Sunday, March 20, 2022

7SBL Unit Overview

 The 7SBL Developing Leadership Skills is a CIPD module. To earn CIPD level 7 Advanced level qualifications, you must finish this module and the others that make up CIPD. As such, candidates must get a thorough understanding of the organisation and the enduring framework in which human resources operates.

What is the 7SBL's Purpose and Objective?

The Developing Skills for Business Leadership module is designed to help learners acquire a strong sense of self-awareness and an understanding of their own strengths and shortcomings as human resources professionals, managers, and colleagues.

The primary objective of this curriculum is to improve the variety of definable talents. These abilities are necessary for good management practise and leadership. The talents include critical thinking and decision-making, budget management, financial information management, teamwork, and interpersonal skills, among others.

Additionally, this module aims to build more specialised abilities that are critical for effective higher-level people management, while also giving possibilities for applied learning and professional development.

Finally, this course aims to assist learners in making the most of their formal education programmes. It incorporates critical postgraduate study skills while requiring ethical and professional reflection on theory and practise.

Who is a good candidate for this module?

The 7SBL Developing Business Leadership Skills unit is appropriate for anyone who has followed a career or profession in human resource management. Determine if you are eligible for 7SBL. You are illustrious if you:have operational, tactical, or strategic responsibility for human resource decision-making inside a company.

are a human resource professional working on an HR team or in a functional management job in human resources and wish to advance your career?

without a specialist job, have responsibility for the human resources function and activities inside an organisation.

are a self-employed or employed consultant who assists organisations in achieving their objectives.

have hopes for a career in human resources and CIPD professional membership

What are the Educational Objectives?

After completing this unit, students will be able to:


Manage themselves more successfully in their human resource management work or in any other professional setting including human resource management.

Manage interpersonal interactions effectively at their places of employment.

Make better informed, rational, and reasonable judgments and more effectively resolve work-related challenges.

Effectively lead and influence others at work.

Financial information must be interpreted well in order to manage financial resources efficiently.

Demonstrate increased IT proficiency in human resources.

Demonstrate a critical set of people management skills.

Demonstrate their ability to succeed in postgraduate education.

What are the Module's Assessment Criteria?

This module assesses learners using a variety of assessment methods to ensure that all learning outcomes are reached. This will enhance the learning experience. Additionally, the examination will enable learners to demonstrate a firm understanding of topics and the capacity to connect theory and practise while speaking effectively at the appropriate level in the human resources area.

To get 7SBL for a CIPD Advanced level qualification, all learning objectives should be assessed summatively. As such, in order for a student to properly finish this unit, evaluation must be conducted.

As a result, completion of a portfolio documenting skill acquisition and improvement, including witnessed skill activity, is required. Alternatively, you can complete an AB activity from the CIPD Assessment Bank.

After successfully completing this module and the others that comprise the CIPD Advanced level, you will instantly become a professional member of the CIPD, although as an Associate member. By pursuing the CIPD advanced level diploma, you can progress from Associate to Chartered Member or Chartered Fellow.

7RWM Unit Overview

 Module description

The cipd level 7 reward management module educates HR professionals on how to create a rewarding work environment that is aligned with the organization's objectives. The section assists human resource professionals in developing the appropriate reward programmes and policies that are critical in retaining employees within an organisation. In this context, learners enrolled in the course are intended to develop information about the industrial and market trends influencing decision-making regarding employee compensation. Students will learn about the following subjects as they progress through the unit, which are regarded critical for developing a grasp of the incentive management module.

Tools for analysing an organization's remuneration policy

The SWOT and PESTLE analyses aid in determining the internal and external factors influencing the organization's decisions on employee compensation. These methods serve as the foundation for identifying external determinants, which are determined through an external examination of the market and industry in which the organisation operates. As a result, human resource experts are able to recognise trends and so design the appropriate rules for implementing rewarding tactics. Students should have an understanding of how to properly apply analysis techniques in order to discover elements that influence the decisions made while creating an organization's incentive strategy. Students should get an understanding of how to apply the identified elements to real-world situations inside the organisation in order to improve their ability to make sound reward decisions.

Recognize intelligence

The term "reward intelligence" refers to the information gathered by the human resources professional on matters pertaining to rewards. To obtain reward intelligence, human resource students should learn that surveys, market intelligence, and marketing from other businesses are all effective methods of gathering information. These are considered to be reward intelligence drivers, assisting professionals in making judgments about the salary, compensation, and perks to be provided to employees (CIPD, 2015).

Total-rewards principles

Students enrolled in the course learn about the worth of employees in an organisation through an evaluation of the organization's culture and the implementation of appropriate compensation schemes that benefit employees as individuals, teams, and the organisation as a whole. Total rewards programmes ensure that employees receive both monetary and non-monetary benefits. Additionally, the problem of workforce preference is heavily weighted in determining which reward schemes should be offered to employees. Additionally, there is the problem of pay for performance, in which employees are compensated based on their performance. In this context, it is critical for students to understand how they should be able to choose the appropriate total compensation packages for their employees. This should be influenced by the organization's style and the reward systems implemented inside it (Ekwochi, Eneh, and Orga, 2017).

Rewards that are just, equitable, consistent, and transparent

Students taking this course should understand that one of their responsibilities as human resource professionals is to ensure that they design policies that promote justice and equity in employee compensation. Armstrong (2009) asserts that being fair, consistent, and transparent enables human resource professionals to identify with the most critical pillars of reward administration. This is critical because it assists in reinforcing organisational ideals among employees and other organisational stakeholders. In this context, it is critical to connect with the organization's incentive objectives in order to ensure that students understand how to make every employee feel appreciated and fairly compensated for the work they perform. Organizations that value justice, equality, consistency, and transparency in their compensation and reward practises benefit from strong employee satisfaction and morale, which translates into high employee performance.

As representatives of organisations and human resource professionals charged with fostering fairness and transparency, students enrolled in this course should be prepared to learn the distinction between intrinsic and extrinsic rewards. Intrinsic rewards are those that give an individual with personal fulfilment and delight. Extrinsic rewards are offered by employers and are not provided by individuals. Both are considered to be motivating factors for employees. The subject does teach students about employee rights, and as a result, they also learn about their rights when it comes to being compensated at their places of employment.

Line managers' contribution to reward decision-making

Line managers have an obligation to guarantee that their decisions about what and how to pay employees are influenced by human resource professionals. This is critical since line managers work directly with employees and are familiar with the contributions employees bring to the organisation. This is more suited to performance-based compensation, because line managers are accountable for measuring employees' performance. Line managers should be empowered to make the most critical choices on employee compensation. Organizations benefit from the influence of line managers in determining the appropriate remuneration packages that contribute to an increase in employee satisfaction. Thus, students enrolled in this course should be enthusiastic to learn that the authority and influence to make pay and benefit decisions for employees should be delegated not only to human resource professionals, but also to line managers who interact directly with employees.

The outcomes

After completing this course, learners should be able to: • Understand the context of reward management by being familiar with the numerous factors that influence reward decisions in the workplace.

• Understand how to use reward intelligence to develop reward principles and policies for use within the organisation • Understand the concepts of fairness, equity, consistency, and transparency when it comes to rewarding employees in the organisation • Be able to articulate reward policy initiatives and how they are implemented within the organisation

Conclusion

The reward management unit is for persons interested in growing and developing their careers in human resources. The unit provides information that is beneficial in assisting individuals in developing the appropriate methods and policies for boosting their decision-making processes around how to reward employees in the organisation. By the end of the course, students will have acquired additional knowledge and abilities that will enable them to take the appropriate actions and make the appropriate decisions on reward management options. It is a unit that assists in determining the relationships between human resources and line managers in order to analyse each's position within the broader organisational environment.

7RTM Unit Overview

The Resourcing and Talent Management course teaches participants how to manage talent in today's labour markets. According to CIPD (2020), talent management is defined as the process of attracting the best personnel, developing and engaging them inside the organisation, and retaining them with the goal of boosting the organization's success. HR professionals enrolled in the Resourcing and talent management course should possess the abilities necessary to mobilise personnel, and thus must be accountable for identifying individuals with the necessary talents and attitudes to accomplish the organization's goals and objectives. 

Mobilizing an organization's personnel also entails an obligation on the part of human resources to ensure that the correct talent is hired. This means that human resources must be vigilant in ensuring that they hire the best people who can compete effectively in the labour market and has the necessary capabilities for the organisation. Retention also refers to the organization's goal of retaining staff for a longer period of time in order to prevent attrition and recruitment expenditures. Thus, the course is critical in defining the role of human resources in designing strategies for attracting and retaining talent with the goal of achieving a competitive edge.

The labour market

The course serves as a foundation for discussing how job markets vary globally and the implications for human resource practitioners and organisations. Clearly, the demand for talents in the current labour market is projected to shift, as is the supply, which means that companies will soon be fighting for talent critical to achieving organisational goals (Whysall, Owtram, and Brittain, 2019). In this context, the course will shed light on the competitive character of the labour market and the strategic decisions made by human resource professionals in order to ensure that they find the best people.

Competitiveness of the organisation in terms of resourcing and talent management

Because organisations aim to acquire and retain competent individuals to meet organisational objectives, they must compete in the labour market to find and hire the best candidates (Pilbeam and Corbridge, 2010). Several factors identified in the course that will assist organisations in achieving their objectives include the following: 1) the need for organisations to acquire people with the necessary skills and knowledge to accomplish organisational goals; 2) the need to promote employment flexibility; and 3) the organization's and its operations' market positioning, in which the organisation will compete for talent in the same market. 4) achieving work-life balance, which is critical in deciding how human resources fosters a balance between employees' personal and professional lives. 5) job analysis, which is concerned with creating the appropriate job descriptions and specifications for the employees required by the organisation. 6) work environment flexibility, 7) management of employee and skill shortages in the industry or labour market, 8) management of diverse groups of employees and diverse skill sets in the market, and 9) development of an ethical work environment in which ethical policies and practises are implemented with the goal of effectively managing talent within the organisation.

Recruitment and selection of employees

The training provides an overview of the approaches employed in the organization's recruitment process. The learners gain knowledge about how to attract employees on a national and worldwide basis. This is considered to be a component of human resource management, as human resource practitioners are expected to become familiar with and relate to various forms of job administration, as well as the involvement of employment agencies in locating the best employees for a job position within the organisation (Whysall, Owtram, and Brittain, 2019). Additionally, the learners gain an understanding of the dependability and validity of the many approaches used to choose candidates for jobs.

Additionally, the course discusses the many selection techniques used to determine the best candidates for the job. Numerous options are available, including conducting psychometric tests, interviewing job candidates, and utilising assessment centres to aid in the recruitment and selection process. Following selection, the induction process begins, which is thoroughly covered throughout the module.

Workforce planning

Additionally, the course provides insight into workforce planning. The CIPD (2020) defines workforce planning as the process by which an organization's changing needs are effectively linked with its people strategy. This relates to the development of information that is helpful in assisting human resource practitioners in planning the appropriate actions to take. This pertains primarily to succession planning, in which the appropriate candidate is chosen to replace another employee, organisational flexibility in carrying out responsibilities, subcontracting alternatives, and consideration of external consultants in promoting workforce planning (Cannon and McGee, 2011)

Employee churn

The training discusses how and why employee turnover data is collected. This is critical in assisting human resource practitioners in making decisions about the tactics to adopt in order to reduce undesired turnover within the organisation. Additionally, information is offered on the role of human resources in designing strategies that ensure employees stay with the organisation for a longer period of time.

Dismissals, redundancies, and retirement

Occasionally, organisations are forced to take measures to ensure that certain employees are let go. As a result, this module includes information on the legal rights that employers should consider before taking action to terminate an employee's employment. Dismissals, as well as disciplinary actions and procedures, should adhere to legal and ethical standards. Additionally, information on retirement planning has been included to assist learners in acquiring the necessary knowledge.

The outcomes of education

By the end of this course, learners should be able to: • Analyze labour markets and their subsequent changes; and • Identify sources of staff to ensure that present and future employee demands are met.

• Develop strategies for improving employee resourcing and ensuring that talent management strategies are developed effectively within the organisation. • Gain insight into the recruitment of qualified employees, selection, and induction processes to ensure that they hire the right professionals to perform organisational functions.

• Be able to utilise turnover data collected from the organisation in order to make efficient strategic decisions about employee retention.

• Manage dismissals effectively by adhering to employees' legal rights, enforcing fair disciplinary procedures, and developing legal and ethical retirement plans.

Finally, the CIPD Level 7 Resourcing and talent management course will benefit professionals who make human resource decisions, support human resource operations, and those interested in improving their human resource careers.

7PFM Unit Overview

The guide to performance management is described below.

Performance management is a subject that teaches students about the tactics used to improve performance management inside the organisation. Performance management is impacted by the directives issued by organisational leaders with the goal of ensuring that organisations perform well in their respective business environments. Performance management is concerned with the transformation of organisational objectives in order to ensure that business objectives are met.

CIPD Level 7 performance management training gives learners with the knowledge necessary to facilitate fair and ethical performance reviews. When an organisation develops strong communication skills and individuals are expected to be honest and ethical in their efforts to accomplish company objectives, performance improves.

Performance management's objective

• To ensure that strategic business objectives are met within the business environment; • To establish a link between corporate business performance and employee performance within the organisation; • To establish the role of human resources in promoting organisational performance; • To explain the role of human resources in fostering an organisational culture that values high-performance work and improved work practises within the organisation;

Conducting performance reviews in a leadership capacity

Leaders promote capability, which results in a high-performance work environment. This is accomplished in organisations that promote personal growth in order to strengthen both individual and team capabilities. To develop capacities, leaders are accountable for coaching, mentoring, and counselling their subordinates as needed.

Additionally, leaders create challenges by offering venues for setting goals for their personnel. Additionally, they establish targets that must be accomplished in order to motivate staff to perform and meet those objectives. Additionally, leaders encourage employees to submit feedback in order to foster a climate conducive to achieving high organisational performance.

Additionally, leaders encourage performance by awarding and recognising staff. The awards can be financial or non-financial in nature and are intended to stimulate and encourage staff to perform better.

Engagement of employees in performance management

Employees, too, are accountable for promoting organisational performance. Employees are encouraged to discuss and share pertinent organisational information in order to develop a commitment to reaching performance objectives. Employees are able to identify problems and establish plans to resolve them through communication in order to improve their individual, team, and organisational performance. Additionally, they get to discover areas for improvement and develop the necessary plans to accelerate change and develop new methods of performance management.

The impact of organisational excellence

High performance is critical for increasing an organization's employee commitment. Human resource leaders should aim to develop successful goals that will guarantee that employees perceive value in remaining with the organisation, with the purpose of ensuring that organisational objectives are met (Purcell and Hutchinson, 2007).

Organizations place a premium on work-life balance in order to foster performance at all levels of the organization's activities. Employee performance can only be boosted when leaders have properly established a work-life balance, in which employees' personal demands are balanced with the work they perform.

Attaining high levels of performance supports diversity management inside the organisation. According to Sayers et al. (2018), the need to promote a diverse organisation is contingent on the human resources department's efforts to ensure that all individuals are treated fairly and respectfully. This promotes justice and equality, which are seen as critical performance management metrics.

Management is capable of making decisions on the basis of rewarding people, most notably high-performing staff. This enables leaders to define performance measurements while also assessing the means by which employees' performance might be enhanced. According to GuerraLópez and Hutchinson (2013), it is critical for human resource leaders to determine the appropriate performance measurements in order to ensure that the appropriate decisions are taken to advance the organization's improvement and attainment of its objectives.

High performance has an effect on the amount to which leaders can coach and advise their staff to do the right thing in order to maximise performance. Coaching and mentorship foster workplace communication, which is critical in determining the extent to which human resource directors provide direction for employees while also encouraging them to perform effectively in order to achieve the organization's vision and goals.

The formation of a positive organisational culture is facilitated by high performance. Geare and Edgar suggest that an organisational culture is defined by the value placed on workplace members in developing supportive human resource management practises that contribute to the creation of desired working circumstances. In this context, human resource leaders must examine their influence on employees' development of good attitudes, which are widely regarded as critical for improving organisational performance.

Learning outcomes for performance management

The learning outcomes for Performance Management CIPD Level 7 are as follows: • To assist students in identifying the purpose and objective of performance management and communicating them effectively in order to achieve performance objectives.

• To teach students the value of good performance management policies that encourage individual, team, and organisational performance.

• Recognize performance evaluation methodologies and their value in enhancing organisational performance.

• Relate to the communication abilities deemed beneficial for managing organisational accomplishments and underachievement among individual employees, teams, and the organisation as a whole.

• To ascertain the effectiveness of performance management and its impact on employees and the organisation.

Finally, students who take on the programme will get an understanding of how to make effective performance judgments at any of their operational levels, with the goal of securing the best alternatives to performance enhancement. This handbook is intended to assist students with HR and CIPD career aspirations in identifying the appropriate measures to be taken in promoting skills and opportunities that are effective in promoting performance. The module is adaptable to anyone who choose to study and pursue it, and practically all candidates receive learning resources.

7ODD Unit Overview

The 7ODD Organization Design and Development curriculum is a CIPD requirement. It emphasises on giving learners with the knowledge and abilities necessary to acquire a critical grasp of the organization's theory and conceptual framework. Additionally, it enables the establishment of organisational development ideas and practices. Both organisation design and development are key components of learners' understanding of organisations, their functioning, and their existence within the framework of organisation theory.

What is the Module's Purpose and Objective?

This cipd level 7 module primarily focuses on decisions regarding the most appropriate organisational structure(s) to ensure the organization's activity is delivered. Organization design is concerned with modelling an organisation in order to maximise its effectiveness and flexibility in service delivery.

By removing departmental boundaries, fostering increased supply chain efficiencies, fostering cooperation and collaboration, and focusing on customer management and retention, organisations may not only improve their performance but also ensure that their aims and goals are met.

As such, organisation design activities are concentrated on determining the most appropriate organisational structures, interactions between departments, divisions, and allocation of work activities, including the description of assignments, roles, and responsibilities. Organizational design is inextricably linked to performance management in that it enables the measurement and management of effective work and product delivery.

Additionally, this subject examines how an organization's culture, beliefs, and environment contribute to and enhance the organization's performance and adaptability. Organizational development, by definition, is a deliberate and methodical approach to allowing sustained organisational effectiveness via the engagement of its people. As such, this may involve the manner in which organisational members gain new information, abilities, and behaviours in order to perform tasks differently. This might be a component of implementing continuous improvement initiatives.

Additionally, the concept of 'learning organisation' is studied as an organisation development method that may be used in conjunction with other organisational change efforts. The importance of cultural awareness in managing the outputs of design and development methods, the practical application of organisation design and development principles, and the implications for good organisation management and professional practise are all discussed.

As such, this module necessitates a professional and ethical examination of theory and practise. This is because it provides opportunity for applied learning and career advancement.

Who is a Good Candidate for this Module?

The following individuals are qualified to enrol in this module. They include people who: • Are accountable for human resource decisions at the tactical, strategic, or operational levels of the organisation.

• Are accountable for human resource functions inside the organisation but lack specialised knowledge.

• Are employed or self-employed consultants who assist organisations in achieving their objectives or targets.

• Are employed in human resources and wish to pursue CIPD professional membership.

• Are human resource professionals who now hold a functional management position in human resources and wish to advance their careers.

What are the Educational Objectives?

After completing this module, learners should be able to comprehend, analyse, and evaluate the following: • The design possibilities available for organisational structures and relationships.

• The historical and theoretical foundations of organisational design and development in the context of organisational value and contribution.

• Organizational development methods and procedures, as well as a study of their strategic impact.

• Processes and mechanisms that must be in place to ensure the continued existence of such structures and linkages.

• The culture, conventions, and practises of the organisation.

• Change management techniques based on the application of organisation development strategies that can aid in the design and realignment of an organisation.

• Importance of the human resources role in advising on organisational design, development, and execution.

What are the Evaluation Criteria?

At least 50% of the module's learning outcomes should be assessed summatively. The remaining 50% is evaluated via formative assessment activities such as: • Examinations • Reports

• Ensures that work-related activities are integrated

• Assignments • Case studies • Timed tests

• Projects

Additionally, competency-based assessment may be used in centres that use this recognised form of assessment. They may choose from the CIPD Assessment Bank or create their own, which must be approved by the CIPD before to use.

7MER Unit Overview

Employment relationships are the bedrock of every human resource management (HRM) activity. It is used to manage all contacts with employees effectively in order to accomplish their objectives. It covers interactions on social, legal, psychological, and economic levels.

What is the Purpose and Objective of 7MER's Employment Relations Management?

After completing the cipd level 7 module, learners are required to exhibit a thorough awareness of a variety of employment relations and debates at the national and international level. The comprehension should be theoretical as well as behavioural.

The module enables learners to comprehend, analyse, and evaluate the various ideas and viewpoints on employment relations management and their impact on employees, organisational management, and climate.

The module's learners will have opportunities to use their acquired information, actions, and behavioural competences critically in order to manage employment relations in a variety of different types of businesses, whether small or large, private or public, local or multinational.

Learners will be able to critically assess and review the responsibilities and roles of various stakeholders in employment relations, as well as the processes and structures required for successful employment relationship management.

After completing the programme, learners should be able to evaluate the impact of contextual changes on employment relations practises and organisational performance. This will be done from a managerial viewpoint in order to provide insight into the process of developing and implementing good employee relations rules and procedures.

The module is designed to encourage learners to reflect critically on theory and practise from an ethical and professional standpoint, hence facilitating chances for ongoing professional development and learning.

Who is a Good Candidate for this Module?

This module is designed for anyone with an interest in and responsibilities for: • Human resource (HR) decision-making at various levels within an organisation, whether operational, tactical, or more strategic.

• Human resources functional management job and are looking to advance their career

• Human resources functions and activities carried out within an organisation in the absence of a specialist function

• Organizational consulting to assist them in achieving their objectives. They may be self-employed or employed.

• Aspirations for a career in human resources and CIPD professional membership

What are the Educational Objectives?

After completing this module, learners should be able to comprehend, analyse, and evaluate the following:

• The many theories and viewpoints on labour relations

• The influence of local, national, and global contexts on the climates of employment relations

• The numerous tasks and functions that various parties do in controlling and managing the employment relationship.

• The critical role of employment relations procedures at the organisational level in facilitating performance and the implementation of organisational policies and practises

• The critical role of employee relations procedures in managing risks within an organisation in areas such as redundancy, punishment, grievance, and dismissal, among others.

• The integration of multiple human resource processes and their impact on practise, policy, and organisational outcomes such as performance and employee engagement.

What are the Evaluation Criteria?

Assessment in this module is accomplished through a variety of approaches in order to guarantee that all learning outcomes are assessed in a way that enhances the learner's experience. The evaluation is designed in such a way that learners may demonstrate their knowledge of the concepts, their ability to connect theory to practise, and their capacity to speak properly in the human resources area.

The following will be used to assess learners:

• A formative and preparatory examination for the unseen assessment • A three-hour time-constrained and unseen assessment conducted under controlled conditions

7LTD Unit Overview

The 7LTD Learning and Talent Development module is an elective for the level 7 Advanced Diploma in Human Resource Management. It is worth 15 credits and includes 75 hours of guided instruction.

The Module's Purpose and Objective

Learning and development are key components of personnel management. The unit is recognised as a critical lever for achieving social, economic, and cultural aims and aspirations. Additionally, it guarantees that the objectives of the government, organisations, and individuals are met.

Perhaps less well-known, but no less significant, is the potential impact of learning and development on the formulation and agreement on aims, ambitions, and objectives. The importance of learning and talent development in creating and achieving objectives is a critical component and basis of this subject.


Similarly, the contextual nature of perceptions of talent and their ties to national and organisational policies and tactics aimed at promoting similarly contextual views of success are equally important.

As such, this module aims to foster a critical awareness of the possibilities and limitations of learning and talent development policies and methods in developing and accomplishing organisational goals. This can occur at the national, organisational, group, or individual level and will facilitate the development of intellectual, social, professional, and personal skills necessary for effective performance in professional roles.

Finally, the curriculum is aimed to foster critical thinking about theory and practise from an ethical and professional perspective. Additionally, it examines the consequences for professional practise and provides chances for practical learning and professional development.

Who is a good candidate for this Module?

This module is appropriate for individuals who:

Possess the responsibilities and authority for human resource decision-making within an organisation. They might be operational, tactical, or more strategic in nature.

Are human resources professionals who are already employed in a team or functional management capacity and are looking to advance and grow their careers?

Have accountability for human resources functions and activities within an organisation in the absence of a specialised function. They should enrol in this module to hone their skills.

Are self-employed or employed consultants who seek to assist organisations in achieving their stated objectives and goals.

Have aspirations for a career in human resources and CIPD professional membership. To qualify for CIPD professional membership, you must finish this programme.

What are the Educational Objectives?

After completing this unit, students will be able to:

Examine and assess critically the creation and execution of initiatives for learning and talent development. These techniques can be used to define and achieve present and future levels of effectiveness at the national, organisational, group, and individual levels.

Evaluate the potential and suitability of a diverse array of learning and talent development initiatives, policies, and approaches in light of pertinent contextual factors.

Assist in the introduction, development, and execution of strategies, interventions, and activities for learning and talent development.

Diagnose and manage learning and talent development challenges and difficulties efficiently and cooperatively with important internal and external partners and stakeholders. Additionally, they should ensure that roles and contributions to agreed-upon responses are clearly defined.

Evaluate critically the role and influence of learning and talent development policy and practise in a variety of circumstances.

They conduct themselves ethically and professionally, demonstrating a commitment to opportunity equality and diversity in learning and talent development, as well as to ongoing personal and professional development.

What are the Evaluation Criteria?

At least 50% of the module's learning outcomes will be assessed summatively. The remaining learning outcomes are evaluated through activities related to teaching, learning, and formative assessment. Among the formative assessment activities are the following:

Examinations/Projects

Work activities that are integrated

Assignments \sReports

Analyses de cas

Presentations in groups and alone

Voce Viva

Additionally, a competency-based assessment may be employed, but only in centres that have been approved to administer the test. Additionally, the assessors must be occupationally qualified.

7LMP Overview

The 7LMP Leading, Managing, and Developing People is a CIPD level 7 module that is designed to provide learners with a rigorous framework of knowledge, skills, and understanding related to employee management and development. This module contains multiple unique learning objectives that must be accomplished in order to complete the course successfully.

What is the Module's Purpose and Objective?

This module's purpose and objective are to familiarise learners with current research evidence on employment. Additionally, it aims to arm learners with effective human resource management and learning and development (L&D) strategies.

The research primarily examines the relationship between effective personnel management techniques and favourable organisational outcomes. Additionally, the study will emphasise modern changes and developments in human resource practise.

Additionally, this subject introduces learners to the important theoretical and practical issues in the fields of leadership, flexibility, and management change. The objective of this debate is to help learners develop into successful and efficient managers and human resource professionals. Additionally, it will provide them with the ability to manage others fairly and efficiently while increasing their level of engagement, motivation, dedication, and performance.

Additionally, the programme will familiarise learners with the basic aims of human resources and learning and development while examining how these goals are achieved in practise in various types of business setups. Finally, it enables learners to engage in ethical and professional reflection on practise and theory, while also giving chances for applied learning and continual professional and career growth.

Who is a good candidate for this module?

Not everyone is a good fit for the curriculum Leading, Managing, and Developing People. As such, the following information is valid for enrollment in this module. Individuals who:

Have accountability for human resource (HR) decision-making at the operational, tactical, or strategic levels of a business or organisation.

Are human resources professionals who are already employed in a team or functional management capacity and are looking to advance and grow their careers?

Without a specialist function, assume responsibility for the human resources function and activities within a firm or organisation.

Are self-employed or engaged as consultants, assisting organisations in achieving their objectives.

Have goals for a career in human resources or CIPD professional membership.

What are the Module's Learning Objectives?

After completing this module, students should be able to:

Conduct a review, assessment, and critical evaluation of important contemporary research and debates in the fields of human resource management and development.

Evaluate the major theories of motivation, engagement, and commitment at work, as well as how firms and organisations put them into reality.

Distinguish and evaluate the characteristics of good leadership and the approaches used to create leaders in organisations.

Contribute to the organization's support of flexible working and effective management transformation.

Critically examine the purpose, objective, and objectives of the human resource management and development functions in businesses, as well as their implementation in practise.

Evaluate the contribution of human resource management and human resource development specialists to various sorts of departments and organisations.

Promote and strengthen professionalism and an ethical approach to human resource management and development practise in enterprises.

What are the Evaluation Criteria?

Learners are assessed using a variety of approaches to ensure that all learning objectives are met in a manner that enhances their learning experience. The examination enables applicants to demonstrate a thorough understanding of the material, concepts, and the ability to connect theory and practise.

Additionally, it enables learners to exhibit their ability to communicate effectively in the human resources profession.

Unseen assessments are made using the Leading, Managing, and Developing People (7LMP), formative, and preparatory assessment methods for this module. Candidates must sit for three hours in time-constrained settings. Summative assessment must be used to evaluate all learning outcomes.

Therefore, if you work in human resources and wish to develop your professional skills strategically or desire to become a Chartered Member of the CIPD, you must enrol in and complete this module. After completing this session, you will not only improve your capacity to develop and implement a variety of human resource solutions, but also be able to catapult the organization's performance to new heights.

7LMD Overview

Learning Outcomes:

1. Explain and critically analyse the concepts of leadership and management and their application in an organisational, social, environmental and multicultural context.

6. Explain and evaluate the role of leadership and management development in enhancing and developing organisational competence.

7. Critically assess and evaluate approaches to the development of leadership and management in international and global contexts.

8. Act ethically and professionally with a demonstrated commitment to leadership and management development and to continuous personal and professional development.

Assessment brief/activity

Read the case below and respond to the questions that follow:

Garvey Group is a family-owned retail and hotel company in Ireland, with 13 stores and hotels across the south of the country. A core belief is that investment in employee’s learning and talent development produces results to the bottom line. A modified balanced scorecard (Kaplan and Norton, 1996) is used to provide a framework for integrating learning and development into the overall business strategy.

A corporate recruitment and training plan is prepared annually, costed and evaluated through measures such as sales and profitability. Linked to this a similar annual plan is prepared for each branch. Existing employees’ training needs are identified using the appraisal system, with the dual objectives of both providing opportunity for individuals to self-identify learning needs as well as informing a needs analysis conducted by HR for each job role. Induction and initial training for new starters is also planned at store level.

The company uses a competence-based framework, with much emphasis put on behavioural competences applicable to all jobs, such as customer care, working as a team and ‘subtle selling’. The framework informs job design, selection and reward as well as learning and development. For managers in particular, as well as the core competences great emphasis is placed on leadership skills, decision making, strategic thinking and interpersonal skills based on high emotional intelligence. These skills are seen as essential for achieving business strategy, because sales, repeat business and reputation are so fundamental to corporate performance in this sector and managers are responsible for ensuring all staff contribute to achieving those measures.

When management training and development is planned, objectives are set for metrics such as increase in sales and return on investment.

Source: Based on a case in Stewart and Rigg, 2011

1. What contribution can leadership as opposed to management development make to successful performance in the Garvey Group?

2. How can theory related to leadership inform leadership development in the Group?

3. How can and should HR professionals work with others within the Group to ensure effective leadership development?

All submissions should be in the region of 3,000 words plus or minus 10% and references should be added in the Harvard Referencing Format. There is a Harvard Referencing tutorial in the Resources Area which outlines the formatting required.

1. What contribution can leadership as opposed to management development make to successful performance in the Garvey Group?

Leadership is viewed as both a practical and research topic that encompasses the possibility of leading, motivating, or even guiding people. It is described as the capacity to persuade others to assist with or participate in a specific task or the accomplishment of a specific goal within a specified time frame. In comparison to management, leadership is more engaging in terms of relationship with subordinates. Leaders push for deep engagement; they are more aware of what people do, how they do it, their obstacles, and their perspectives and solutions on a variety of subjects. Additionally, leadership entails going above and beyond one's normal responsibilities in order to accomplish one's objectives. In contrast to management, who just delivers commands to be followed without regard for how the activities will be carried out, leaders provide guidance, advise, and direction to their people. Additionally, there are other characteristics related with leadership, including the following:

Leaders are more intelligent because they grasp the entire process and how things are done, as well as why things are done in a certain way. This increases their involvement and interest in their work, which results in increased productivity as compared to managers.

Assertiveness- Leaders are also extremely assertive in the sense that they know what they want and make decisions in the best interests of the company. They are willing to take risks and make the most of every opportunity presented to them. Additionally, their decisions are strong and they are not easily swayed.

Determination and self-drive- Leaders are also extremely self-driven individuals, with an internal determination to achieve their goals in order to achieve inner happiness. They are adamant about doing all it takes and whatever is within their means to ensure that the organisation achieves its objectives.

Excellent judgment—great leaders make well-informed, timely, and successful judgments and decisions. They always make thoughtful and strategic judgments in the best interests of the business. Additionally, the majority possess the charisma necessary to lead, and hence make sound judgments.

Leaders are also great motivators; they inspire their people to go above and beyond their capabilities and accomplish more. Additionally, they discover employees' skills and work to maximise their potential.

Among the numerous advantages of effective leadership are the following:

Effective leaders foster the development of effective teams: Effective leadership results in a firm-wide culture of collaboration and cohesion. This fosters trust and enhances interrelationships, hence strengthening teams. They motivate and lead by example, rather than by imposing sanctions on staff.

Increased productivity- effective leadership inspires people to believe they are all contributing to a common goal and that they each have a role to play. As a result, they become active participants in the common goal and are self-motivated to work harder to achieve the goals.

Reduced employee turnover- excellent leaders are identified by their ability to retain as many personnel as feasible. They seek out alternative methods of resolving events in order to reduce personnel turnover, which can have a detrimental impact on the firm's reputation. Instead of cutting off people, great leaders identify alternative options for these individuals and alternative methods of settling conflicts. They achieve it by lowering the significant costs associated with hiring and recruitment.

Identifying opportunities- Effective leaders are adept at identifying areas for growth and development. They are dreamers and goal-oriented individuals. According to Success Stream (2021), this indicates that enterprises have carved out a position for themselves in a competitive market by remaining competitive and relevant.

Increased revenue—superior leaders also ensure superior returns on investment. This is because they are capable of identifying business prospects, developing resources, and capitalising on available opportunities to boost business profits.

Excellent Change Management—excellent leadership also facilitates change management and adaptability. They are able to assist their employees in adapting to market changes, increasing their competitiveness, and thereby preserving their market niche (Goodwin, 2019).

Management Development is described as the process of enhancing managers' management abilities and competencies. Management Development can take on a variety of forms, including coaching, mentoring, job rotation, supervisory training, and professional development. Management development is critical since it improves managers' performance, stimulates them to be more productive, assists them in developing their potential and talents, assists them in developing their planning skills, and also helps them improve their execution and decision-making skills.

Management Development can be accomplished through Management Development Programs (MDPs) that improve participants' grasp of management principles, techniques, and practises. Members connect with one another, discuss management ideas, and develop their evaluation skills through exposure to real-world situations and encouragement to voice their opinions and suggestions. They obtain real-world experience through MDP that they may apply to their numerous management duties, including planning, monitoring, controlling, and decision-making.

Leadership will have a stronger influence at the Garvey Group since they already think that investing in people' learning and development has a positive impact on their bottom line success. In comparison to Leadership, Management Development aims to improve managers' performance, which may take time before the same values, skills, and insights trickle down to employees. Additionally, based on their organisational design, which places a premium on behavioural competencies, Leadership will bolster Team Spirit and Subtle Selling.

The contribution of leadership, as opposed to management development, to the Garvey Group's successful performance; Business needs should be translated into leadership outcomes; this then assists in establishing a more practical leadership model for the Garvey Group, as it is customised to the company's needs. Developing such a model requires leadership abilities, as it encompasses topics such as people leadership and personal efficiency. This benefits the Garvey Group by ensuring that staff and management are on the same page regarding leadership outcomes.

Shifting the emphasis from skills and training to character and personal efficiency—in the Garvey Group, because management takes a people-focused approach, leadership will ensure that employees' characteristics are increasingly vital to the achievement of their objectives. Employees will work on their attitudes and subsequent actions, as well as the impact they have on subtle selling.

Leadership integrates personal development responsibilities—at the Garvey Group, employees should be aware that they are required to develop their leadership talents on their own. This gives children the ability to make certain choices and then holds them accountable for their behaviour. This will encourage them to be self-motivated and accountable, acting solely in the interests of the organisation; failing which, they will be held accountable for their actions.

2. How may leadership theory inform the Group's leadership development?

Leadership theories inform Leadership in the Garvey Group by providing insight into the best way to approach a situation based on previously tested hypotheses. According to the Corporate Finance Institute (2021), the theories provide direction for future development of leadership abilities and qualities. Several leadership theories include the following:

The Great Man Theory asserts that the capacity to lead is inherent. It posits that leaders are born and ascend to positions of leadership when necessary. They are viewed as courageous and ordained. Their leadership abilities are without a doubt recognised by others. It maintains, however, that individuals can be born with or without significant leadership abilities. It takes a nature-based approach rather than a nurture-based approach. It was dubbed "Great Man" since traditionally, leadership was primarily associated with men, however now, females are assuming leadership roles in organisations and competing with men in terms of performance and productivity. It implies that charismatic leaders can be taught to improve their leadership abilities.

Behavioural Theory—here, the emphasis is mostly on the leaders' actions and performance, rather than on their own personalities. It argues that leadership develops as a result of a variety of acquired skills and competencies. Here, leadership is characterised in three ways: technical, conceptual, and personal. Here, leadership is developed (taught), not born. This approach is based on behaviourism; leaders are defined by their deeds rather than their mental characteristics. As a result, leaders can be developed through coaching and observation. It enables leadership development and training, as leaders can be instructed to behave a certain way.

Trait Theory — it allows for a comparison of potential leaders to present successful leaders. As a result, it generates a prediction on how excellent leaders should be. Several traits have been studied, including physiological (weight, height) and demographic (age, background, and judgement) characteristics. According to this view, some of the greatest characteristics of outstanding leaders include self-confidence, extroversion, and courage. However, this idea has a flaw in that some people possess these characteristics but do not necessarily make excellent leaders, while others who lack these characteristics do. It is suggested that leadership development should be centred on an individual's characteristics.

Situational Theory—this school of thought maintains that leadership is contingent upon the current circumstances. Thus, leaders are identified by the way they handle problems and their responses to current activities and individuals. When the leader is the most skilled member of the group, they may choose an authoritarian style, however when there are numerous professionals, democracy may be used. Thus, the circumstances govern the type of leadership to be adopted. According to the view, leadership development should empower leaders to accept responsibility for the many circumstances they face.

Contingency Theory is predicated on the premise that no single style of leadership is appropriate in all circumstances. It argues that the most effective leadership style is one that incorporates character, situation, and needs. Great leaders consider the current situation, their employees' requirements, and strike a balance on the best course of action. They are objective and take into account all factors, not simply their behaviour. These leaders become more effective as a result of establishing a common ground for staff to perform. Thus, leadership development should provide leaders with the ability to adapt their leadership styles to their current circumstances in order to get the best results.

Participative Theories- this school of thought maintains that excellent leadership requires consideration of the perspectives, ideas, and proposals of all relevant parties. These leaders encourage their followers to voice their thoughts, making them feel valued and participated in the decision-making process. As a result, employees will work toward achieving the company's objectives because they feel a sense of belonging. This boosts their commitment to their task and consequently their productivity. However, the leader exercises control over the inputs made to ensure that they are consistent with the firm's mission and vision. According to the notion, leadership development should involve all important stakeholders in decision-making and strategy design.

Management Theories—alternatively referred to as transactional theories. Their primary focus is on organisational, performance, and supervision functions. They are proponents of both incentives and punishment. These theories are frequently implemented in business settings, when staff are rewarded for meeting goals through gifts, promotions, or even praise. Meanwhile, when they fall short of their objectives, they are disciplined or scolded. This method is extremely rigid since it does not allow for flexibility or originality; employees perform only what is required of them. Additionally, learning development should incorporate praising employees for their accomplishments and encouraging them to avoid mistakes.

Relationship Theories—alternatively called transformational theories. They place a premium on the connections and ties formed between leaders and their followers. They aid members in appreciating the value and additional benefits associated with a particular assignment. The executives in this organisation foster excellent interpersonal interactions, and their ultimate goal is to maximise each employee's potential. These leaders are more likely to be very ethical and to adhere to strict moral principles. They accomplish tasks through the use of relationships. It contributes to leadership development by enabling individuals to be creative and fully utilise their abilities.

According to Brandley (2020), this theory is similar to the transactional theory. It places a premium on the existence of an in and out group. The in group (smaller population) is made up of management, whereas the out group (larger population) is made up of employees. The out group fulfils its obligations here, while the in group analyses and determines if the work was completed satisfactorily. The outgroup that does well is rewarded, while the outgroup that performs poorly is punished. According to the principle, leadership development should emphasise employees' talents and recognise their accomplishments.

Servant Leadership Theory—the theory asserts that leaders are recognised by identifying the many needs of their people and then devising ways to meet those needs. The primary responsibility of leaders is to serve their members, to ensure their comfort, and to do whatever it takes to meet their requirements. The theory aids to leadership development by ensuring that the leader is continually mindful of the servant's needs.

These leadership theories inform the Garvey Group's leadership development in the following ways:

Listening- servant leaders develop the ability to listen first before making final decisions, ensuring their decisions are well-informed. Listening instils a sense of importance in employees, as they believe that if their leaders listen to them, they will feel important in the organisation.

Leaders must be acutely aware of the conditions in which their followers find themselves. This will ensure that they make objective and equitable decisions.

Leaders are required to accept ownership of their actions and judgments. This encourages members to be accountable for their activities as well.

Leaders should demonstrate empathy for their followers and attempt to reason with them. This demands them to consider their suggestions and opinions when formulating plans and making judgments.

Inspirational- leaders should inspire others via their words and actions. They should place a premium on empowering individuals to be the best versions of themselves and so realise their full potential.

Intellectual stimulation- leaders should be able to inspire others to dream big and boldly. They must encourage others to think broadly and set loftier goals for themselves in order to optimise their potential.

Regulate distress- Leaders should foster an environment that encourages people to discuss their professional and personal concerns. This motivates people to be candid with their leaders and strengthens their trust in them.

Collaborative approach- leaders strive for collaborative work styles. They seek to accomplish more by carefully including all essential partners in completing a task. This results in improved performance, as each partner contributes what they are best at to the overall success of the performance.

3. How can and should human resources professionals collaborate with other members of the organisation to achieve effective leadership development?

The human resources department is critical in assuring the development of Garvey Group leadership. They are tasked with a variety of activities in this regard, including identifying future leaders, training them with effective leadership skills, and then assigning them places inside the organisation to test and develop their leadership competence. This is mostly done to ensure personal development and succession. This means that when leaders retire, resign, or pass away, they may be easily replaced by others, ensuring a seamless transition. This seamless transition guarantees that the business does not experience unnecessary volatility, which could have a detrimental effect on their industry's competitiveness.

Human resources' role in ensuring effective leadership.

Coaching and development of leaders- Human resources can assist in leadership development by recognising leaders' training needs. This data is gathered through appraisals and even direct observation. After that, specialists can coach the leaders on how to improve their leadership skills and, as a result, motivate them. Their strengths should be freely lauded in order to increase their self-confidence, while also identifying areas for growth. Additionally, human resources can aid in leadership development by suggesting appropriate courses and mentorship opportunities for leaders. This enables Garvey Group to develop its own leaders rather than hiring external leaders when its current leaders retire or quit (James Cook University 2019). In-built leaders perform significantly better in terms of performance and strategy development since they have a thorough understanding of the firm, as opposed to outsourced leaders who require time to comprehend the company culture and processes.

Incentives for promotion- Human resources should guarantee that a structure exists for promoting individuals based on their technical competence, talents, soft skills, and personality attributes. This is critical since leaders have a significant impact on employee morale and hence must consider the impact of promotion on the employees. Additionally, HR should guarantee that individuals promoted receive adequate coaching and mentoring in order to maximise their potential for the benefit of the company. Additionally, HR must assure the existence of a well-defined Succession Plan to lead the firm's continuation in the event of a Leader's retirement or resignation.

Employee-centric Concept- Human resources is responsible for ensuring that employees understand what constitutes effective leadership. This can be accomplished by HR noting the characteristics of an effective leader and their desired characteristics. This enables leaders to develop their interpersonal and soft skills, thereby strengthening their relationships with their subordinates. These tactics ensure that the procedures in place for hiring and keeping staff members are very successful, hence reducing employee turnover.

Concentrating on teamwork results in improved performance in general. This has been ascribed to the fact that when individuals operate in teams, their strengths are maximised and their flaws are minimised as they collaborate to complete various team activities. Because team spirit guarantees that all team members participate in team activities, leaders can identify future leaders within their teams based on their performance, allowing for seamless succession and transition.

Collaboration between top management and human resources is critical to ensuring leadership development. The partnership guarantees that Top Management provides resources for Leaders to be taught and mentored, either internally (via the Human Resources Department) or externally. The collaboration guarantees that the Learning Development Initiatives adhere to company standards and plans as well. When this partnership is implemented, employees typically profit more since they receive approval to develop their personal leadership talents while working under the supervision of their mentors (James Cook University 2019).


Bibliography

K. Brandley. "10 Leadership Theories." 2020. Connect.extension.org is available at www.connect.extension.org. (04/02/2021)

"Leadership Theories", Corporate Finance Institute, 2021. Corporte Finance Institute's website is available at www.corportefinanceinstitute.com. (04/02/2021)

Goodwin University, "Three Organizational Benefits of Effective Leadership", 2019. Accessible at www.goodwin.edu. (03/02/2021)

"5 Ways Human Resources Can Assist in the Development of Leaders," James Cook University, 2019. Accessible at www.thehrdirector.com. (04/02/2021)

Success-Stream 2021, “7 Benefits of Effective Leadership for Organisations”. (03/02/2021) Available at www.success-stream.co.uk

7KML Overview

Organizational learning is probably one of the fundamental processes that determine an organization's success or failure, for example, in achieving a competitive edge. The efficiency and efficacy of organisational learning have a substantial impact on the organization's performance outcomes.

As such, special emphasis should be placed on assessing and improving organisational learning. This can be accomplished through the use of knowledge management systems and methodologies. Learning and knowledge are inextricably linked, with the former being a prerequisite for the latter's formation. As a result, a connection has been made between these two concepts.

What is the Module's Purpose?

The cipd level 7 unit examines the relationship between learning and knowledge, as well as the development of a critical understanding of knowledge management ideas. Additionally, it examines organisational learning and the issues surrounding the design and implementation of knowledge management strategies that enable organisational learning.

Additionally, the course examines the consequences for professional activities and requires learners to critically reflect on theory and practise from a professional and ethical perspective. It enables both applied and continuing professional development.

Who is a Good Candidate for this Module?

Those who are qualified for this unit include the following:

Responsible for human resource functional management roles wanting to advance and build their careers.

Have aspirations for a career in human resources and CIPD professional membership.

Assume responsibility for human resources decision-making at the operational, strategic, and tactical levels of the organisation.

Have responsibility for the human resources function and activities inside an organisation in the absence of a specialised function.

Are self-employed or employed consultants who work with organisations to assist them in reaching their goals and objectives.

Have a career in human resources and aspirations to become a CIPD member.

What are the Module's Learning Objectives?

After successfully completing this unit, learners should be able to:


Evaluate critically the meaning of the ideas of knowledge management and organisational learning, as well as related theories.

Examine and analyse a variety of diverse uses of distinct principles in organisational procedures.

Develop and implement organizational-level knowledge management strategies and programmes that support, encourage, and capitalise on organisational learning progress. All of these must take a number of contextual elements into consideration.

Oversee the implementation of knowledge management strategies and processes aimed at assisting and facilitating organisational learning. This is accomplished with the assistance and cooperation of other professionals and management.

Conduct yourself responsibly and professionally, demonstrating a commitment to opportunity equality and diversity. Additionally, they must maintain personal and professional development.

What are the Module's Assessment Criteria?

This module is assessed in two distinct ways. To begin, at least 50% of learning outcomes are assessed summatively. The remaining 50% of the learning outcome is assessed through activities related to teaching, learning, and formative assessment. Among these activities are the following:


Case studies Examinations

Assignments

Projects/Reports

Work activities that are integrated

Time-constrained examinations

Voce Viva

Additionally, this method may be utilised in conjunction with a competency-based assessment at a variety of recognised centres. However, assessors using this form of evaluation must be occupationally qualified.


These centres may choose from the CIPD Assessment Bank or develop their own assessment activities. If centres develop their own assessment activities, they must be approved by CIPD prior to implementation.

7ICM Overview

The use of coaching and mentoring as tactics and approaches to professional and personal management development has exploded in popularity inside organisations. Coaching and mentoring have grown in popularity in professional practice and have been studied academically. However, professional study and writing indicate that a variety of challenges, concerns, and effective practices must be considered while implementing these processes and methods. This cipd level 7 unit is very informative for students.

Module's Purpose and Objectives

The research and writing highlight unsolved questions regarding contemporary coaching and mentoring practise, and this module advocates for an evidence-based approach. This enables the development of intellectual, social, and professional abilities required for designing, implementing, and practising coaching and mentoring programmes and services in the workplace. The implementation of these programmes will benefit organisational performance and personal growth.

Additionally, the course promotes critical awareness and knowledge of the promise and limitations of mentoring and coaching models, frameworks, and related theories by challenging simplistic and prescriptive views of mentoring and coaching.

The module delves into the implications for professional practise and asks learners to engage in critical reflection on theory and practise from an ethical and professional perspective. Additionally, it gives possibilities for applied learning and professional development.

Who is a Good Candidate for this Module?

This module is appropriate for students who meet the following criteria:

Have responsibility for human resources (HR) decision-making at many levels of an organisation, such as strategic, operational, and tactical.

Have aspirations for a career in human resources and CIPD professional membership.

Are self-employed or independent consultants who assist organisations in achieving their objectives

Are you an HR professional currently working in a team or functional management capacity and looking to advance your career?

Have responsibilities and duties related to human resources functions and activities within an organisation but do not have a specialist position

What are the Educational Objectives?

After completing this unit, learners should be able to:

Evaluate the various mentoring and coaching models and frameworks critically.

Demonstrate and apply a critical and informed awareness of the psychological theories and concepts that underpin the design and implementation of mentoring and coaching. This may contain a variety of theories about learning, emotional intelligence, and personal growth, as well as the change and development of the organisation.

Develop and implement organizational-based coaching and mentoring strategies while taking a variety of contextual considerations into account.

Assist an individual in a variety of professional, personal, and professional contexts using knowledgeable, professional, and successful mentoring and coaching services.

Conduct yourself professionally and responsibly, demonstrating a commitment to opportunity equity and diversity in mentoring and coaching practise, as well as to ongoing professional and personal development.

What is the Evaluation Mode?

This module is assessed in a variety of methods. Summative evaluation accounts for at least 50% of the learning outcomes. The remaining learning outcomes are assessed by activities such as the ones below that involve learning, teaching, and formative assessment.


Assignments

Work activities that are integrated

Projects

Presentations in groups and alone

Reports

Time-constrained examinations

Examinations

Apart from these ways, competency-based exams may be administered at centres that have been approved for this assessment approach and employ occupationally competent assessors. Additionally, accredited CIPD centres may develop their own methods of assessing their pupils, but these must be approved prior to implementation.

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