5DVP Assignment Examples
- February 17, 2022
- Posted by: admin
- Category: CIPD Level 5
Evaluate what it means to be an HR professional, making reference to the CIPD 2018 Profession Map
To be a HR professional means that an individual in the profession demonstrates some level of integrity. It means using the knowledge and the skills that influence the behaviours of the professionals towards enhancing personal and professional development. Organisations rely on the expertise of professionals towards ensuring that they meet the goals and objectives set. Being a HR professional, or any other professional in this matter, individuals focus on improving their knowledge and develop practices through the evaluation of CIPD 2018 Profession Map. The significant areas shown in the CIPD profession Map include the core knowledge, core behaviours and specialist knowledge areas, as shown in the image below;
Professionals focus on developing moral integrity, which is an important aspect in enhancing improved personal experiences that support success of the organisation (Lennick and Kiel, 2007). This specifically means that the HR professionals have to take charge in developing their specialisation. The core from the HR professionals have to remain the same and strong, and this should happen irrespective of the changes being experienced in the workplace, and in the organisation (Sparrow, 2007). From the CIPD Professional Map, three key principles that make up the core have been developed to ensure that the professionals keep working and delivering to the value of the organisation. The three principles include work, people and professionalism matters. Building on these principles is the core knowledge which consists of six areas for a HR professional to function effectively, these are: people practice, culture & behaviour, business acumen, analytics & creating value, digital working and change (CIPD 2018). For example looking further into the change area, a HR profession is expecting to see deal with and implement change throughout their profession.
What it means to be a HR professional is that the expert or the HR professional has to identify with eight core behaviours. HR professionals identify with behaviours that strengthen their knowledge, skills, and experiences in delivering organisational value and success (Ulrich et al., 2012). These behaviours guide the professionals on the acts that they should engage in to ensure that they deliver in accordance to the organisational expectations. These behaviours include ethical practice, valuing people, exclusive working behaviours, ability for the professionals to enhance commercial drive, promote passion for learning, and engage in effective decision making influencing them and the organisation (CIPD 2018). These behaviours guide the HR professionals in getting to understand the different types of organisations and adapt and use the same guidelines that support their decisions towards enhancing organisational success.
The specialist knowledge made up of nine disciplines across the HR spectrum (CIPD 2018). They include employee experiences, employee relations, diversity and inclusion, people analytics, resourcing, learning and development, talent management, reward management, and the organisational development and design. CIPD requires the HR professionals to work in one or more of the identified specialist areas, to ensure that they carry out the HR functions in the organisation effectively. According to CIPD (2015) in order for the HR professionals to have a high impact in their personal professions and to the organisation, they have to focus on developing their specialists’ skills, and ensure that they effectively complete their duties and responsibilities in the organisation.
Briefly describe the elements of group dynamics and give at least two examples of conflict resolution methods within an HR context
Groups are identified as different individuals working together to achieve a common goal. According to Kiweewa et al. (2018), different groups have different purposes and objectives, and in order to understand the group elements, it is important to relate to Tuckman Model of group development as shown below;
This is a model that develops the four stages of group dynamics, and a fifth stage of group adjournment is also recognised from the model. The first stage is forming, where group members come together, identify the purpose of the group, and come up with rules that guide the group members in achieving the purpose. It is the first stage where members go through the orientation process, in order to understand their roles, which in most instances are very uncertain at this stage. Donald and Carter (2020) identify this as the stage that requires the group members to concentrate on understanding the significance of the group and its purpose towards achieving organizational objectives.
Storming is the second stage, where individuals gain the attention of the other members’ impressions. Here, every individual works on establishing themselves and their position in the group. Some of the group members strive and fight for leadership positions at this time, and members come together to make a decision on whom among them would be considered as the group leader. This is the stage where members experience greater challenges as the level of competition among them is very high (Donald and Carter, 2018). Members in this stage show their natural fit and focus entirely on identifying with the purpose of the organisation.
The third stage under the Tuckman model is norming, where members get to a platform where they understand each other and work together to enhance productivity and achievement of the group purpose. Kiweewa et al. (2018), asserts that members in this stage already understand their differences and appreciate the contribution of each of them to the group and to the achievement of the set group roles. The members understand the strengths and weaknesses of other group members, and they work in collaboration with each other to address conflicts and disagreements that occur as they seek to develop the group roles and objectives.
The fourth stage is the performing stage, which is more about the purpose of the group as opposed to the group members. In this stage, the members focus on meeting the group objectives and enhancing group performance and productivity, and pay less attention to their own selves as individuals and group members. There is cohesion, which is what keeps them together, and they are able to make the right decisions that are meant to help them accomplish the team goals and objectives. No matter the differences between the team members, they stick together to ensure that they meet the group objectives (Kiweewa et al., 2018).
Another stage was added after Tuckman revisited the model, and this is the adjournment stage. This involves wrapping up all the group tasks, and ensuring that all the objectives are met for the purposes of making sure that the group formation is effectively achieved.
Methods of conflict resolution
To understand how a group works, an understanding of the individuals must be undertaken and this leads to understanding the roles they take in enhancing completion of the group tasks and activities. Groups consist of a number of members who perceive themselves and recognise each other as being part of that group (Schein 1988), which is why De Bono’s (1986) ‘six thinking hats’ theory can be proven as effective because individuals have been given ‘hats’, they are aware they are in the group and can recognise how others are defining themselves by what hats they are wearing.
De Bono (1986) explained that a discussion in a group is to be had while members of the group adopt one of six points of view (Krogerus and Tschappeler 2008). These points of view are theoretical hats that individuals wear. The white hat explains the analytical, emphasis on facts that group members have to identify with towards ensuring that the group issues are resolved. The Red hat explains the character of the group member as an emotional thinker, the Black hat considers the group of people considered to be critical thinkers, and the Yellow hat reflects the person who is an optimistic thinker. The green hat reflects the person who is a creative thinker, and the Blue hat reflects the person who is a structured thinker. In terms of this fitting with Tuckman, this theory fits more towards stage three and four as a discussion with the purpose of an outcome has had to happen in order to delegate the hats. The benefit of using this as a way of discussion is that hats are given, they can change. Belbin crosses over here explaining that we often have two roles, primary and one as a backup, linking to the hat theory where people can change how they think (Management Centre 2020). The different group members identify with the characters of the people who work together towards ensuring that they bring together the abilities and characters of different people, who work towards ensuring that the group issues are effectively addressed (Meuer, 2017).
The Belbin theory is the other method that identifies with the nine roles that outlined how an individual may behave. The model contributes or interrelates with others in a time in certain ways. Unlike De Bono’s theory, Belbin’s roles are described as more an individual’s nature with the terms as contribution and allowable weaknesses that is used to describe the type of individual, this rarely changes. This theory can fit into Tuckmans model at any stage.
With reference to a recent or current project (large or small) which you have led (or been part of a project team)
Provide evidence of using project management and problem-solving techniques in the course of the project.
The purpose of project is to recruit candidates using our RFA sessions via zoom, a project that aims at ensuring that our company identifies the right candidates for the job.
I work in HR and a large section of what I do is recruitment so I started a project to create a new way for the company to recruit candidates using our RFA sessions via zoom. In order to complete the project, I used zoom webinars and training to learn about how to use zoom and break rooms, which is very important in enhancing effective management of the project. Through this project, it would be possible for me to recruit candidates for the available jobs in the organisation.
I used the Gantt chart to keep track of how far I have gone in running the recruitment session using RFA. Together with the other team members, we went through training with other team members, to ensure that we learnt how to use the RFA and complete the recruitment events. Through RFA, we conducted the recruitment campaigns, and I also worked to obtain feedback from the clients with whom we conducted the recruitment events.
After learning how to use RFA and effectively carrying running recruitment events, especially through this period of COVID when social gatherings are discouraged. After learning and realising how the RFA works, I organised sessions with the managers within the organisation, and together we were able to adapt to the new system of recruitment. I first taught them how to use RFA, but clearly at that time, they did not pay much attention, but I persuaded them the importance of RFA to enhance smooth recruitment of candidates.
Explain how you successfully influenced, persuaded and negotiated with others in the course of the project
In the course of the project, I was able to influence the managers and other HR practitioners to using RFA in recruiting candidates for the job. According to Maqbool et al. (2017), getting to influence other people meant that I had to identify with the differences that we as the team members had, and work through those differences to enhance effective planning and management of the project. I was able to influence the managers and other team members as well by running campaigns that were meant to create awareness and influence them on the impact that RFA would have in implementing the recruitment sessions through zoom. Persuading others was a challenge, but I worked to ensure that the team members and the managers understood the impact that the system would have on implementing the HR function of recruitment. I was able to persuade them more through provision of training sessions to the managers, in order for them to understand how RFA works. Negotiation was very important in enhancing the sale of RFA system. This was done by the team members who got into communication with the management to exchange information on the use of RFA in recruitment (Sankaran, Vaagaasar, and Bekker, 2020). The feedback received made it possible for the project to be effectively completed and sold to the management within firms seeking to engage in the recruitment of staff especially during the time of the COVID pandemic where social gatherings are discouraged.
Core knowledge: analytics and creating value
Based on my personal evaluation, I have minimal experience and awareness on the use of data to identifying information necessary towards promoting people value. I need to learn more and understand the reasons behind people motivation and experiences. This means that I have to learn more on data analytics, for me to gain a better understanding of what to do in order to enhance effective decision making. Using the data will also help me gain an understanding of what to do in order to evaluate and measure the knowledge and skills needed in enhancing organisational decision making.
Core behaviour: valuing people
This is a behaviour that I consider effective in ensuring that HR professionals create value for the people with whom they work with. My development need in this perspective is to develop coaching and mentorship programs to support the employees, and ensure that they feel appreciated and respected. In order to develop my behaviour in this, I have to take charge in developing opportunities that support development of the employees’ professions, and ensuring that the right actions are taken to enhance organisational personal and career development.
Specialist knowledge: talent management and resourcing
My professional development needs on talent management and resourcing are that I need to learn more on developing job descriptions for different job roles in the organisation. This specifically means that I have to pay attention to the skills and abilities that candidates should have in order to meet the qualifications for a particular position in the organisation. Another significant development need is that I have to take charge in ensuring that i identify candidates for job positions, whose values fit to the culture of the organisation. Another important aspect is the development of employee needs towards enhancing career development. In this, I have to take responsibility in determining how well I develop a system to identifying with the changes that should be incorporated within the organisation to enhance employee development.
During your programme, provide a reflective summary of your performance against the plan
I recorded an improved performance in understanding the core knowledge on people analytics, where I effectively get to understand the HR policies impacting the performance of the HR personnel in impacting organisational performance. I got to understand that in creating organisational values, HR practitioners have to engage in effective decision making, for purposes of promoting their personal skills and enhancing organisational development. What I learnt is that I have to create a balance on all people working in an organisation. as a HR professional, I have learnt that how to be fair to all people, and at the same time, work on ensuring that I am compassionate about all the employees, and all other people working in support of my profession, and in development of the organisation I work for. This is a core behaviour that I consider to be very important in determining the purpose of the people in enhancing professional development and organisational performance. On talent management and resourcing, what I learnt is that attracting the right talent is the most important thing towards ensuring that they create organisational value. I learnt the need to understand the appropriate selection and recruitment methods for different organisations.
Donald, E. J., & Carter, A. (2020). Overview of Common Group Theories. Group Development and Group Leadership in Student Affairs, 17.
Jit, R., Sharma, C. S., & Kawatra, M. (2016). Servant leadership and conflict resolution: a qualitative study. International Journal of Conflict Management.
Kiweewa, J. M., Gilbride, D., Luke, M., & Clingerman, T. (2018). Tracking growth factors in experiential training groups through Tuckman’s conceptual model. The Journal for Specialists in Group Work, 43(3), 274-296.
Lennick, D., & Kiel, F. (2007). Moral intelligence: Enhancing business performance and leadership success. Pearson Prentice Hall.
Maqbool, R., Sudong, Y., Manzoor, N., & Rashid, Y. (2017). The impact of emotional intelligence, project managers’ competencies, and transformational leadership on project success: An empirical perspective. Project Management Journal, 48(3), 58-75.
Meuer, J. (2017). Exploring the complementarities within high‐performance work systems: A set‐theoretic analysis of UK firms. Human Resource Management, 56(4), 651-672.
Sankaran, S., Vaagaasar, A. L., & Bekker, M. C. (2020). Assignment of project team members to projects: Project managers’ influence strategies in practice.
Sparrow, P. R. (2007). Globalization of HR at function level: four UK-based case studies of the international recruitment and selection process. The International Journal of Human Resource Management, 18(5), 845-867.
Ulrich, D., Younger, J., Brockbank, W., & Ulrich, M. (2012). HR talent and the new HR competencies. Strategic HR Review.