Chartered Institute of Personnel and Development. Professional Standards

Transcription

1 Chartered Institute of Personnel and Development Professional Standards

2 These Professional Standards were reviewed during 1999/2000 and were effective from 1 July They incorporate the Leadership and Management Standards which were effective from 1 July The Professional Standards form part of the Institute s regulations and were approved by the Executive Board in December The Standards for the Certificate in Business Awareness and Advanced Professional Study were effective from 1 July 2004, along with the Standards for the Certificate in Employment Relations, Law and Practice.

3 Contents INTRODUCTION The Chartered Institute of Personnel and Development Professional Standards Effective performance Use of Standards Format and level of Standards Support-level Standards Certificate in Business Awareness and Advanced Professional Study Practitioner-level Standards Advanced Practitioner Standards The vision for the Professional Standards and for the competencies Integrating themes CIPD membership structure SUppORT-level STaNDaRDS Assessment philosophy for the certificate-level programmes (for educational centres) Common elements for all CIPD certificate qualifications Certificate in Personnel Practice Certificate in Training Practice Certificate in Recruitment and Selection Certificate in Employment Relations, Law and Practice CeRTIfICaTe IN BUSINeSS awareness and advanced professional STUDy Assessment philosophy for the Certificate in Business Awareness and Advanced Professional Study (for educational centres) Certificate in Business Awareness and Advanced Professional Study practitioner-level STaNDaRDS Assessment philosophy-for the Professional Development Scheme (for educational centres) Specialist and Generalist personnel and Development Standards people Resourcing Standards People Resourcing Managing Diversity and Equal Opportunities Selection and Assessment Career Management and Development

4 learning and Development Standards Learning and Development Management Development Managing Organisational Learning and Knowledge Managing the Training and Development Function Designing and Delivering Training employee Reward Standards 117 Employee Reward 118 Pensions 125 Performance Management 130 employee Relations Standards 137 Employee Relations 138 Employment Law 143 Health and Safety 147 people Management and Development Standards People Management and Development leadership and Management Standards 157 Managing for Results 159 Managing and Leading People 165 Managing in a Strategic Business Context 171 Managing Information for Competitive Advantage 179 applied personnel and Development Standards Applied Personnel and Development Management Research Report Continuing Professional Development (CPD) advanced practitioner STaNDaRDS Strategic Personnel and Development International Personnel and Development Organisational Change and Transition Personnel and Development Consulting abbreviations

5 professional Standards Introduction The Chartered Institute of Personnel and Development Professional Standards Effective performance Use of Standards Format and level of Standards Support-level Standards Certificate in Business Awareness and Advanced Professional Study Practitioner-level Standards Advanced Practitioner Standards The vision for the Professional Standards and for the competencies Integrating themes CIPD membership structure

6 Introduction professional Standards The Chartered Institute of Personnel and Development The Chartered Institute of Personnel and Development (CIPD), with over 120,000 members across the United Kingdom and Ireland, is Europe s largest professional body representing those who specialise in the management and development of people. The aims of the CIpD are: to advance continuously the management and development of people to the benefit of individuals, employers and the community at large to be the professional body for those specialising in advancing the management and development of people, recognised as the leading authority and influence in this field. The mission statement of the Institute is: to lead in the development and promotion of good practice in the field of the management and development of people, for application both by professional members and by their organisational colleagues to serve the professional interests of members to uphold the highest ideals in the management and development of people. Continuing professional Development (CpD) All levels of CIPD membership are expected to take part in appropriate CPD activities as an integral part of their professional membership. The Institute will need to see evidence of CPD from: all those being assessed against the CIPD Professional Standards all those who upgrade from Graduate to Chartered Member, and Chartered Member to Chartered Fellow a random sample of members selected on an annual basis. 5

7 professional Standards Introduction Professional Standards One of the key objectives of the Chartered Institute of Personnel and Development is the establishment, monitoring and promotion of standards and ethics for the profession. The Institute has therefore defined Standards across the whole spectrum of personnel and development, taking into account both generalist and specialist functions. These Standards set out to define what a professional working in people management and development should be able to do or should be able to understand, explain and critically evaluate, if he or she is to operate at a professional level, at a support level or at the level of an advanced practitioner. effective performance Expectations about effective performance at work have changed radically over the past decade or so, and will continue to do so. It is now common (but by no means universal) for people to be recruited, selected, trained, developed, reviewed and rewarded against the degree to which they add value to the organisation that employs them. They can fulfil this added-value expectation in a number of ways, depending on the nature of the organisation, by: making a contribution, directly or indirectly, to organisational profitability facilitating the organisation s survival in circumstances of corporate crisis helping the organisation to make progress towards its vision and strategic goals working in alignment with the organisation s mission customer-focused continuous improvement personal flexibility both when reacting to change and stimulating it. It is also much less common for people at work to entertain personal, automatic expectations about lifelong employment. They may be engaged on contractual terms that reflect the potentially transient nature of their relationship with the employer; they may indeed be working for organisations that are themselves deliberately transient; and they may be very well aware of the fact that, if their employer s future is in jeopardy, then their employment is automatically at risk. Even if individuals are recruited by organisations that appear to have long-term futures, the possibility of significant disruption cannot be ignored. Many previously successful companies no longer exist, either at all or in their original form; new types of enterprise continually emerge, especially in an environment dominated by e-commerce, globalisation and technological uncertainty operating in different ways, under new pressures and performance constraint. The CIPD publication, People Make the Difference (1995), argues that personnel management professionals must add value to the organisations by which they are employed. To be efficient, they should ensure that all personnel systems, procedures and processes are characterised by efficient administration, compliance with the law, fairness and good practice. However, to be effective and genuinely add value, personnel professionals must: offer a high level of expertise in their professional field understand and critique the objectives and methodologies of their business colleagues import good practice from outside the organisation build strategic capabilities to optimise people performance develop and articulate the values of the organisation. The CIPD wishes to represent a profession that is taken seriously in the boardroom, genuinely influences corporate strategy and contributes to bottom-line outcomes. 6

8 Introduction professional Standards Use of Standards The Standards are used in a number of ways: as the basis for educational programmes, at supportand practitioner-level. This is the route through which the majority of new members of the Institute gain their professional qualification. Candidates are required to register with a CIPD-approved educational provider, who provide a programme of study and carry out final assessment. as the basis for professional assessment, where experienced professionals can map their knowledge and competence against the Standards in order to demonstrate that they qualify for membership of the Institute. This route is aimed at those professionals who already have significant experience and for whom an educational route would not be appropriate. Candidates are required to register with a CIPD-approved professional assessment centre which offers advice on demonstrating competence against the Professional Standards and undertakes the assessment. as the basis for accrediting prior certificated learning, for those with qualifications that have not been previously directly approved as part of a CIPD educational programme. This route is likely to be of particular interest to those who hold relevant academic or professional qualifications that can be accredited against the CIPD Professional Standards. Evidence of the coverage of the previous qualification is required, and the assessment is carried out initially through CIPD. as the basis for mapping against the national standards, which should enable people to qualify for membership through NVQs/SVQs in personnel, learning and development, recruitment and management. as the basis for continuing professional development, for the rest of one s professional career. As professionals move into new roles through their career, the Standards offer an opportunity for them to benchmark themselves against new and unfamiliar areas to ensure that they can operate at the appropriate professional level. as the basis for awarding advanced standing against the leadership and Management field of the pds, the Standards underpin both the CASE examination and worbook-based exemptions. 7

9 professional Standards Introduction Format and level of Standards The Standards clearly indicate the Institute s expectations under the headings of: performance indicators: operational indicators define what practitioners must be able to do knowledge indicators define what practitioners must be able to understand, explain and critically evaluate. : provides more detail and indicates the context. Certificate in employment Relations, law and practice This Standard covers key aspects of the employment function required by personnel/human resources or employee relations assistants, line managers, owners/ managers of small businesses or anyone new to, or aspiring to, a career in personnel, human resources or employee relations. 1 Support-level Standards These have been developed as the basis for four certificates: Certificate in Personnel Practice Certificate in Training Practice Certificate in Recruitment and Selection Certificate in in Employment Relations, Law and Practice 2 Certificate in Business awareness and advanced professional Study This Standard aims to develop, within a business context, the analytical, application, numerical, research and personal transferable skills required for entry to an M- level programme in a social science/business subject, specifically the Professional Development Scheme. Certificate in personnel practice This Standard covers a wide range of practical personnel skills required by line managers, personnel officers, secretarial/personnel assistants and clerical staff. Certificate in Training practice This Standard covers skills required by proficient trainers, such as training officers, training advisers, line managers and those in similar roles. Certificate in Recruitment and Selection This Standard is intended for personnel officers, recruitment consultants or line managers with responsibility for recruitment and selection within an organisation, or who provide a recruitment and selection consultancy service to another organisation. Quantitative Skills for Business Analysis Research and Reasoning Skills in a Business Context Understanding the Business Environment Self Management and Study Skills for Professional Development 8

10 Introduction professional Standards 3 practitioner-level Standards Applied Personnel and Development 3.1 Specialist and Generalist personnel and Development Standards must be met in four of a wide range of elective Standards to complete this field: Leadership and Management Specialist and Generalist Personnel and Development The Generalist Standards have a special role among the practitioner Standards as the basis for the specialist streams of Standards. The Specialist Standards offer an opportunity to specialise. The eleven Specialist Standards are listed below under the related Generalist Standard. People Management and Development people learning and employee employee Resourcing Development Reward Relations advanced practitioner These are set at a basic operational level. A CIPD Graduate who has met these Standards should be capable of contributing to an organisation as a thinking performer : GeNeRalIST SpeCIalIST People Learning and Employee Employee Resourcing Development Reward Relations Managing Diversity Employment Law Strategic Personnel and Development International Personnel and Development thinking that is both operational and not limited to their current organisational level, and with an appreciation of their organisation strategy performer operational capability at a business unit level. A business unit is a term used loosely to indicate a discrete site where up to, say, 250 might be employed or carry out work, and which has a corporate purpose to its operations, whether or not within a large organisation. Development Designing and Delivering Training Health and Safety Organisational Change and Transition Personnel and Development Consulting The Practitioner-level Standards have been devised to cover the knowledge, understanding and competence in the four vital fields that professionals of the future will require in order to meet the needs of their organisations: 9

11 professional Standards Introduction 3.2 people Management and Development This is the vital integrative element of the CIPD Professional Standards at the practitioner level. It is vital that all personnel and development practitioners are aware not only of their own area of specialist activities but also of the wider contribution that personnel and development can make to organisational success. A major theme underlying this Standard, and indeed the whole of the Practitioner-level Standards, is the need for personnel and development specialists to gain support and commitment from other managers within the organisation. Being able to persuade colleagues of the merits of particular ideas and their contribution to organisational and departmental goals is a skill of the utmost importance. 3.3 leadership and Management This element is vital for all with, or seeking, responsibility for general management and for those who need to understand the organisation within which they work in order to exercise influence. The Standards cover: Managing for Results Managing and Leading People Managing in a Strategic Business Context Managing Information for Competitive Advantage. 3.4 applied personnel and Development There are two aspects to this field: The management research report this is a valuable means of assessment at the practitioner level, and is the element of assessment that comes closest to demonstrating professional competence. The CpD/learning log all candidates will be expected to provide evidence that they are able to systematically manage their own continuing professional development (CPD). This will need to take the form of some kind of record that demonstrates the ability to reflect on personal learning, and should show a focus on learning outcomes and benefits or applications. They should indicate that the applicant recognises learning as an integral part of professional work activity. 4 advanced practitioner Standards These Standards build on the knowledge and competence gained at the practitioner level, probably as a Graduate or Chartered member of the CIPD. Strategic Personnel and Development International Personnel and Development Organisational Change and Transition Personnel and Development Consulting 10

12 Introduction professional Standards The vision for the Professional Standards and for the competencies The vision for the Professional Standards is to ensure that all CIPD members are effective and possess a mixture of the following ten competencies: 1 personal drive and effectiveness The existence of a positive, can-do mentality, anxious to find ways round obstacles and willing to exploit all the available resources in order to accomplish objectives: 1 Sets out own professional objectives with a prioritised plan for managing time. 2 Establishes priorities, tasks and work schedules in advance in order to maximise efficiency and addedvalue effectiveness and, above all, to ensure the provision of advice, help, guidance and professional services to meet the needs of senior management, line managers and employees generally. 3 Monitors progress and takes remedial action as necessary. 4 Anticipates resource problems and seeks to resolve them proactively. 5 Identifies own motivators and strengths, and uses these to drive personal performance. 2 people management and leadership The motivation of others (whether subordinates, colleagues, seniors or project team members) towards the achievement of shared goals, not through the application of formal authority but rather by personal role-modelling, the establishment of professional credibility and the creation of reciprocal trust: 3 Business understanding Adoption of a corporate (not merely functional) perspective, including awareness of financial issues and accountabilities, of customer priorities, and of the necessity for cost/benefit calculations when contemplating continuous improvement/transformational change: 1 Understands the business needs and issues of one or more types of organisation. 2 Understands why customer needs are what they are, given the dual context of internal organisational priorities and external environmental scenarios (both current and predicted). 3 Acknowledges and accepts the significance of relevant business drivers and selected scorecard measures. 4 professional and ethical competence Possession of the professional skills and technical capabilities, specialist-subject (particularly legal) knowledge, and the integrity in decision-making and operational activity that are associated with effective achievement in personnel and development: 1 Meets a defined range of the CIPD s Professional Standards. 2 Displays achievement of the CIPD s Professional Standards both in general terms and also within defined areas (depending on chosen electives). 3 Conducts self in accordance with the Institute s Code of Professional Conduct. 1 Demonstrates a level of knowledge and understanding and ability about managing people and leadership that meets CIPD Professional Standards. 2 Treats others the way they themselves would wish to be treated. 3 Demonstrates personal commitment to team decisions. 4 Encourages and supports the contributions of others. 5 Helps colleagues when they are under pressure. 6 Adapts personal style to the situation and the needs/ expectations of others. 11

13 professional Standards Introduction 5 Continuing learning Commitment to continuous improvement and change by the application of self-managed learning techniques, supplemented where appropriate by deliberate, planned exposure to external learning sources (mentoring, coaching, etc): 1 Adopts a considered approach to continuing learning and personal professional development. 2 Conscientiously maintains CPD records. 3 Periodically reflects on experience and systematically seeks to improve performance when recurring situations present themselves. 4 Sets self-learning objectives and achieves them through action planning. 5 Accepts constructive feedback positively. 6 Considers implications and seeks to change behaviour if positive outcomes beckon. 6 adding value through people A desire not merely to concentrate on tasks, but rather to select meaningful outputs that will produce added-value outcomes for the organisation or eliminate/reduce the existence of performance inhibitors, while simultaneously complying with all relevant legal and ethical obligations: 1 Identifies opportunities for adding value and makes appropriate recommendations. 2 Fulfils all promises to customers in terms of timeliness, quality of response and other significant parameters (as perceived by customers ), within known areas of technical expertise. 3 Shows commitment to work and targets. 4 Willing to put in extra effort when necessary in order to ensure that corporate priorities are not jeopardised. 5 If asked, can outline own short-term targets, progress and future actions. 7 analytical and intuitive/creative thinking Application of a systematic approach to situational analysis, development of convincing, business-focused action plans, and (where appropriate) the deployment of intuitive/creative thinking in order to generate innovative solutions and proactively seize opportunities: 1 Demonstrates use of a range of thinking abilities, tools and processes analytical, intuitive, creative. 2 Provides professional advice in area of expertise. 3 Uses relative inexperience to advantage by questioning established methods, procedures and systems. 4 Introduces new ideas and approaches derived from knowledge of human resources in action elsewhere and from previous studies. 5 Thinks through issues clearly; concentrates on facts rather than assumptions. 8 Customer focus Concern for the perceptions of personnel s customers, including (principally) the central directorate of the organisation, a willingness to solicit and act upon customer feedback as one of the foundations for performance improvement: 1 Empathises with customers of personnel and development function(s), and of employing organisations generally. 2 Liaises closely and continuously with main customers and develops a high level of reciprocal trust/intimacy with them. 3 Takes personal responsibility for resolving customer concerns; asks customers periodically for feedback and acts on significant lessons gained. 12

14 Introduction professional Standards 9 Strategic capability The capacity to create an achievable vision for the future, to foresee longer-term developments, to envisage options (and their probable consequences), to select sound courses of action, to rise above the day-to-day detail and to challenge the status quo: 1 Understands the concept of strategy and the required contributions to it at all levels. 2 Identifies personal strengths, weaknesses, opportunities and threats against defensible predictions of the future (labour) marketplace. 3 Devises action programmes to capitalise on strengths, reduce weaknesses, seize opportunities and anticipate threats. 10 Communication resourcing and interpersonal skills The ability to transmit information to others, especially in written (report) form, both persuasively and cogently, display of listening, comprehension and understanding skills, plus sensitivity to the emotional, attitudinal and political aspects of corporate life: 1 Uses active listening with feedback; communicates clearly and positively; generates empathy with others. 2 Offers support and challenge to the proposals of others, so that in the process these proposals are improved/modified; reinforces the benefits of proposals and recommendations by using relevant facts and figures; anticipates objections and prepares responses. 13

15 professional Standards Introduction Integrating themes A number of integrating themes run through the Professional Standards. All those occupying professional roles in people management and development, on whatever basis and in whatever context, have a set of interrelated responsibilities to the organisations for which they work, to the people whose development they seek, and to the people management and development community to which they belong. They are all concerned with ensuring, or contributing to, at their organisational level: the provision and maintenance of effective and business-focused people management and development organisations and processes the planning and achievement of outcomes of people management and development activity that will add value for the organisation and for individuals the adding of value in part by helping to attract, retain and develop the people needed by the organisation through the development of individual and collective competence, commitment, potential and adaptability the adding of value in part by developing organisational capacity through people management and development processes and initiatives that will help to embed or promote change in organisational culture, structure and functioning, and ensure the skills needed to operate in changed roles and environments the adding of value in part by aiding strategic progress through advice and provision of planned services and activity that will enhance the organisation s knowledge base and stimulate creativity, adaptability and innovation the possession and continuing development in themselves of the values, understanding and credibility needed to act effectively as business partners the recognition and continuous exercise of those ethical and professional responsibilities related to people management and development policy and practice in the organisation that are conferred by their citizenship of the wider people management professional community. 14

16 Introduction professional Standards CIPD membership structure Chartered membership Chartered Companion (Chartered CCIpD) Chartered fellow (Chartered fcipd) Chartered Member (Chartered MCIpD) Graduate Non-chartered grades licentiate associate affiliate Organisation membership affiliation to the Institute Individual Affiliate membership is open to anyone. It is not a professional grade of membership and therefore carries no designatory letters. It does, however, offer many benefits such as the receipt of journals, access to information and advice, networking opportunities and discounts on CIPD courses, conferences and publications. Organisation membership offers similar benefits to a number of named individuals within an organisation. The number depends on the size of any particular organisation. The organisation may amend their list of named individuals as required. Qualified grades of membership associate membership represents qualification at CIPD certificate level or NVQ/SVQ level 3 or 4. licentiate membership signifies that an individual has met the requirements of one of the first three fields of the Institute s Professional Development Scheme or NVQ/ SVQ level 5. Graduate membership is awarded on completion of all four fields of the Institute's Professional Development Scheme. Chartered membership Chartered Member (Chartered MCIpD) is available by upgrading only. Individuals must be Graduate members and able to demonstrate three years relevant experience at management level, of which one year may be in general management. They must also demonstrate their Continuing Professional Development (CPD) over the last year and a development plan for the coming year and make a commitment to provide records and plans for each of the next two years. Chartered fellow (Chartered fcipd) is also available by upgrading. Individuals must be at Chartered Member grade and must be able to demonstrate ten years relevant experience at management level of which up to three years may be in general management. Current and more recent roles must be at senior or strategic management level, confirming a career progression through the period concerned. They must also demonstrate their CPD over the last year and a development plan for the coming year. They must also make a commitment to provide records and plans for each of the next two years in order to be eligible. Chartered Companion (Chartered CCIpD) is gained by invitation only. It is awarded in recognition of significant contribution to the profession or the Institute. 15

17 Support-level Standards Certificate in Personnel Practice Certificate in Training Practice Certificate in Recruitment and Selection Certificate in in Employment Relations, Law and Practice 17

18 Support-level Standards Support-level Standards Assessment philosophy for the certificate-level programmes (for educational centres) Common elements for all CIPD certificate qualifications Certificate in Personnel Practice Certificate in Training Practice Certificate in Recruitment and Selection Certificate in Employment Relations, Law and Practice

19 Assessment philosophy Support-level Standards Assessment philosophy for the certificate-level programmes (for educational centres) 1 philosophy, level and positioning of the CIpD professional Standards at certificate level These Standards attempt to answer the question What is a CIPD professional? The CIPD s Professional Standards are an articulation of the knowledge and competence required to undertake a professional personnel or training and development role. The business partner role represents a model to which CIPD professionals should aspire. In the future, roles will not exist for people who are not able to add value to the business objectives of the organisations for which they work. The level of the qualification has been compared both with those of other professional bodies and with development opportunities in other countries around the world. 2 Certificate-level programmes There are four alternative routes for those entering the HR profession at the support level. The certificate-level programmes reflect the range of job roles for support staff: Certificate in Personnel Practice Certificate in Training Practice Certificate in Recruitment and Selection Certificate in Employment Relations, Law and Practice. These educational programmes, based on the CIPD s Professional Standards, provide the route whereby the majority of new members of the Institute at support level gain their certificate qualifications. The certificate programmes aim to produce people who meet in full the Standards defined by the Institute, both: the operational indicators, which state clearly what practitioners must be able to do, and the knowledge indicators, which state what practitioners must be able to understand and explain. Personnel and development is an open-access profession, and the certificate-level programmes represent a valuable mechanism, enabling entrance into the profession to meet the standards required in business and commerce for those who wish to operate in the management and development of people. 3 assessment philosophy The philosophy of assessment of the certificate programmes is to assess whether candidates have demonstrated that they have met the Standards specified by the Institute. The aim of the programmes is not only to enable individuals to achieve effective and efficient performance in their current roles, but also to prepare them for continuing professional development. 4 principles of assessment In order to ensure that consistency of assessment is maintained across all centres, the following three principles are central: There must be some external assessment in any programme leading to the CIPD certificate Standards the external assessment of the project proposal. The assessment must stretch across the range of the certificatelevel Standards. While the programme is a development programme which enables considerable personal growth, no centre should compromise the validity of the assessment by providing inappropriate guidance or other advantage to individual candidates to enable them to meet the CIPD Standards. 5 The level of the assessment The certificate-level programmes are set and assessed at a technical level level 3 in the National Qualifications Framework and the criteria that all candidates are expected to meet are: understanding and knowledge as defined within the Standards in the specific area defined an understanding of the techniques of the profession an ability to critically evaluate both their own organisation and details reported in other organisations. Assessment for certificate programmes includes the following: All candidates must complete a minimum of four work-based or work-related assignments. Two of them should be written and two skills-based. The written assignments should be between 1,500 and 2,000 words. 19

20 Support-level Standards Assessment philosophy All candidates must complete a work-based or work-related project that is written up using a management report style of 3,000 to 3,500 words. They should prepare a project proposal, including the terms of reference and an action plan. These proposals will be assessed by the external moderators based on set assessment criteria. All candidates must maintain a CPD/learning log and development plan. All candidates must compile a portfolio to include all assessments and feedback and any other relevant material. We will expect centres to emphasise: assessment of knowledge and understanding assessment of skills under simulated conditions the ability to apply knowledge, understanding and skills in a workplace environment. Assessment criteria can be found in the Moderation Handbook. 6 Consistency of assessment across centres With the introduction of the new Standards there has been a change to the national moderation process. External moderators are appointed to centres by the CIPD on a regional basis and undertake the role under the direction of regional and chief moderators to ensure that all centres meet the Institute s Standards. Assessment across all centres includes: external assessment of the project proposal by the external moderator against set criteria, which brings an important element of externality to the assessment process internal assessment locally set and marked assignments and a project, which are moderated by the external moderator. 7 Barriers to the achievement of the CIpD Standards Some of the most common shortcomings in assessed work exhibit some of the following features: excessive reliance on perspectives acquired from a single sector or single organisation lack of awareness of up-to-date developments in the management and development of people uncritical acceptance of the status quo an inability to relate learning acquired to business and corporate purposes. 8 programme delivery The content of the programme must cover the Standards as detailed in this publication. You must provide a minimum of 120 tutor contact hours, and candidates should spend an additional minimum 120 on individual study. You must provide opportunities for the development and assessment of skills. In the case of programmes offered only in the evenings there needs to be extended learning opportunities, ie one to two full days, to support the development of core skills. Tutorial time should be embedded into programme delivery but excluded from the 120 taught hours. 9 Skills development A major objective of certificate-level programmes is to develop students' operational competence and confidence as well as to provide a basis for future development. It is therefore essential that the knowledge gained is supplemented by the inclusion of core skills that will be required by entrants to the profession at a support level. The development of core skills should proceed as an integral part of the study programme and should lead naturally from the study of the relevant theory and practice. In order to provide the opportunity to develop and practise these skills, sufficient programme time should be allocated to skills development, which should in turn be supported by tutorial coaching and feedback. 20

21 Common elements for all CIPD certificate qualifications Support-level Standards Common elements for all CIPD certificate qualifications All CIPD certificate-level qualifications cover certain knowledge, skills and competencies. For educational centres, these may be taught and assessed separately, or integrated into the teaching and assessment arrangements for the particular programme. Centres must be able to indicate where these are covered in their programme design. Guidelines on the assessment schedule for certificate-level programmes are set out in the Quality Management Handbook. Communication Candidates must demonstrate that they are able to: write a report obtain information by interview give and receive feedback on behaviour and performance build relationships with others. They must also demonstrate interpersonal skills such as listening, conveying information, responding to questions etc. Self-management (improving own learning and performance) Candidates must demonstrate that they are able to: set personal objectives appraise their own performance reflect on their own practices for the purposes of learning and improvement maintain a personal development plan. Understanding the work context Candidates must demonstrate that they are able to: plan and administer resources contribute to the interpretation of personnel information. They must also demonstrate that they understand and can explain: the corporate environment factors affecting individual performance (eg systems, relationships, performance criteria, motivation and reward) the performance management process and its rationale employment relationships roles in relation to personnel and development (ie training, personnel and line management) the concept of contribution to organisational success. Relevant legislation Candidates must demonstrate a broad understanding of, and be able to explain, relevant legislation. The common certificate elements are integrated into the indicative content. It has been customised to reflect the role of a personnel practitioner. 21

22 Support-level Standards Certificate in Personnel Practice Certificate in Personnel Practice Purpose The Certificate in Personnel Practice (CPP) is a foundation-level programme, at an equivalent level to NVQ/ SVQ Level 3 in Personnel Support. Successful candidates receive the CIPD Certificate in Personnel Practice and are eligible for Associate membership of the Institute. However, completing the Certificate in Personnel Practice and/or gaining Associate membership does not imply that the candidate should automatically progress to study at the Professional Development Scheme level. potential candidates This qualification is intended for: anyone working at the level of personnel assistant, personnel administrator or personnel officer, whose role is to provide support for key aspects of the personnel function someone new to, or aspiring to, a career in the personnel function line managers, supervisors or team leaders who wish to gain the same level of personnel skills as practitioners at this level the owners or managers of small businesses. aims The Certificate in Personnel Practice is intended to: develop the skills needed in personnel work serve as an introduction to the personnel department s work provide an awareness of: - the context of personnel functions - the key issues that impact on personnel issues provide a platform for studies in personnel. The Standard can be used as: a developmental programme to underpin the NVQ/ SVQ in Personnel a stand-alone qualification programme in its own right a potential framework for a Modern Apprenticeship in personnel. 22

23 Certificate in Personnel Practice Support-level Standards performance indicators 1 Human resource plans and organisational context 1 Contribute to the development and implementation of a human resource plan that meets business objectives for both expansion and contraction. 2 Contribute to the collection, maintenance, reporting on and interpretation of computerised personnel information. Practitioners must understand and be able to explain: 1 The organisational context of the personnel function political, economic, social, technological, environmental and labour-related. 2 The key roles and tasks of the personnel function and its contribution to organisational success as a line management and as a specialist function. 3 Basic employment legislation affecting personnel practice, including: employment contracts health and safety equal opportunities diversity. 4 The basic principles of human resource planning. 5 The benefits and principles of a computerised personnel system and the professional and legal requirements for confidentiality and security of personnel records. 1 An overview of the personnel function and: the internal and external factors impacting on it the business context in which it operates its contribution to organisational success. 2 Organisational structure and organisational charts. 3 PESTLE and SWOT analyses. 4 Business objectives and the links to HR plans. 5 The demand for and supply of labour. 6 Flexible working practices. 7 Internal and external labour markets. 8 Absence management. 9 Relationships with colleagues, customers, line managers and other stakeholders. 10 Employment relationships, including the contract of employment, contract for service and the psychological contract. 11 Health and safety. 12 Expansion and contraction; redundancy and termination. 13 Personnel records including: computerised personnel information systems personnel databases and spreadsheets security and confidentiality data protection. 14 Recording and analysing information, and presenting the results. 15 The range of recording and retrieval systems and criteria for their selection. 16 The business case for introducing improvements. 17 Factors that affect introduction and implementation, such as: feasibility relevance timing management support employee support resources. 23

24 Support-level Standards Certificate in Personnel Practice 2 Recruitment and selection 3 Training and development 1 Contribute to the recruitment process by playing a part in: job analysis interviews writing job descriptions and person specifications writing copy for recruitment advertisements submitting appropriate media for advertisements. 2 Contribute to the selection process by playing a part in: shortlisting selection interviewing the decision-making process. Practitioners must understand and be able to explain: 1 The key stages of recruitment and selection and the use of appropriate media and selection processes in differing circumstances. 2 The basic legislation underpinning the recruitment and selection process and the impact that equal opportunities legislation has on the process, and on organisational policy and practice. 1 The recruitment and selection process, including: job analysis, job descriptions and person specifications recruitment methods shortlisting selection interviewing testing terms and conditions of employment offer letters the legislation relating to contracts. 2 Induction. 3 Discrimination on the grounds of disability, race, gender, age. 4 Methods of information-gathering (including interviews, discussions and questionnaires). 1 Identify training needs. 2 Design a learning event to meet identified needs. 3 Prepare and deliver a learning event. 4 Evaluate training and development events. Practitioners must understand and be able to explain: 1 The indicators of training and development needs and the range of methods for identifying needs. 2 The principles of learning and their impact on training design and delivery. 3 The principles of training design and delivery, the range of options and media and the respective advantages and disadvantages. 4 Evaluations of training and development. 5 Key government training initiatives. 1 The links between business plans and training and development. 2 The principles of learning. 3 The systematic training cycle, covering: identification of training needs design and delivery of training evaluation of training range of training methods and learning opportunities. 4 Government training initiatives, including Investors in People (IiP), NVQs/SVQs. 24

25 Certificate in Personnel Practice Support-level Standards 4 performance management and employee relations 1 Conduct an appraisal interview. 2 Agree and review performance targets. 3 Contribute to grievance and disciplinary interviews. 4 Contribute to the operation of pay and reward systems. 1 Objective-setting, motivation, performance review. 2 Giving and receiving constructive feedback. 3 Handling poor performance. 4 Handling discipline and grievance and taking account of the related legislation. 5 Reward systems and administration. 6 Effective strategies for involvement and participation. Practitioners must understand and be able to explain: 1 The purposes of performance management, appraisal and review, and the link with business objectives. 2 The legislation and organisational good practice relating to: grievance discipline reward management termination of employment performance management. 3 The components of an effective pay and reward system and its administration. 4 Common processes for consultation and participation. 25

26 Support-level Standards Certificate in Training Practice Certificate in Training Practice Purpose The Certificate in Training Practice (CTP) is a foundation-level Standard, at an equivalent level to NVQ/SVQ Level 3 in Learning and Development. The Certificate in Training Practice is a stand-alone qualification, valid in its own right. Successful candidates receive the CIPD Certificate in Training Practice and are eligible for Associate membership of the Institute. However, completing the Certificate in Training Practice and/or gaining Associate membership does not imply that the candidate should automatically progress to study at the Professional Development Scheme level. potential candidates This qualification is intended for: those involved in training and development in organisations or working as independent trainers training administrators seeking a broader understanding of the principles of training and development those aspiring to a career in training and development managers with responsibility for training and development. aims The Certificate in Training Practice is intended to: specify the operational performance standards needed for the qualification, and the knowledge and skills that an effective trainer needs develop an awareness of the context for training and development, and the key issues that impact on its planning and delivery. The Standard can be used as a basis for: development programmes designed to develop and assess competence against the CIPD Standards a developmental programme to underpin the NVQ/ SVQ in Learning and Development. This specification incorporates much of the knowledge and understanding which underpins the national standards for learning and development at NVQ/SVQ level 3, and those for assessors/verifiers. 26

27 Certificate in Training Practice Support-level Standards performance indicators 1 Training in context 1 Manage their own personal and professional development. 2 Build effective relationships with colleagues and customers. 3 Plan, monitor and keep records of training sessions. Practitioners must understand and be able to explain: 1 Continuing personal and professional development The principles of self-evaluation and personal development planning and the strategies, support and sources needed to put it into practice. 2 The organisational context The contribution that training and development makes to organisational success and the factors that influence its effectiveness. Organisational roles and relationships in relation to personnel and development. The effect of legislation and government influence on training practice. 3 Management and administration Factors to consider when planning and organising training sessions and selecting from the range of training record systems. 1 Continuing personal and professional development Continuing Professional Development the definition and the CIPD policy. Methods of self-analysis and self-assessment, including reflection, reviewing one s own performance and seeking feedback from other people such as colleagues, clients etc. Giving and receiving constructive feedback. Personal goals, targets and development plans. Factors affecting personal performance and preferences for personal development. Strategies and sources for personal development. Useful frameworks for benchmarking, analysis and planning (including CIPD Standards). Current debates and developments in training and development. 2 The organisational context The context in which training and development operates in an organisation, and factors affecting its effectiveness (eg budgets, attitudes to training, line management interest and support etc). PESTLE and SWOT analysis. Relationships, with colleagues, customers, line managers, HR (recruitment, selection, appraisal etc) and other stakeholders. The performance management process and its rationale. Employment relationships (including non-employees such as agents or contract staff and external providers of services). Factors affecting individual performance (eg systems, performance criteria, reward, motivation, management style and relationships). Employment legislation and good practice relating to personnel and training practice, in health and safety, equal opportunities and diversity, and data protection. Security and confidentiality. Government influences on training practice (eg IiP, NVQs/SVQs). Information and communication technology and its potential for training and development. 3 Management and administration Techniques of resource planning and allocation. Cost factors and sources of funding. Factors to consider in planning training sessions (eg venues, facilities, cost, equipment, people resources). Cost/benefit techniques and their application to training situations. The range of recording and retrieval systems and criteria for their selection. 27