan Page. Chen, R. & Chung, C. (2002). Cause-effect analysis for target costing. Management Accounting Quarterly, Winter, pp. 1-7. CIPD. (2018). Core behaviours. Available at: https://peopleprofession.cipd.org/profession-map/core-behaviours [Accessed: 15 March 2020]. CIPD. (2018). Core knowledge. Available at: https://peopleprofession.cipd.org/profession-map/core-knowledge [Accessed: 15 March 2020]. CIPD. (2018). New Profession Map. Available at: https://peopleprofession.cipd.org/profession-map [Accessed: 15 March 2020]. CIPD. (2018). Specialist Knowledge. Available at: https://peopleprofession.cipd.org/profession-map/specialist-knowledge [Accessed: 15 March 2020]. CIPD. (2019). Change Management. [Online]. Available at: https://www.cipd.co.uk/knowledge/strategy/change/management-factsheet [Accessed: 14 March 2020]. CIPD. (2020). Mediation at Work. Available at: https://www.cipd.co.uk/knowledge/fundamentals/relations/disputes/mediationfactsheet [Accessed: 14 March 2020]. Hire by Google. (2019). 20 recruiting metrics (and how to calculate them). Available at: https://hire.google.com/articles/20-recruiting-metrics/ [Accessed: 14 March 2020]. Mindtools. (2000). Cause and Effect Analysis: Identifying the Likely Causes of Problems. Available at: https://www.mindtools.com/pages/article/newTMC_03.htm [Accessed: 14 March 2020]. Mindtools. (2000). Forming, Storming, Norming, and Performing: Understanding the Stages of Team Formation. Available at: https://www.mindtools.com/pages/article/newLDR_86.htm [Accessed: 14 March 2020]. Mindtools. (2000). SWOT Analysis: How to Develop a Strategy for Success). Available at: https://www.mindtools.com/pages/article/newTMC_05.htm [Accessed: 14 March 2020]. Mindtools. (2000). The Persuasion Tools Model: Finding the Right Negotiation Style. Available at: https://www.mindtools.com/pages/article/newCS_80.htm [Accessed: 14 March 2020]. 14 Mindtools. (2000). Win-Win Negotiation: Finding Solutions That Work for Everyone. Available at: https://www.mindtools.com/CommSkll/NegotiationSkills.htm [Accessed: 14 March 2020]. SHRM. (2015). How to Resolve Workplace Conflicts. Available at: https://www.shrm.org/hr-today/news/hr-magazine/pages/070815-conflictmanagement.aspx [Accessed: 14 March 2020]. Study.com. (2017). Influencing Without Authority Model: Definition & Overview. Available at: https://study.com/academy/lesson/influencing-without-authoritymodel-definition-overview.html [Accessed: 15 March 2020]. Tutorials point. (2016). Kanban. Available at: https://www.tutorialspoint.com/kanban/kanban_tutorial.pdf [Accessed: 14 March 2020]. Workfront. (2018). The Beginners’ Guide to Agile Project Management Methodology. [Online]. Available at: https://www.workfront.com/blog/the-beginners-guide-toagile-project-management-methodology [Accessed: 14 March 2020]. 15 Developing Professional Practice (5DVP) Tutor: Jo Ainsley Assignment Submission Evidence to be produced/required A portfolio of evidence of approximately 2600 words in total (excluding the PDP) that responds to each of the four tasks. You should relate academic concepts, theories and professional practice to the way organisations operate, in a critical and informed way, and with reference to key texts, articles and other publications and by using organisational examples for illustration. All reference sources should be acknowledged correctly, and a bibliography provided where appropriate (these should be excluded from the word count). Submission date: - 13th September 2020 Submission format: a) A Written Report / Portfolio and Self Assessment (2600 words) b) PDP (personal development plan) as appendix c) Reflective summary of your performances against your own plan. (Submitted to the same tutor, but at the end of your course) 5DVP FINAL SUBMISSION ❖ Acacia Learning declaration and assessment sheets ❖ Updated development plan in its full original format landscape, the remainder of the submission should be portrait format ❖ CPD record for the past 12 months ❖ Reflective statement on what you have learned from each unit of study and how you will apply the learning to an HR/L&D role (200-250 words per unit, 1600 – 2000 words) 1.1 CIPD New Profession Map - 2018 Click here for the Maps What key professional areas and behaviours relate to this unit? You’ll be able to use the new Profession Map to: 1. build capability in yourself, teams and organisations 2. develop expertise in emerging areas of practice 3. drive sustainable organisational change 4. be a more confident, decisive and credible people professional 5. prove your value as an expert on people, work and change. New Profession Map 1.1 CIPD New Profession Map ‘The world of work has moved on since we launched the CIPD Profession Map in 2013. New specialisms, ways of working and priorities have emerged as roles have diversified – and with them, the role of the people profession has changed forever.’ ‘The 2013 Map still retains its relevance and validity, but we've just evolved into a new Profession Map to guide our profession into the future.’ CIPD 2018 1.1 What is the New Profession Map? ❖ work across business contexts – The new Profession Map helps you make sound decisions regardless of context, even when there are no rules or precedents to guide you. ❖ show business your true value – The new Profession Map shifts the focus from the activities you carry out to the impact you make and the value you create, making it easier to prove your worth. ❖ reflect the full breadth of the people profession – The new Profession Map gives due prominence to L&D and OD&D, both as core and specialist components of the standards. ❖ inspire more people to join our profession – We’ve brought the new Profession Map to life with success stories showing the real impact people professionals are having on employees, organisations and wider society. ❖ have people at its heart – The new Profession Map features core behaviour areas focusing on ethical practice, inclusive working and valuing people. ❖ simplify things – We’ve written the new Profession Map in clear, direct and jargon-free language. ❖ be relevant in a globalised world - This is a truly international standard. 1.1 Driving Purpose The fundamental purpose of the people profession is to champion better work and working lives. Creating roles, opportunities, organisations and working environments that help get the best out of people, delivering great organisational outcomes, in turn driving our economies, and making good, fair and inclusive work a societal outcome. A shared purpose is important to maintain our collective identity as a profession, an understanding of what’s important, what we stand for, and what we’re trying to achieve. This is what we’ve distilled into the new Profession Map. The new Profession Map won’t tell you what to do, but it will show you how being principles-led, evidence-based and outcomes-driven leads to better decisions in any situation. CIPD 2018 1.1 Principles led, Evidence Based & Outcomes Driven Principles Led Work matters, People Matter, Professionalism Matters Evidence Based The new Profession Map won’t tell you what to do, but, amongst other things, it will show you how being evidence-based contributes to making better decisions in any situation. Outcomes Driven The greater our impact, the greater our value Our impact on work, Our impact on people, Our impact on professionalism, Our impact on individuals 1.1 Core Knowledge ❖ People practice ❖ Culture and behaviour ❖ Business acumen ❖ Analytics and creating value ❖ Digital working ❖ Change 1.1 Core Behaviours ❖ Core behaviours: overview ❖ Ethical practice ❖ Professional courage and influence ❖ Valuing people ❖ Working inclusively ❖ Commercial drive ❖ Passion for learning ❖ Insights focused ❖ Situational decision-making 1.1 Specialist Knowledge ❖ Specialist knowledge: overview ❖ Employee experience ❖ Employee relations ❖ Diversity and inclusion ❖ Learning and development ❖ Organisational development and design ❖ People analytics ❖ Resourcing ❖ Reward ❖ Talent management Benefits of the Profession Map ➢ The CIPD Profession Map is a very effective tool to guide and assist in personal and professional development. ➢ It can provide many different benefits to both the individual as well as the organisation. ➢ List down the possible uses of the map for the individual. ➢ List down the benefits the map could have for the organisation 1.1 When you could use the HRPM…. Building a case for development Learning about the profession Position Yourself against the map Interview preparation Seeking a promotion Looking for a new job Developing specialist expertise Preparing for an appraisal or review LO1: Understand what is required to be an effective and efficient HR professional. 1.2 Describe the elements of group dynamics and conflict resolution methods. 1.2 Why Conflict Arises A key part of being an HR professional requires managing one self and others across an organisation • What are the main reasons why we encounter conflict in the workplace? • How will you overcome difficulties? • How can you utilise strengths and weaknesses? 1.2 Tuckman and Jensen’s Model of Group Development (1965, 1977) 1.2 Group dynamics and Conflict resolution - Effective managers will utilise employees strengths and manage the weaknesses, to create strong, high performing teams. ❖ Belbin Team roles A Team Role is defined as "a tendency to behave, contribute and interrelate with others in a particular way." ❖ - For a team to be successful it needs to have access to each of the 9 Belbin Team Roles. ❖ - Typically, most people have two or three Team Roles that they are most comfortable with; a few others that they can manage to cover if they need to; and finally the rest that they prefer not to adopt at all. 1.2 Belbins Team Roles 1.2 Conflict Resolution ❖ Conflict in organisations results in: - Decreased productivity - Poor employee wellbeing - Potential accidents - Risk of litigation - Increased turnover - Potential theft, violence or sabotage - Absenteeism - Wasted time http://hrdailyadvisor.blr.com/2013/09/09/5-conflict-resolution-practices-for-hr/ 1.2 Conflict Resolution Conflict resolution should be mutually beneficial for al parties concerned • Emphasise Clarity and Consistency in Policies and Procedures. • Ensure Accountability for Conflict Resolution. Ensure all employees – not just managers or HR – are accountable for resolving conflict. • Don’t Ignore the Conflict. In general, avoiding conflict won’t fix anything. It is especially important to not avoid dealing with conflict when it could escalate to violence. • Seek to Understand. There are underlying emotions in conflict, and HR and managers need to understand what is going on at the root of the problem. • Recognise Different Circumstances. Different circumstances and different approaches to conflict can make a huge difference. Simply recognising what is going on is the first step towards resolution. Conflict Resolution Thomas Kilmann Model Conflict Resolution https://www.cipd.co.uk/Images/conflict-management-shift-direction_tcm18-10803.pdf https://www.cipd.co.uk/Images/conflict-management-shift-direction_tcm18-10803.pdf Learning Outcome 2 – 2.1, 2.2, 2.3 LO2: Be able to perform efficiently and effectively as an HR professional 2.1 Apply project management techniques 2.2 Apply problem-solving techniques 2.3 Apply a range of methods for influencing, persuading and negotiating with others 2.1 Project Management Techniques There is a wide range of tasks and expectations placed on the HR practitioner. This will result in the need for higher level organisational and planning skills so that expectations can be managed and tasks prioritised. Factors to consider when prioritising tasks include: • • • • • • The importance of the task The level and scope of the work involved in the task The impact of the task on organisational aims and objectives The consequence of the task being delayed / not completed The expectations of key stakeholders The power and influence of the key stakeholders who are awaiting completion of the task 2.1 Project Management in HR Double Loop Learning 2.1 Project Management Tools and techniques Various tools assist in effective situational analysis, problem solving and decision making. ❖Root Cause Analysis ❖Work Breakdown Structures ❖Gantt Charts ❖Critical Path Analysis ❖Ishakawa Fishbone Diagram ❖RAM (Responsibility Assignment Matrix) 2.1 The 5 Whys Root Cause Analysis 2.1 Work Breakdown Structure (WBS) ❖ In Projects and Tasks identify activities, next step is to convert them into some form of hierarchy - WBS. ❖ Brain storming & meetings identify activities, whilst WBS pulls these together in an easy to understand diagram. ❖ Each main activity broken down into its supporting activities, etc. ❖ No duration or time necessarily linked to this structure 2.1 Work Breakdown Structure (WBS) Training exhibition 1.0.0 Marketing the project 2.0.0 Designing the stand 3.0.0 Staffing the exhibition 3.1.0 Recruit staff 3.1.1 Job Description 3.1.2 Person specification 3.1.3 Internal Advert 3.1.4 Issue application forms 4.0.0 On-site construction 3.2.0 Train staff 3.1.5 Sift candidates 3.1.6 Interview 3.1.7 Make selection 3.1.8 Inform candidates 2.1 Gantt Chart ❖Developed by Henry Gantt (late 1800s early 1900s). ❖Type of bar chart that displays activities as bars measured against a horizontal time scale. ❖Activities listed down LHS on vertical axis. ❖Time along horizontal axis – i.e. calendar dates or expected completion time. ❖Many variations of the chart, but normally includes activities, people, durations. 2.1 GANTT Chart 2.1 Critical Path Analysis 2.1 Fishbone Diagram 2.1 Responsibility Assignment Matrix (RAM) ❖ Having established the various activities (Also known as WBS) the next step involves identifying who does what. One way of doing this is to draw up a RAM. ❖ When drawing such a matrix you will need to consider two elements: • What needs to be done - taken from the key activities. • Who will do it. ❖ A further useful refinement is to identify not only the person who has the main responsibility of carrying out the activity (represented on the matrix by an M) but also the individuals who will be supporting them (represented by an S). 2.1 Responsibility Assignment Matrix (RAM) Managing Director Marketing Manager Production manager HR Manager 1.0.0 Market Project 2.0.0 Design Stand 3.0.0 Staff Exhibition 3.1.0 Recruitment M 3.1.1 Write job description M 3.1.2 Person specification 3.1.3 Advertise S M M S 3.1.4 Issue applications M 3.1.5 Sift S S M 3.1.6 Interview M M M S 3.1.7 Select M S S S 3.1.8 Inform 3.2.0 Training 4.0.0 Construction M 2.1 Communication Methods…. Client Stream Market Research Client Feedback Programme Think about your organisation and how they communicate with employees. Surveys Communication Procurement Services Give 3 different communication methods explaining the advantages and disadvantages of each. Knowledge Management Proposal & Presentation Design 2.1 Communication …. I never said he kissed my wife Non verbal communication 2.2 Problem-solving Techniques LO 2.2 - Provide evidence of using project management and problem-solving techniques in the course of the project. What are some of the key challenges or problems you face in your day-to-day job? • How do you address or solve the problems 2.2 Problem Solving 2.2 Steps to solving a problem 2.2 Other steps to solving problems • Group workshops • Root Cause Analysis - fishbone analysis (as above) - 5 Whys (As previously discussed) - Brainstorming • Mind Mapping • Pros and Cons / Weighted Decision-Making Methods • SWOT analysis Others you have used? 2.3 Influencing, Persuading and Negotiating with others 2.3 Influencing Different Stakeholders The ability to influence and negotiate with others requires: • • • • • • Analytical thinking Using good practice Skilled negotiator Effective Communication methods Presentation skills Awareness of internal politics • The Push Pull model • ‘Push’ behaviours are described as asserting and persuading, • ‘Pull’ behaviours are described as bridging and attracting 2.3 Successful Negotiation • • • • • Listen carefully and seek to understand other perspectives Identify and Clarify issues - (how, why, where, when and what questions.) Identify any areas of common ground. Understand any outside forces that may be affecting the problem. Keep calm, using assertive rather than aggressive behaviour. Tact and diplomacy. • Use both verbal and non-verbal persuasion skills. • Know when to compromise. • Agreed deadlines for resolution • Final agreement needs to be summarised and written down at the conclusion of the negotiations. • Plan for alternative outcomes if you can't reach agreement. 2.3 Influencing, Negotiating & Persuading Assignment ❖ Don’t forget to use a real project you have been involved with ❖ Provide evidence of the tools/methods you have used – add these to the appendix ❖ Don’t forget all 3 parts to this Learning Outcome 3 – 3.1, 3.2, ,3.3 LO3: Be able to apply CPD techniques to construct, implement and review a personal development plan 3.1 Undertake a self-assessment of HR professional practice capabilities to identify continuing professional development needs 3.2 Produce a plan to meet personal development objectives based on an evaluation of different options 3.3 Reflect on performance against the plan, identify learning points for the future and revise the plan accordingly 3.1 Undertake a self-assessment of HR professional practice capabilities to identify continuing professional development needs 3.2 Produce a plan to meet personal development objectives based on an evaluation of different options 3.2 Meredith Belbin – Team Roles 1981…. Resource Investigator Teamworker Shaper Monitor Evaluator Completer Finisher Plant Meredith Belbin YouTube Video Co-ordinator Specialist Implementer 3.2 VARK Horn, R (2009) The Business Skills Handbook. London: CIPD 3.2 Options to meet development needs…. • • • • • • • • • • Experience Networking Training course Podcasts Reading Shadowing Secondment Coaching M-Learning Job Rotation • Mentoring • Counselling • Seminars • Conferences • Workshops • Forums • E-learning • Blended learning • S-Learning • Buddying • Ted Talks Assignment Submission Evidence to be produced/required A portfolio of evidence of approximately 2600 words in total (excluding the PDP) that responds to each of the four tasks. You should relate academic concepts, theories and professional practice to the way organisations operate, in a critical and informed way, and with reference to key texts, articles and other publications and by using organisational examples for illustration. All reference sources should be acknowledged correctly, and a bibliography provided where appropriate (these should be excluded from the word count). 3.3 5DVP FINAL SUBMISSION with your last submission ❖ Acacia Learning declaration and assessment sheets ❖ Updated development plan in its full original format landscape, the remainder of the submission should be portrait format ❖ CPD record for the past 12 months ❖ Reflective statement on what you have learned from each unit of study and how you will apply the learning to an HR/L&D role (200-250 words per unit, 1600 – 2000 words) E x a m p l e Questions? Thank you & well done! ACACIALEARNING_FEEDBACK_5DVP_JO_100620 Development Plan Name: Membership number: Covering the period from: What do I want/need to learn? What will I do to achieve this? What resources or support will I need? What will my success criteria be? Target dates for review and completion
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