5HR02 Assignment Example

Question: How can organisations strategically position themselves in competitive labour markets? (AC 1.1)

Title: How organisations position themselves in the competition.

Description:

There is a need to analyse competitors in order to give people professionals advice in business competition. Learners should begin by analysing the strengths and weaknesses of the competitor’s, employee experience and focus on values, culture and branding. They should develop a clear strategy for employer branding and monitor the importance of organisational values, ethics and reputation to attract talented employees.
Learners should determine what the competitors offer in terms of employee benefits, work culture and business practices. This includes checking their salaries, working environment and employer’s reputation.
They should campare this information with an organisation’s current offerings. They should Pay close attention to the strengths and weaknesses of an own employee experience and identify areas for improvement.
Example:

Learners should provide examples such as examining the competitors’ benefits packages, conducting surveys to understand employee sentiment, and compare an organisation’s culture to the competitors’ culture.

Evidence: 

Learners should provide evidence from reliable sources such as: 

Cotton, C. (2023) Employee benefits: an introduction. Available from https://www.cipd.org/en/knowledge/factsheets/benefits-factsheet/ 

CIPD, (2023) Employee experience roles. Available from https://www.cipd.org/en/the-people-profession/careers/roles/employee-experience/ 

Question: What is the impact of changing labour market conditions on resourcing decisions? (AC 1.2)

Title: The factors that affect the change in the market value of the decision

Description: 

To analyse the status of the work done, first learners should use analytical methods such as PESTLE (Political, Economic, Economic, Legal, Environmental). They should explain how these factors affects the demand and supply of labour and skills.

They should analyse business processes using analytical models such as PESTLE to determine performance and demand. Improve customer service decisions, including recruiting methods, retention strategies, and long-term planning to adapt to these changes. 

Learners should compare this information with an organisation’s current offerings. They should pay close attention to the strengths and weaknesses of an employee experience and identify areas for improvement
Example:

Learners should use simple recruiting strategies to adapt to a competitive market. They should develop training programs to address complaints arising from job changes.
Evidence:

Learners should provide evidence from reliable sources such as PESTLE data analysis, effective recruitment, skills analysis. These can be found at:

Battista, M. (2023) PESTLE analysis. Available from https://www.cipd.org/en/knowledge/factsheets/pestle-analysis-factsheet/ 

Question: What is the role of government, employers and trade unions in ensuring future skills needs are met? (AC 1.3)

Title: What is the role of governments, employers and unions in meeting future skills needs?

Description:

Governments have an important role in developing intelligence strategies, funding intelligence development, and assessing future intelligence needs. Employers should identify skills gaps and provide internal training, internships and job opportunities. Organisations can promote education and training opportunities, and training representatives in the organisation can encourage skills development.

Therefore, learners should examine funding options for skills development and examine how government policy affects labour demand and availability. They should look at the role of employers in identifying skills needs and providing in house training. About managers such as internships, training and performance. They should consider organisations’ efforts to improve education and training and  explain the role of teaching union representatives and their contribution to staff development.

Example:

Demonstrate the impact of government training programs, employer education, and participation in workforce development.
Evidence:

Learners should provide evidence from reliable sources such as: 

Hayden, D. (2023) Learning needs analysis. Available from https://www.cipd.org/en/knowledge/factsheets/learning-needs-factsheet/ 

CIPD, (2019) Productivity and place. Available from https://www.cipd.org/globalassets/media/knowledge/knowledge-hub/reports/productivity-and-place-the-role-of-leps-v2_tcm18-54430.pdf 

Question: I am new to people practice and have heard that workforce planning is important. Before I try to convince others of this, I welcome the views of someone with more experience. Could you analyse the impact of effective workforce planning? (AC 2.1)

Title: Evaluate the Impact of Strategic Planning

Description:

Learners should: Evaluate the impact of strategic planning by analysing the accuracy of demand forecasting, analysis of internal and external resources, and strategies for connecting different resources and needs.
Consider financial impact versus operational benefits to the organisation.

Example:

Calculate cost savings resulting from reducing or increasing production employees through effective planning.

Evidence:

Learners should provide evidence from reliable sources such as: 

CIPD, (2023) Strategic workforce planning. Available from https://www.cipd.org/en/knowledge/guides/strategic-workforce-planning/ 

Question: I want to introduce workforce planning in my organisation but I’m unsure which technique/s to use. Could you evaluate the techniques used to support the process of workforce planning? (AC 2.2)

Title: Evaluating Business Planning Processes

Description:

Learners should: Evaluate various methods for estimating labor and material needs, taking into account factors such as progress, return value, and external resources.
Evaluate the reliability and accuracy of various forecasting methods.
Use historical data to demonstrate the effectiveness of various methods. Show how technology choices impact the organisation’s ability to adapt to the needs of its workforce

Example:

Use management decisions, procedures, and historical data analysis to compare the accuracy of demand forecasts.
Evidence:

Evidence of facts should be from reliable sources such as:

Findlay, P., Lindsay, C., McIntyre, S., Roy, G., Stewart, R., & Dutton, E. (2021). CIPD Good Work Index 2021: UK working lives survey.

Armstrong, M., & Taylor, S. (2023). Armstrong’s Handbook of Human Resource Management Practice: A Guide to the Theory and Practice of People Management. Kogan Page Publishers.

Question: Could you explain two approaches to succession and contingency planning aimed at mitigating workforce risks? (AC 2.3)

Title: Emergency and contingency planning

Description:

Learners should:

Explain how to manage emergencies and reduce risk by creating resources. They should use performance reviews to identify high-performing individuals, evaluate their current abilities, and develop development plans to achieve those competencies. They should explain how to balance internal support with external hiring to bring new ideas to life.
Example:

Learners should give examples of skills development success and the impact of evaluation on employee development. They should create a talent pool for important jobs and identify potential employees. They can also create customised training and development plans based on performance recommendations.
Evidence:

Learners should base their findings on reliable sources such as:

George, S. (2022) Succession planning. Available from https://www.cipd.org/en/knowledge/factsheets/succession-planning-factsheet/ 

Question: I tend to advertise all vacancies on our organisation’s website, then managers interview applicants. I would like to consider other recruitment and selection methods. Could you briefly assess the strengths and weaknesses of these methods as well as one other recruitment method and one other selection method? (AC 2.4)

Title: Analysing Recruiting Methods and Options

Description:

Learners should consider new technologies and methods and evaluate the internal and external strengths and weaknesses of the recruiting side. They should emphasise diversity and equity while ensuring the effectiveness and reliability of these processes.
Example:

Learners can compare the results of a recruitment ad to a traditional recruiting group and evaluate the purpose of the selection interview.
Evidence:

Successful recruitment, feedback interviews, diversity and inclusion measures are some of the reliable sources. Among the sources of these evidence include:

McCartney, C. (2022) Recruitment: an introduction. Available from https://www.cipd.org/en/knowledge/factsheets/recruitment-factsheet/ 

Question: I am aware employee turnover rates vary from one organisation to another but what turnover and retention trends exist and what factors influence why people choose to leave or remain? (AC 3.1)

Title: Analysing turnover and retention

Description:

Learners should: Research factors that affect employee turnover and retention, including morale issues, focus on job competence, regulatory change, and management.

Distinguish between voluntary and involuntary turnover and identify factors that contribute to retention.
Example:

Learners can provide such examples as conducting an exit interview to determine the reason for leaving the company. Track insurance trends and employee satisfaction scores.
Evidence:

Among the reliable sources of evidence that learners can use include:

Peters, R. (2023) Employee turnover and retention. Available from https://www.cipd.org/en/knowledge/factsheets/turnover-retention-factsheet/ 

Questions: I want to compare different approaches to developing and retaining talent on an individual and group level? Could you give me some pointers? (AC 3.2)

Title: Compare ways to develop and maintain skills to maintain individual and group skills.
Description:

• Learners should: Define the concept of skills and compare different methods of maintaining skills.
• Discuss education, flexible career options, career development and more.
• Compare the effects of training programs, career development programs, and career change planning on skills retention.

Example: 

Learners should give examples of how these techniques can be used in an organisation or business and their impact on employee retention and growth.
Evidence:

Learners can gather evidence from such reliable sources as: 

Quilliam, G. (2023) Talent management. Available from https://www.cipd.org/en/knowledge/factsheets/talent-factsheet/ 

Question: Could you evaluate approaches that an organisation can take to build and support different talent pools? (AC 3.3)

Title: Creating and promoting a talent organisation

Description:

Learners should:

• Discuss recruitment and selection, building capacity through training and development, and analytical tools to identify and improve resources.
• Share ideas about resources and how to build them through recruiting, learning, development, and analytics tools.

Example:

Learners should give a performance review that measures the effectiveness of creating and maintaining diversity-increasing hiring, training programs, and resources.
Evidence:

Various types reliable sources can be used such as:

CIPD, (2023) Talent management. Available from https://www.cipd.org/en/the-people-profession/the-profession-map/explore-the-profession-map/specialist-knowledge/talent-management/ 

Question: Could you evaluate two benefits of diversity in building and supporting talent pools? (AC 3.4).

Title: Benefits of a Diverse Talent Pool

Description:

Learners should:

• Explain how diversity can impact the workplace, inclusion, and reduce the risk of discrimination.
• Explain the benefits of a diverse talent pool, including good needs, increases decision-making pressure and reduces employee turnover.
• Demonstrate a positive impact on employer branding, engagement and reducing the risk of discrimination.

Example:

Learners should give examples that assess the impact of different groups on creativity, decision-making, and employee engagement.

Evidence:

Evidence can be drawn from such sources as: 

CIPD, (2023) Inclusive recruitment: Guide for employers. Available from https://www.cipd.org/en/knowledge/guides/inclusive-employers/ 

Question: I am trying to persuade managers in my organisation to take employee turnover more seriously but have been unsuccessful. Could you explain the impact associated with dysfunctional employee turnover? (AC 3.5)

Title: Impact of dysfunctional labour turnover

Description:

Learners should:

• Assess the costs associated with dysfunctionsl labour turnover, including recruitment costs, lost products and ethics.
• Use direct and indirect costs to show the importance of solving this problem.

Example:

Learners should use real-world examples to illustrate the economic and employment effects of inequality. They should calculate the cost of lost productivity due to hiring, on boarding, and poor performance.
Evidence:

Among the reliable sources that learners can use include:

Cosentino, J. (2023) Dysfunctional turnover & 9 ways to fight it. Available from https://www.aihr.com/blog/dysfunctional-turnover/ 

Question: Could you assess suitable types of contractual arrangements dependent on specific workforce need. (AC 4.1)

Title: Contracts that suit the needs of an organisation.

Description:

Learners should:

• Discuss how to match the contract to the needs of an organisation.
• Consider the different types of employment contracts, such as full-time, part-time or regular, and explain where appropriate.
• Meet the needs of the business with appropriate contracts, including employee types, details, job and needs.
• Evaluate the financial and behavioural aspects of the contract.

Example:

Learners should use examples to show the impact of different contract types on job flexibility, performance and employee satisfaction. They can give examples on the use of temporary contracts during busy periods and the impact of flexible working hours on employee satisfaction.
Evidence:

Learners can gather evidence from employment contract, employee needs analysis, employee satisfaction survey. Among the reliable sources are:

CIPD, (2022) Contracts of employment. Available from https://www.cipd.org/uk/knowledge/factsheets/terms-conditions-contracts-factsheet/

Question: I have heard there are different types of terms in contracts – surely a term is a term. Can you differentiate between express terms and implied terms? (AC 4.2)

Title: Distinguish between express and implied terms.

Description:

Learners should:

• Distinguish between express and implied terms, including terms implied in statute, practice or contractual language.
• Review employment contracts, business models, and collective agreements for clarity.

Example:

Learners should review employment contract to determine exact terms while defining the specific business conditions.

Evidence:

Learners can gather evidence from such sources as:

SMITH, J., & MITCHELL, J. (2022). The behaviour of the people professional. Studying Human Resource Management: A Guide to the Study, Context and Practice of HR, 141.

Question: Could you explain the components and two benefits of effective on boarding? (AC 4.3)

Title: Components and Benefits of Effective On boarding.

Description:
Learners should review the components of good work, such as pre-employment information, job and workplace guidance, clarity of responsibilities, and relationships. They should explain the benefits of successful promotions, such as increased employee engagement, reduced onboarding challenges, and improved stakeholder relationships, cultural fit, and expectations.

Example:

Learners should support their explanation with real-life examples and statistics. They should share the before and after experiences of employees who experienced successful ventures and how it impacted their careers and retention.
Evidence: 

Learners can draw their evidence from reliable sources such as:

McCartney, C. (2022) Induction. Available from https://www.cipd.org/en/knowledge/factsheets/induction-factsheet/ 

Must Read:

• CIPD Level 5 Assignment Help