HRMN 300 Final Project

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© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 1

Final Exam Case Study

Please read ALL directions below before starting your final assignment.

INSTRUCTIONS:

 Read the entire case study carefully and then respond to all questions in each of the four scenarios.

 Develop each answer to the fullest extent possible, including citations from outside resources, where applicable, to support your arguments.

 Submit your assignment as a separate MS Word document in your assignments folder. Do not type your answers into the case study document.

 Include a Cover Page with Name, Date, and Title of Assignment.

 Do not include the original question. Use the following format: Scenario 1: question 1, etc.

 Each response should be written in complete sentences, double-spaced and spell-checked. Use 12-point Times New Roman font with 1-inch margins on all sides.

 Include page numbers according to APA formatting guidelines.

 Include citations in APA format at the end of each answer.  You must submit to the assignment link by the due date

(final day of class). A missing assignment will be assigned a grade of 0.

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Introduction and  Organization Overview

DRA Performance Solutions (DRA PS) was founded in 1992 with the goal to improve human performance using multiple technology avenues.

� To improve human performance, DRA PS makes recommendations about how to change work environments to improve employee performance, motivation and morale; and develops courseware for skill improvement.

� The Training Solutions Division of DRA PS develops the courseware products.

� Revenue for past year: $25 million.

� Revenue for the Training Solutions Division for the past year: $10 million.

� DRA PS total workforce: 650 employees, 260 of whom are employed in the Training Solutions Division.

 

Case Study Background  � The Training Solutions Division (TSD) of DRA PS was recently awarded a $6 million

contract to develop a training academy for BTA, a United States government

 

© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 3

organization with highly educated personnel. The contract is for 36 months. The academy must be up and running in three months and the first classroom course offered at the start of the fourth month.

� TSD must develop the following before the first classroom course is offered:

a. A project plan and timeline for the academy’s development, including web site design and launch, course development and repeat course cycles.

b. Paper-based training and educational products.

c. Web-based training and educational products.

d. Digitized video training and educational products.

e. Marketing brochures, posters and e-mail announcements.

f. Event logistics plans.

g. Delivery schedules for 15 courses.

h. Training analyses for the first and second courses.

i. Instructional design plans.

j. An instructor’s guide, participant manual and PowerPoint presentation with a variety of multimedia components such as graphics, animations and videos for the first course.

k. An examination for the first course.

The training academy will be completely virtual. All academy marketing, courses and attendee registration will occur online. In addition, the academy web site will house course materials and records for attendee access, and an interactive forum for academy member collaboration.

The contract requires TSD to develop 15 classroom-based courses that are highly interactive and use innovative multimedia approaches. After all the courses are developed and delivered one time, they will be repeated during the last year of the three-year project.

 

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Project Phases  Project development will occur in two phases:

Phase 1: Create the training academy (3 months).

� Implement organizational structure.

� Develop and launch web site.

� Develop and implement branding for the academy.

� Develop and distribute marketing materials.

� Develop the first course.

� Deliver the first course.

� Begin development of the second course through the analysis phase.

Phase 2: Maintain academy operations, develop and implement remaining courses, and  offer repeat sessions (2 years and 9 months).

� Complete development of the second course.

� Deliver the second course.

� Implement development schedule for the next 13 courses.

� Offer repeat courses during last year of the contract.

� Continue to manage the academy, maintain the web site and market the courses.

 

© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 5

 

Organizational Structure  DRA PS’s current organizational structure:

 

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© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 7

The Training Solutions Division is a matrix organization* divided into the following branches:

� Project Management

� Instructional Design

� Graphic Design

� Programming

� Document Production

� Logistics

� Multimedia

*  A matrix organization uses a multiple chain‐of‐command system. In a matrix organization, employees typically report to  a manager with profit or overall project responsibility and to their functional manager who is responsible for maintaining  product quality and functional performance.

 

Current TSD Staffing  All 260 employees in the Training Solutions Division are already assigned to projects. The new contract will require TSD to determine how many employees they will need for each division branch and for each project. They will need to take into account when current projects are ending; who can be moved from those projects to the new project; and how many new employees will be needed.

 

8 © 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D.

Scenario 1: Increasing Staff to  Complete the First Phase

Read the Introduction of DRA PS.

Additional Scenario Information

MRG HPI Policies and Guidelines for Assigning Employees to Projects

DRA PS is committed to maintaining a highly qualified talent pool. Therefore, all DRA PS employees must be considered for new work opportunities before being terminated due to lack of an available, relevant assignment.

New employees must be hired to support existing workloads. Full-time position requests must include verification of the project assignment; a budget to support the position; and the duration of the assignment. If project will be short in duration, term hires must be considered or even the use of a consultant or subcontractor.

The addition of a new position requires written approval from the project manager, branch chief, the vice president of the Training Solutions Division, the chief operating officer, the chief financial officer and the vice president of Human Resources.

Subcontractor hiring requires written approval from the project manager, branch chief, of the vice president of the Training Solutions Division, the vice president of Contracts, the chief operating officer, the chief financial officer and the vice president of Human Resources.

Staff reassignments require written approval from the branch chief, the vice president of the Training Solutions Division, the chief operating officer, the chief financial officer, the vice president of Human Resources and the chief executive officer.

 

Answer the following:

1. What are some of the positions you may need to recruit? Why?

2. What are the existing recruitment policies and guidelines and what challenges may they cause? How will you meet those challenges?

3. What is your recruitment strategy? How will you communicate it?

© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 9

Scenario 2: The Effect of Firing the  Program Manager on Staffing for the  Second Phase of the Project

Read the Introduction of DRA PS.

Additional Scenario Information

Work is well underway. A Task Management Educational Plan is being written to articulate the scope, work breakdown, processes, schedules and assignments at each project phase. This plan must be done within the first month of the project start date. DRA PS hired a new program manager from outside the organization to oversee the new project. DRA PS hired her based on her college degree and years of experience in the field and needs her to get up to speed quickly. An existing program manager who worked on the project proposal and who has met the client is assigned the project’s principal instructional designer.

Client’s Requirements

The client expects the program manager to conduct weekly status meetings with them; communicate with them on a daily basis through e-mails and telephone calls; and to meet established deadlines for product delivery. The client will conduct quality assurance reviews immediately to keep the schedule on time.

Schedule and Workload Requirements

The team is organized into three divisions: course development, marketing, and web site development. Each division has a lead team member. The program manager has oversight of the entire project.

� The web site must be designed and launched two months after the project start date.

� A marketing plan and branding campaign must be designed before the web site can launch.

� Marketing products must be ready for distribution at the same time as the web site launch.

� The first course must be delivered at the start of the fourth month from the project start date.

 

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� The course review and rehearsal must be ready two months after the project start date.

� Analysis work for the second course must start two months after the project start date.

Program Manager’s Actions

The program manager seems friendly but does not seem to be leading the team. She holds weekly status meetings with the client but doesn’t say anything during those meetings. She responds only by e-mail to client communications and calls only to confirm meetings.

The client is not impressed with the program manager’s performance and notices that the lead instructional designer is actually filling both the program manager and instructional designer roles. One month into the project, the client mentions the program manager’s performance to the vice president of the division. The vice president promises to talk to the program manager and help her improve her performance.

By the end of the second month, the analysis for the second course has started. The first course is ready for review and rehearsal, which means all materials have been developed and are ready for instructor review. The preliminary branding campaign was completed, marketing materials are ready for approval, and the first version of the web site has launched.

The vice president of the division phones the client and asks for feedback on the project accomplishments to date and the program manager’s performance.

The client praises the progress made in such a short time but thinks it has happened in spite of the program manager. The client informs the vice president that the program manager missed the deadline for delivery of the Task Management Educational Plan. When it was finally delivered, the client sent it back as unsatisfactory. Also, the client feels that the program manager has been uncommunicative; she has not said a dozen words in the past eight weekly progress meetings. The client is not pleased with the program manager’s performance. At the end of the third month, DRA PS decides to replace the program manager.

In spite of this, team leaders have made sure that the first course is ready, the web site is launched, and the marketing plan is developed and implemented on schedule.

A new program manager is needed right away. Answer the following:

1. How would you have handled the program manager’s performance issues? Was the right decision made to replace her? Why or why not?

2. What options exist to find a new program manager? 3. Discuss the recruitment and retention challenges you face in filling the position

quickly. 4. How will you ensure that the new hire will be approved and hired as expediently

as possible? Who must you communicate with to implement your strategy?

© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 11

 

Scenario 3: The Effect of Losing Staff  Members during a Staff Reduction

Read the Introduction of DRA PS.

Additional Scenario Information

Six months into the project, the client reviews the progress and issues a stop-work order. The main issues identified during their review:

� There were different expectations about the complexity of graphics in course development and course materials.

� There were different opinions about the level of marketing required (marketing a course versus the entire academy, no post-course promos, etc.).

� There were issues with instructors. There were instances where instructors had rescheduled on multiple occasions or cancelled.

� There were concerns about the subject matter experts (SMEs). SMEs had been hired outside of the budgeted amount. There were also concerns about the SMEs not providing the level of technical writing expertise required, which resulted in having to hire additional technical writers.

DRA PS addressed some of these concerns by removing the videotaping requirement during the analysis phase and removing the repeat courses that were going to be offered during the final contract year.

By eliminating videotaping and repeat courses, the remaining courses to be developed and presented were stretched over the rest of the contract (2 ½ years).

This means that instead of developing and offering the 15 courses using two teams in a staggered fashion over two years, DRA PS must reduce staff. Currently there are three senior instructional designers, six graphic artists, three document specialists, six technical writers, three subject matter experts, and two editors assigned to the teams. Your subject matter experts are consultants under contract. You don’t want to lose your staff, but you may have no choice but to let some go.

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Some of the employees resign when they hear the news. Three instructional designers quit and the remaining three are searching for new jobs. All your technical writers have résumés out to potential employers. Your senior graphics lead, a person you count on, has a job offer with another organization.

What will you do to maintain a staff to meet the contractual changes and ensure a quality product? What can you do to retain your employees and instill confidence that the program is stable? Answer the following:

1. What are your primary retention issues? What challenges do the existing recruitment and retention policies and guidelines create?

2. What can be done to retain existing employees? How will you motivate the current team?

3. How will you go about replacing the ones who have left (positions that are still needed)?

4. Create a communication plan to alleviate any further issues regarding retention and recruitment. How will you implement your strategy?

 

© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 13

Scenario 4: The Effect of Additional  Workload on Continuing Operations

Read the Introduction of DRA PS.

Additional Scenario Information

The issues that caused the work-stop order were satisfactorily addressed and work on the project resumed. The client is impressed with DRA PS’s work products and with how they addressed some difficult issues during the development and delivery of the last six or seven courses. The client wants to add repeat courses back into the schedule and add four new courses. The client wants to start the new courses immediately and wants them completed within the next 12 months. The current work must continue and not be affected by the additional work.

Current Schedule and Workload Requirements

One course is scheduled to be completed this year. Three more courses are to be developed next year. It takes 6 months to develop each course. The three-year contract ends September 30 next year. All of the additional work must be completed by that date.

Current staffing consists of:

� One senior instructional designer

� Three graphic artists

� One director/videographer

� One subcontracted sound technician

� One media specialist

� One logistics coordinator

� One web programmer

� Two technical writers

� One subcontracted subject matter expert

� One editor

� One document specialist

 

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Current Organizational Structure

The training academy is now two years old. DRA PS has developed seven courses; the last one was the most challenging to develop and yet one of the most successful. The success rejuvenated the team, which was struggling after the termination of the program manager, the three-month work stoppage, a change to the workload and schedule requirements, and the loss of co-workers. Development and delivery schedules were tight and required a great deal of commitment and hard work. The teams’ moods have run the gamut from devastation to euphoria. The current mood is somewhere in between.

Retention and Recruitment Issues

In the previous scenario, some staff members were looking for employment elsewhere. Motivation issues still persist.

Additional staffing is needed because of the new work. A staffing analysis concluded that seven teams will be necessary to accomplish the additional work. Staff additions include:

� Three graphic artists

� Two logistics staff

� Three document specialists

� Two editors

� Fourteen technical writers

� Seven instructional designers (these will be negotiated with the subcontractor)

Answer the following:

1. What steps would you take to hire employees for seven new teams? What methods could be used to recruit and staff quality teams?

2. What challenges will you face in obtaining the required approvals for new employees?

3. How will you ensure a fair, equitable, and market competitive compensation and reward strategy?

4. What will you do to quickly integrate the new teams into the existing workforce without losing staff or product quality? How will you proactively manage any potential performance issues?

© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 15

 
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Human Resource Management

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Many businesses and organizations large enough to require human resource management (HRM) will need someone that not only understands core human resource (HR) responsibilities, but also understands the vision and mission of the organization.

 

To align the core HR requirements of an organization with its strategic plan, you will conduct an HRM review of an organization in a case study. Be creative in assembling each of the individual components or HR tools to the HRM review so that they would be consistent with and add value to the organization. Complete the HRM review that illustrates how each of the HR tools plays a role in an organization’s overall strategic plan.

 

The project is divided into four milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Three, Four, and Five. Your comprehensive proposal will be submitted in Module Seven.

 

This assessment addresses the following course outcomes:

 

 Explain core concepts of human resource management common in today’s global workplace for promoting shared values throughout an organization  Describe human resource management practices and theories that align to and promote the organization’s vision, mission, and business  Illustrate the functions of a human resource manager for ensuring alignment with the organization’s strategic plan  Explain modern human resource concepts and principles that are essential in a changing work environment

 

Prompt In this assessment, you will review the human resource management (HRM) in an organization through a case study. This case study will give you the opportunity to explore various roles and processes within the human resources profession. A key skill for any professional working in human resources is the ability to develop and implement processes that align with a company’s strategic plan and mission.

 

I. HRM Functions and Practices  A. Explain why the human resource (HR) function should be aligned with an organization’s strategic plan. B. Explain how current global conditions in this industry impact human resource management (HRM) practices within organizations.

 

II. Staffing  A. Describe a process to recruit and select new employees who are aligned with the organization’s vision and goals from the case study. B. Compare and contrast recruitment and selection of internal versus external candidates using best practices from the Society for Human Resource Management (SHRM) website. Refer to the Research and Metrics page for helpful resources. You may want to consider which method of recruitment would be most beneficial to this organization.

 

 

III. Training A. Describe the components of a needs assessment used to determine the training requirements of the organization. B. Explain the importance of developing learning activities. Be sure to incorporate adult learning principles and methods of experiential learning from this course. C. Illustrate the value of a training needs assessment in an organization. Support your response. D. Describe the importance of creating SMART objectives for a training plan.

 

IV. Compensation A. Describe the compensation philosophy. How does the market influence this philosophy? B. Determine the value of salary surveys and describe the advantages of discretionary benefits.

 

V. Evaluation A. Determine the HRM’s role in the performance management process. How can you ensure the process aligns with the organization’s strategic plan? B. Differentiate between various performance appraisal systems. Provide an example where one would be more applicable. C. How do you identify best-suited appraisals for employee job duties? Support your response with an example. D. Identify a variety of performance rating scales that can be used in organizations that includes graphical scales, letter scales, and numeric scales. Describe each scale.

 

Milestones Milestone One: Evaluating Strategic Talent Management Initiatives—Functions and Practices/Staffing In Module Two, you will write a short paper that addresses Sections I and II of the Final Project document. This milestone will be graded with the Milestone One Rubric.

 

Milestone Two: Employee Development Processes In Module Three, you will write a short paper that addresses Section III of the Final Project document. This milestone will be graded with the Milestone Two Rubric.

 

Milestone Three: Performance Management In Module Four, you will write a short paper that addresses Section V of the Final Project document. This milestone will be graded with the Milestone Three Rubric.

 

Milestone Four: Compensation In Module Five, you will write a short paper that addresses Section IV of the Final Project document. This milestone will be graded with the Milestone Four Rubric.

 

Final Submission: Human Resources Management review

In Module Seven, you will finalize and submit a paper that is comprised of all the milestone submissions with edits based on instructor feedback. This milestone will be graded with the Final Project Rubric below.

 

Deliverables Milestone Deliverable Module Due

Grading

1 Evaluating Strategic Talent Management Initiatives—Functions and Practices/Staffing

Two Graded separately; Milestone One Rubric

2 Employee Development Processes Three Graded separately; Milestone Two Rubric 3 Performance Management Four Graded separately; Milestone Three Rubric 4 Compensation Five Graded separately; Milestone Four Rubric  Final Submission: HRM review Seven Graded separately; Final Project Rubric (below)

 

 

Final Project Rubric Guidelines for Submission: Submit your human resource management review adhering to the following guidelines: minimum of 7 pages, double-spaced, using 12-point Times New Roman font and following APA 6th edition format.

 
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Case Assignment

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Case 1
“Discharged for Off-Duty Behavior”
Page 476-477 (Chapter 13 – Case Study 1)

Read the Case Study entitled, “ Discharged for Off-Duty Behavior ” on page 476 – 477in Chapter 13. Then, answer all of the questions at the end of the case.

Case 2
“Whole Foods Market faces Whole New Challenge”
Page 580-581 (Chapter 16)

Read the Case Study entitled, “Whole Foods Market faces Whole New Challenge” on page 580-581 in Chapter 16. Then, answer all of the questions at the end of the case.

I selected the most interesting and applicable cases for the class. Please be sure to back up your answers to both of these cases with facts from the textbook. Please number each of your answers. This is very important so that I understand which questions you are responding to. Remember, it is quality that counts so be brief, thorough, and to the point. Good Luck!

Please be sure to back up your answers to both of these cases with facts from the textbook (please use APA format). Your case reports should have a minimum of 1000 words combined (500 words each). Please submit your case reports as Word documents (or both case reports as one Word document). Please number each of your answers, so that I understand which questions you are responding to.

 
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Prof Avil

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Chapter 13, 17, & 18 is attached including compensation plan.

I am asking you to consider all of the components needed in a comprehensive compensation plan.  More importantly, I am asking you to develop a compensation plan that is of your own design.  In other words, a plan that has not been cut and/or pasted from the Web or from another student.  I utilize SafeAssign, and you should be forewarned that any plan that has been plagiarized will earn you zero points and there will not be any opportunity for redoing the assignment.  To provide for information needed to complete your compensation plan, you are asked to read chapter 13 – “Benefit Options”, chapter 17 – “Government and Legal Issues in Compensation”, and chapter 18 – “Management:  Making it Work”.

You are the Director of Employee Compensation and Benefits for a small community college with more than 5,000 employees. Develop, in writing a compensation plan with the following components:

· History and background of the community college to include its compensation philosophy and influence of alumni or donors, state funding, and administration on compensation practices (ficticious).

· Job Description of a non-tenured full time faculty member (include all required components)

· Salary and Wages for a non-tenured full time faculty member

· Group Health Insurance/Benefits (your choice of plan)

· Mandatory benefits (ensure that these are correct)

· Voluntary Fringe benefits (your choice)

· Retirement

The Last Page of the Assignment Should be a Reference Page in APA format

Links to help

Teachers, Post-Secondary

https://www.onetonline.org/link/summary/25-1199.00

Salary Information: Academic Professor

https://swz.salary.com/SalaryWizard/layoutscripts/swzl_selectjob.aspx?txtKeyword=Professor&txtZipCode=

 
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Humanity Questions 1135 Ct 14

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Review the following Wikipedia entry on Vieques, Puerto Rico (https://en.wikipedia.org/wiki/Vieques,_Puerto_Rico).

Review the following Wikipedia entry on the United States Navy in Vieques, Puerto Rico(https://en.wikipedia.org/wiki/United_States_Navy_in_Vieques,_Puerto_Rico).

What are the environmental issues for Vieques, Puerto Rico?  Relate Vieques’ environmental circumstances to at least two chapters in your textbook and explain why the chapters are applicable. You MUST cite from at least two chapters in your textbook.

 

 

the attachment is my textbook. should around 500 words.

 
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Compensation And Benefits Zenith Medical System Incorporated

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Section C: Reward and Compensation Strategy. Next, develop your reward and compensation strategy by following the first four steps in Figure 6.1 (page 189 of the textbook). You need to define the type of employee behaviours that your client firm needs, define the role that compensation will play in producing those behaviours, determine the compensation mix, and determine the compensation level. If different behaviours are required from different job families, then you will need to repeat this process for each job family. The outcome of all this should be summarized for each job family in a compensation strategy template (shown on the following page). All jobs listed on the same compensation strategy template will have the same mix of compensation elements and the same compensation level relative to the market (i.e., lag the market by a certain percentage, lead the market by a certain percentage, or match the market). Note, however, that this does not mean that all jobs on the same template will receive the same dollar amount of pay; it just means they are all subject to the same compensation strategy. Figure 6.2 (page 224 of the textbook) provides an example of a filled-in compensation strategy template. You should carefully read the example that surrounds Figure 6.2. You will need at least two compensation strategy templates—one for those jobs you are putting under a pay-for-knowledge system (PKS) and at least one for the jobs you will be putting under a job evaluation (JE) system (you will not be putting any jobs under market pricing). In fact, it is  52 likely you will need three or four templates for your JE jobs. Every job listed in the “partial listing of job descriptions” at the end of your client description must appear on a compensation strategy template (except for any jobs you may eliminate by job redesign). For any new jobs that you create, you must prepare a job description, and that job must appear on a compensation strategy template. In creating job families, the first thing to decide is which jobs will be included under the pay-forknowledge system. (Material in Chapter 4 will be useful in making this decision.) The remaining jobs will fall under job evaluation, and you need to consider how many distinct groupings of behaviours (job families) you should have. (Incidentally, you do not need to include top management—the CEO and the two vice presidents—in a job family. Those three jobs will not be included in your compensation system.) Bear in mind that creating a high number of job families creates a very complex compensation structure but that too few job families may result in an inappropriate compensation strategy for some jobs. In this case, fewer than three JE job families is likely too few, while more than five JE job families is probably too many. To successfully complete this section, you will need to use the concepts found in Chapters 4, 5, and 6. The quality of this section (and the mark you receive for it) depends on how well you can demonstrate application of these concepts. Incidentally, don’t forget to include the behavioural objectives you are setting for the compensation system (see Table 6.2, page 195 of the textbook).

 
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5HR02 Task 1

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Level 5 Associate Diploma

5HR02 Talent Management and Workforce Planning
Learner Assessment Brief
Assessment ID / CIPD_5HR02_21
 
Level 5 Associate Diploma in People Management

· Talent Management and Workforce Planning

 

 

 

 

Please write clearly in block capitals.
Centre number                    
Learner number                    
Learner surname  
Learner other names  
   
Assessor name  
Assessor signature  
   
Internal quality assurer name  
Internal quality assurer signature  
   
Assignment start date  
Assignment end date  
Assignment submission date  
Assignment re-submission date for centre marking (only one re-submission allowed)  

 

 

 

 

 

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5HR02 Talent Management and Workforce Planning

This unit assignment focuses on the impact of effective workforce planning in considering the development of diverse talent pools and how to contract and onboard the workforce. It also includes analysis of the potential cost to the organisation if this is poorly managed and the tools and interventions required to mitigate this risk.

 

CIPD’s insight

Talent management (November 2020)

Talent management seeks to attract, identify, develop, engage, retain and deploy individuals who are considered particularly valuable to an organisation. It should align with business goals and strategic objectives. By managing talent strategically, organisations can build a high-performance workplace, encourage a ‘learning’ organisation, add value to their employer brand, and improve diversity management. For these reasons, people professionals consider talent management to be among their key priorities.

This factsheet looks at the changing context of ‘talent’ and ‘talent management’ and it’s compelling benefits. It outlines the features of a talent management strategy, including aligning to corporate strategy, inclusive versus exclusive approaches, involving the right people, and the talent management loop.

https://www.cipd.co.uk/knowledge/strategy/resourcing/talent-factsheet

 

Workforce planning (November 2020)

Workforce planning is a core business process which aligns changing organisation needs with people strategy. It can be the most effective activity an organisation can engage in. It doesn’t need to be complicated and can be adjusted to suit the size and maturity of any organisation. It can provide market and industry intelligence to help organisations focus on a range of challenges and issues, and prepare for initiatives to support longer term business goals.

This factsheet examines the concept of workforce planning. It distinguishes between strategic and operational workforce planning, ‘hard’ and ‘soft’ workforce planning, which work together to generate and analyse information before planning actions. It also explores the stages of the workforce planning process and highlights key issues and action points for implementation

https://www.cipd.co.uk/knowledge/strategy/organisational-development/workforce-planning-factsheet

 

Induction (December 2020)

An employee’s first impressions of an organisation have a significant impact on their integration within the team and job satisfaction. Induction is an opportunity for an organisation to welcome their new recruit, help them settle in and ensure they have the knowledge and support they need to perform their role. For an employer, effective induction may also affect turnover, absenteeism and employer brand.

This factsheet covers induction’s purpose for both the employer and employee. It looks at the induction process, including who should attend, who should be involved, what to include (as well as what to avoid), and the role of HR and L&D teams. There’s also an induction checklist to help organisations plan or refine their own process.

https://www.cipd.co.uk/knowledge/fundamentals/people/recruitment/induction-factsheet

 

Contracts of employment (November 2020)

A contract of employment is a legally binding agreement between an employer and employee. In the UK, the term ‘employee’ is defined by the Employment Rights Act 1996 as an individual who has entered into or works under a contract of service or apprenticeship.

This factsheet focuses on the contract of service, rather than a contract for services which might apply to a subcontractor or freelance worker, and so it doesn’t deal with self-employment or workers in any detail. It provides introductory guidance on the types on contract, and examines the items included in the written statement of particulars and their legal context. It also provides advice on drafting or amending contracts and varying the contractual terms.

https://www.cipd.co.uk/knowledge/fundamentals/emp-law/terms-conditions/contracts-factsheet

 

Case law on types of employment contract

Selected cases covering disputes on the types of employment contract that people are employed under

 

https://www.cipd.co.uk/knowledge/fundamentals/emp-law/terms-conditions/contracts-cases

 

 

 

 

 

 

 

 

Level 5 Associate Diploma

 

Case study

You have recently been recruited as a People Planning Manager for a medium sized organisation which operates in the commercial transport & logistics sectors. The organisation has been experiencing challenges with recruiting and retaining staff because of new UK immigration regulations and Covid restrictions on travel and working conditions. You have been asked to assist in preparing the management team for an Executive Board meeting on a review of talent management and workforce planning by providing them with a presentation.

 

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 for this task.

Ensure that the evidence generated for this assessment remains your own work.

 

You will also benefit from:

Acting on formative feedback from your Assessor.

Reflecting on your own experiences of learning opportunities and training and continuing professional development.

Reading the CIPD Insight, Fact Sheets and related online material on these topics.

 

 

Task – Presentation

The focus of the presentation is on the effectiveness of workforce planning and the development of a diverse talent pool. The presentation will also explore how to contract and on-board the workforce.

Your presentation should relate specifically to your organisation (real or fictitious) and needs to include slides and supporting notes ready for the Board.

The presentation must therefore include:

 

· an explanation on how organisations strategically position themselves in competitive labour markets. (AC 1.1)

· an explanation on the impact of changing labour market conditions on resourcing decisions. (AC 1.2)

· a discussion of the role of government, employers and trade unions in ensuring future skills needs are met. (AC 1.3)

· an analysis of the impact of effective workforce planning. (AC 2.1)

· an evaluation of the techniques used to support the process of workforce planning. (AC 2.2)

· an explanation of the approaches to succession and contingency planning aimed at mitigating workforce risks. (AC 2.3)

· an assessment of the strengths and weaknesses of different methods of recruitment and selection to build effective workforces. (AC 2.4)

· an examination of turnover and retention trends and the factors that influence why people choose to leave or remain. (AC 3.1)

· a comparison of different approaches to developing and retaining talent on an individual and group level. (AC 3.2)

· an evaluation of approaches that an organisation can take to build and support different talent pools. (AC 3.3)

· an evaluation of the benefits of diversity in building and supporting talent pools. (AC 3.4)

· an explanation of the impact associated with dysfunctional employee turnover. (AC 3.5)

· an assessment of suitable types of contractual arrangements dependent on specific workforce need. (AC 4.1)

· a differentiation between the main types of contractual terms in contracts. (AC 4.2)

· an explanation of the components and benefits of effective onboarding. (AC 4.3)

 

 

Your evidence must consist of:

Slide deck and presenter notes (approximately 3900 words) refer to CIPD wordcount policy

 

It is essential that you refer to academic concepts, theories and professional practice for the tasks to ensure that your work is supported by analysis. Please ensure that any references and sources drawn upon are acknowledged correctly and supported by a bibliography.

 

 

Assessment Criteria Evidence Checklist

Use this as a checklist to make sure that you have included the required evidence to meet the task. Please enter the evidence title and where it can be referred to. An example has been provided for you.

 

Task – Presentation Pack

Assessment criteria

 Evidenced Y/N Evidence reference
1.1 Explain how organisations strategically position themselves in competitive labour markets.   Presentation pack
1.2 Explain the impact of changing labour market conditions on resourcing decisions.    
1.3 Discuss the role of government, employers and trade unions in ensuring future skills needs are met.    
2.1 Analyse the impact of effective workforce planning.    
2.2 Evaluate the techniques used to support the process of workforce planning.    
2.3 Explain approaches to succession and contingency planning aimed at mitigating workforce risks.    
2.4 Assess the strengths and weaknesses of different methods of recruitment and selection to build effective workforces.    

 

 

3.1 Examine turnover and retention trends and the factors that influence why people choose to leave or remain.    
3.2 Compare different approaches to developing and retaining talent on an individual and group level.    
3.3 Evaluate approaches that an organisation can take to build and support different talent pools.    
3.4 Explain the impact associated with dysfunctional employee turnover.    
3.5 Explain the impact associated with dysfunctional employee turnover    
4.1 Assess suitable types of contractual arrangements dependent on specific workforce need.    
4.2 Differentiate between the main types of contractual terms in contracts.    
4.3 Explain the components and benefits of effective onboarding.    

 

 

Declaration of Authentication

Declaration by learner

 

I can confirm that this assessment is all my own work and where I have used materials from other sources, they have been properly acknowledged.
Learner name:  
Learner signature:  
Date:  

 

Declaration by Assessor

 

I confirm that I am satisfied that to the best of my knowledge, the work produced is solely that of the learner.

 
Assessor name:  
Assessor signature:  
Date:  

Level 5 Associate Diploma

 

C:\Users\dominiqueb\AppData\Local\Microsoft\Windows\INetCache\Content.MSO\B4F4A35.tmp5HR02

Talent management and workforce planning

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.

 

Overall mark Unit result
0 to 29 Fail
30 to 40 Low Pass
41 to 50 Pass
51 to 60 High Pass

 

 

Marking Descriptors

Mark Range Descriptor
1 Fail Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC.

Insufficient examples included, where required, to support answers.

Presentation and structure of assignment is not appropriate and does not meet the assessment brief.
2 Low Pass Demonstrates an acceptable level of knowledge, understanding or skills (as appropriate) required to meet the AC.

Sufficient and acceptable examples included, where required, to support answers.

Required format adopted but some improvement required to the structure and presentation of the assignment.

Answers are acceptable but could be clearer in responding to the task and presented in a more coherent way.
3 Pass

 

 Demonstrates good knowledge, understanding or skills (as appropriate) required to meet the AC.

Includes confident use of examples, where required, to support each answer.

Presentation and structure of assignment is appropriate for the assessment brief.

Answers are clear and well expressed.
4 High Pass Demonstrates a wide range and confident level of knowledge, understanding or skill (as appropriate).

Includes strong examples that illustrate the point being made, that link and support the answer well.

Answers are applied to the case organisation or an alternative organisation.

Answers are clear, concise and well argued, directly respond to what has been asked.

The presentation of the assignment is well structured, coherent and focusses on the need of the questions.

Includes clear evidence of the use of references to wider reading to help inform answer.

 

Marking grid

Task – Assessment criteria Mark (1-4)
1.1 Explain how organisations strategically position themselves in competitive labour markets.  
1.2 Explain the impact of changing labour market conditions on resourcing decisions.  
1.3 Discuss the role of government, employers and trade unions in ensuring future skills needs are met.  
2.1 Analyse the impact of effective workforce planning.  
2.2 Evaluate the techniques used to support the process of workforce planning.  
2.3 Explain approaches to succession and contingency planning aimed at mitigating workforce risks.  
2.4 Assess the strengths and weaknesses of different methods of recruitment and selection to build effective workforces.  

 

3.1 Examine turnover and retention trends and the factors that influence why people choose to leave or remain. .
3.2 Compare different approaches to developing and retaining talent on an individual and group level.  
3.3 Evaluate approaches that an organisation can take to build and support different talent pools.  
3.4 Explain the impact associated with dysfunctional employee turnover.  
3.5 Explain the impact associated with dysfunctional employee turnover  
4.1 Assess suitable types of contractual arrangements dependent on specific workforce need.  
4.2 Differentiate between the main types of contractual terms in contracts.  
4.3 Explain the components and benefits of effective onboarding.  

 

 

Total marks for unit  
 
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Expected Benefits, Which Will Result From Implementation Of The Project And Define Success, Establish:

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Question 1

Expected benefits, which will result from implementation of the project and define success, establish:

Question options:

how quickly the project must be completed.

how much money the customer is willing to pay.

the reason the contractor proposes the solution.

why the project is being done.

Question 2

The contractor or project team needs to gain agreement from _____ on the project scope document.

Question options:

the sponsor or customer

only the contractor’s chief financial officer

only the subcontractors

all the stakeholders

Question 3

The project scope document is valuable for establishing:

Question options:

a request for proposal for the project.

the risk management plan for the project.

the contact between the contractor and the customer.

a common understanding among project stakeholders regarding the scope of the project.

Question 4

In order to prevent poor quality and avoid quality problems, there needs to be a/an:

Question options:

work breakdown structure.

audit at the end of the project.

responsibility assignment matrix.

project quality plan.

Question 5

The __________ defines what the project team or contractor will do.

Question options:

statement of work

network diagram

work breakdown structure

project scope document

Question 6

It is important to plan for __________ in performing the project to assure that the work is done according to specifications and applicable standards and that deliverables meet acceptance criteria.

Question options:

time

scope creep

quality

resources

Question 7

A __________ emphasizes who is responsible for each work item and shows each individual’s role in supporting the overall project.

Question options:

responsibility assignment matrix

project scope document

work breakdown structure

network diagram

Question 8

For each deliverable, the quantitative measures or references to __________ that will be used should be stated, as the criteria will be the basis for the customer agreeing that a deliverable is acceptable.

Question options:

quantitative and qualitative levels

audits and surveys

published articles

specifications, standards, and codes

Question 9

The project scope is all the work that must be done to do all of the following, EXCEPT:

Question options:

accomplish the project objective.

satisfy the sponsor or customer that all the work and deliverables meet the requirements or acceptance criteria.

produce all the project deliverables.

meet with every stakeholder.

Question 10

To help assure quality, the project quality plan should contain written procedures for:

Question options:

scope creep.

using various quality tools and techniques, such as audits, inspections, testing, checklists, and so on.

communicating with stakeholders about subcontractors.

assigning resources to tasks to be sure they meet the acceptance criteria.

Question 11

The major work elements defined in the statement of work section along with the detailed list of deliverables provide the basis for creating a:

Question options:

project scope document.

statement of work.

work breakdown structure.

network diagram.

Question 12

A __________ is a hierarchical decomposition of the project work scope into work packages that produce the project deliverables.

Question options:

network diagram

project scope document

work breakdown structure

statement of work

Question 13

Once the project scope document has been prepared and agreed on, the next step in the planning phase is to:

Question options:

begin work on the project.

monitor and control the quality to assure acceptance.

create a detailed work breakdown structure.

prepare and approve the contract.

Question 14

The __________ may include a high-level WBS in a graphic chart format or as an indentured list of the work elements and associated deliverables.

Question options:

network diagram

work breakdown structure

project scope document

statement of work

Question 15

Acceptance criteria for all project deliverables must be __________ than what is stated in the project charter or request for proposal.

Question options:

described in greater detail

listed in sequence with the responsible person or organization

stated at higher levels

repeated

Question 16

Quality standards that will be used should also be stated and referenced in other appropriate project documents, such as technical specifications and acceptance criteria, and communicated to members of the project team:

Question options:

after the work begins on the project.

at the outset of the project before the work begins.

at the end to check that the quality is met.

when the project team starts working on the specific tasks.

Question 17

The __________ is a communication tool for the project team because it shows who is responsible for each activity and how each person’s work fits into the overall project.

Question options:

responsibility assignment matrix

project scope statement

network diagram

work breakdown structure

Question 18

Although major or key deliverables may be stated in the project charter or request for proposal, they need to be __________ in the project scope document.

Question options:

expanded on in greater detail

listed in sequence with the responsible person or organization

repeated

stated at higher levels

Question 19

It is easier to define the details for __________, but as the project progresses or moves from phase to phase, the project team or contractor can progressively elaborate the details as more information is known or becomes clear.

Question options:

only tasks that take a day to complete

tasks that require a small effort

the near-term efforts

tasks near the end of the project

Question 20

The __________ is the tangible end product that the project team or contractor must produce and deliver in order for the sponsor or customer to achieve the expected benefits from implementing the project.

Question options:

objective

project plan

network diagram

work breakdown structure

 
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12 PP Slide- Human Resources

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12 PP slide- Not including title or refences

 

Continuing to use the SHRM case study (Attached), present a second power point presentation that builds on the information from the first presentation (Attached) and applies some of the additional material. Conduct a SWOT Analysis of the current situation provided in the case study, propose at least three recommends for changing the existing HR Domains, describe if the recommendations add value to the areas of people, performance, information and/or workflow, and describe ways to institutionalize best practices in the recommended areas. Since HR departments communicate their Who, What and Why for their initiatives through a So That Statement, design an effective So That Statement for the HR function.  The presentation ends with a summary or the conclusions for the paper and a Reference Page including at least two scholarly references. (in text citations are to be provided in the content of the presentation).

 

1.      Title Slide

2.      Introduction and Purpose for the Presentation

3.      Summary of SWOT Analysis

4.      Proposed Recommendations (at least three)

5.      Identify if the recommendations add value to the areas of people, performance, information, and workflow, and description of  how to identify ways to institutionalize best practices in these areas

6.      Recommended HR So That Statement

7.      Justification for the Recommendations

8.      Summary or Conclusions

9.      Reference Page

 
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Essay Questions Of Human Resource Management

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Chapter 3 end essay question:

 

Note: the submission should be typed and each response should not be longer than one typed page.

 

1.     Eduardo works at Hanson Engineering Works as a welder. Although he is provided with protective googles and a facemask, overalls or another type of protective clothing is not provided. After three months of works at Hanson, Eduardo notices his skin becoming drier and gradually changing color. Alarmed with this development, he approaches his supervisor asking for details of the materials he works with. The supervisor declines to reveal any kind of information. In this case, can Eduardo file a case against his supervisor? If so, which authority and laws can help him? Elaborate.

 

 

Plz answer the question based on Chapter 3.

 
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