Question 3 (AC1.3)
You are asked to make a presentation to the senior management team in your organisation which examines `resource-based approaches to the development of people management strategy`. Explain the underpinning theory and provide one recommendation about how it might help improve your organisation`s long-term success. What key points would you make? Justify your answer.
Question 6 (AC2.2)
With reference to your organisation’s record in the field of employee retention, evaluate current developments in employee retention. Put forward two distinct recommendations for measures that might reduce levels of unwanted employee turnover in your organisation. Justify your choice.
Question 10 (AC3.2)
You are asked to make a short presentation at a local CIPD branch meeting about how people managers can best carry out an audit focussing on how ethical the practices within their function are. Critically assess the nature of ethics and professionalism in people practice to underpin the key points you make.
Question 15 (AC4.3)
Drawing on examples and published research, assess why the effective management of expatriate staff can be challenging and often leads to disappointing outcomes in practice. What one major recommendation would you make to an organisation that was about to expatriate a senior manager to work in an overseas subsidiary for the first time? Justify your answer
Marking Guidance
When marking assessments, it is important first to give full consideration to the general requirements set by QAA for Level 7. These are interpreted as follows by the CIPD; learners being required to demonstrate the following, where relevant to the assessment question:
(1) Systematic understanding of knowledge and techniques, and a critical awareness of problems and/or new insights in the field of study and area of professional practice.
(2) Originality in the application of knowledge relating to practical issues.
(3) Ability to make decisions about complex issues, both systematically and creatively, and justify their judgements in the absence of complete data.
(4) Ability to show self-direction and insight in tackling and solving problems, and in planning and implementing tasks at a professional level.
(5) Clarity and confidence in communicating conclusions, which can influence both specialist and non-specialist audiences.
(6) Demonstrate insight in tackling and solving problems, and in planning and implementing tasks at a professional level.
(7) Critical reflection and a passion for learning, to advance their own knowledge and understanding through independent learning and the development of new skills at a high level.
(8) Consistent and professional standard of presentation.
In addition, generic marking guidance is found in the following grid, which broadly distinguishes between grades by using descriptors under each heading:
|
Generic grade descriptors |
REFER/FAIL / 1 |
PASS / 2 |
MERIT / 3 |
DISTINCTION / 4 |
|
Focus |
Fails to address all the questions either sufficiently fully or directly. |
An adequate attempt to address all the questions fully and directly. |
A good attempt to address all the questions relatively well and directly. |
An excellent attempt to address all the questions very well and directly. |
|
Depth & breadth of understanding |
Inadequate knowledge and understanding in respect of one or more of the questions. Limited depth and breadth of analysis. |
Adequate knowledge and understanding across the questions. Satisfactory breadth and depth of analysis. |
Full and solid knowledge and understanding across all the questions. Good breadth and depth of analysis. |
Very full knowledge and understanding across all the questions. Excellent breadth and depth of analysis. |
|
Strategic application & professional advice |
Fails to provide appropriate or well-justified advice and/or recommendations. Lacks a strategic approach. |
Provides adequately justified advice and informed recommendations Some strategic application. |
Provides solid and thoughtful advice and well-informed recommendations. Clearly strategic in orientation. |
Provides excellent advice and very well-informed recommendations. Strategically oriented in all respects. |
|
Research & wider reading |
Limited original research and/or appropriate wider reading for the assessment. Limited or no referencing. |
Evidence of sufficient research and appropriate wider reading for the assessment. Satisfactory in-text referencing. |
Evidence of significant research and thoughtful, appropriate wider reading for the assessment. A good standard of in-text referencing. |
Evidence of considerable research and excellent, appropriate wider reading for the assessment. An excellent standard of in-text referencing. |
|
Persuasiveness & originality |
Limited development of persuasive and original arguments. Inadequate use of examples. |
An adequate attempt to develop original arguments and to justify these persuasively. Includes appropriate examples. |
Some strong original arguments are presented which are mainly justified persuasively. Good use of examples. |
Mostly strong original arguments are presented and justified very persuasively. Excellent use of examples. |
|
Presentation & language |
An inadequate standard of presentation or language. The assessment is poorly written and/or poorly structured. It is not at the level required for a management presentation. |
A solid standard of presentation and use of language. The structure and ideas are satisfactory for a management presentation. |
A strong and professional standard of presentation and use of language. The structure and ideas are well crafted for a management presentation. |
An outstanding standard of presentation and use of language. The structure and ideas are very well crafted for a management presentation. |
For higher level marks (Merits and Distinctions), it is essential that the learner develops an original argument and justifies it with reference to wider reading, published research, examples and/or statistics. Sources cited must be credible and authoritative. Work which is wholly, or mainly, simply a summary of reading should not be awarded a Merit or a Distinction.
In order to achieve a Pass mark, a good level of knowledge and understanding is required, as well as some good evidence of appropriate and thoughtful wider reading. Answers must, also, be full, direct and well-informed.
Further, specific marking guidance is as follows:
LO1 Understand and debate the ways in which people management practices and strategies are connected to organisational outcomes and add value.
1.3 Examine the merits of different models of people practice management, including models of systemic thinking, and the ways these link to effective business performance.
Question 3
You are asked to make a presentation to the senior management team in your organisation which examines `resource-based approaches to the development of people management strategy`. Explain the underpinning theory and provide one recommendation about how it might help improve your organisation`s long-term success. What key points would you make? Justify your answer.
The resource-based view (RBV), when applied to human resources, can sometimes appear complex and difficult to understand when first encountered. But it is in fact a very straight forward and sound way of thinking about the development of long-term people management strategies in organisations. The core idea is that focus should be placed on the attraction and retention of people whose talents (i.e. skills, experience, judgement, personal characteristics etc) are comparatively `valuable, rare, difficult for others to imitate and non-substitutable`. They must also, of course, be very relevant to the organisation`s purposes. The RBV though goes beyond this in considering the building and maintenance of collective attributes of this kind too. It is about building teams and cultures that have these qualities and not just individuals. When marking we should consider how well these points have been understood by learners and the effectiveness and clarity with which they are articulated. The more confidently expressed and well-informed the answer, the higher the mark should be. We will expect referencing of key studies for the highest marks. In terms of part two, there is scope for learners to suggest all kinds of recommendations. We are only looking for one here. What matters from a marking perspective is that the recommendation does clearly apply RBV thinking in a practical sense, is credible and is thoughtfully and effectively justified.
LO2 Understand current strategic practice in major areas of people management and development work.
2.2 Evaluate current developments in the fields of resourcing and performance management.
Question 6
With reference to your organisation’s record in the field of employee retention, evaluate current developments in employee retention. Put forward two distinct recommendations for measures that might reduce levels of unwanted employee turnover in your organisation. Justify your choice.
The nature of answers to these questions will vary considerably depending on the industry that the learner works in / is familiar with and how effective their organisations are at retaining people. Strong answers will demonstrate knowledge of the dynamics of different labour markets and will evaluate through comparisons of their own organisations` records vis a vis others and potentially discussing changes over time. There is a range of possible interventions that could form the basis of strong answers to the second part here. They may relate to improved employee value propositions / terms and conditions / work environment, may involve thinking in innovative ways about flexible working or may be more process-oriented (e.g. improving exit interviews / staff survey instruments). What matters from a marking perspective is that the two recommendations are clearly distinct, relate to the learner`s own organisation and are effectively justified in terms of their capacity to improve employee retention.
LO3 Understand the role and influence of people management professionals.
3.2 Critically assess the nature of ethics and professionalism in people practice and the role of the CIPD.
Question 10
You are asked to make a short presentation at a local CIPD branch meeting about how people managers can best carry out an audit focussing on how ethical the practices within their function are. Critically assess the nature of ethics and professionalism in people practice to underpin the key points you make.
There are many different ways of approaching this question and the marks awarded should reflect firstly the range of points made, and secondly the quality of the justification advanced to back them up. Essentially the question is asking learners to think about how an audit tool of some kind (i.e. a list of pertinent questions) might be constructed to help judge how ethical an HR / people management function might be said to be. Strong answers will focus both on the way that the function approaches its work (e.g. values, respect, openness, honesty, equity etc) and the policies and practices which it creates and oversees on behalf of the organisation. They will also reflect on processes built into these which help promote ethics more widely across the organisation (e.g. via recruitment, reward, performance management and HRD activities). A good starting point would be to reflect on the presence of any formal statement of ethical intent and the extent to which it has meaning in practice for employees. There is plenty of opportunity to include personal reflection and observation in the examples presented by way of justification, as well as points from published sources. Importantly though, as always at Level 7, assessments should be exercises in thoughtful and critical analysis and not simply description.
LO4 Understand ways in which people management practice varies in different contexts.
4.3 Assess how people management practice varies internationally.
Question 15
Drawing on examples and published research, assess why the effective management of expatriate staff can be challenging and often leads to disappointing outcomes in practice. What one major recommendation would you make to an organisation that was about to expatriate a senior manager to work in an overseas subsidiary for the first time? Justify your answer.
This is a very well-researched field, so learners will have no difficulty finding research studies to cite and some examples to use when justifying their answers. Success rates vary greatly depending on how culturally and institutionally diverse the home country is from the destination country. Other variables include the extent of language skills, whether family members are or are not being expatriated too, the length of the stay overseas and the extent of any existing expatriate community that can support and advise. The big challenges relate to `culture-shock` on arrival overseas and the difficulties some have to adapting to ways of life in unfamiliar locations, to managing people and being managed in workplaces with different norms and expectations, and to the repatriation process at the end of an assessment which can be a source of disappointment. The kinds of recommendations that would form the basis of a good answer to part two might include selection processes, effective pre-departure training, pre-departure visits to the destination country, ongoing support on after expatriation, consideration of housing and schooling issues and pre-repatriation training. It is all really about managing expectations and helping people to thrive in unfamiliar environments. From a marking perspective we are looking for well-informed, thoughtful arguments that are justified effectively, appropriate referencing and a demonstration of understanding of this area of people management practice. We are also here specifically looking for references to published research and some examples to back up general points.
Example Answer (Plagiarised)
You are asked to make a presentation to the senior management team in your organisation which examines `resource-based approaches to the development of people management strategy`.
In examining different models of people practice management, it`s crucial to understand how these models underpin effective business performance. The following models provide diverse approaches, each with its own merits:
1. The Ulrich Model
Overview: Developed by Dave Ulrich, this model identifies four key roles for HR professionals: strategic partner, change agent, administrative expert, and employee champion.
Merits:
- Strategic Alignment: Helps ensure HR strategies align with overall business goals, enhancing strategic execution.
- Change Management: Focuses on managing change effectively, critical in dynamic business environments.
- Efficiency: Streamlines administrative functions, allowing HR to focus on strategic issues.
- Employee Focus: Promotes employee advocacy and engagement.
Link to Business Performance: By aligning HR practices with business strategy, this model enhances organisational agility and supports strategic objectives, driving overall performance.
2. The 7S Framework
Overview: Developed by McKinsey & Company, the 7S Framework includes seven elements: Strategy, Structure, Systems, Shared Values, Skills, Style, and Staff.
Merits:
- Holistic Approach: Considers multiple facets of an organisation, ensuring comprehensive alignment.
- Integrated Thinking: Emphasises the interdependence of various organisational elements.
- Flexibility: Allows for the analysis of internal and external factors affecting business performance.
Link to Business Performance: Aligning the 7S elements ensures a cohesive organisational environment, enhancing efficiency and effectiveness in achieving business goals.
3. Systems Thinking
Overview: Systems thinking involves understanding organisations as complex systems with interrelated components. It emphasises the relationships between these components and their collective impact.
Merits:
- Holistic View: Promotes understanding of the entire system rather than isolated parts.
- Interconnectedness: Highlights how changes in one area affect the whole system.
- Problem-Solving: Encourages proactive problem-solving by addressing root causes rather than symptoms.