5OS07 Well-being at Work
- May 5, 2022
- Posted by: admin
- Category: CIPD Level 5
This lesson will introduce students to well-being and its importance in the workplace. It focuses on the connection of health, work, and general well-being and how it intersects with organisational strategy and the people management realm. The course primarily focuses on the key components of well-being programmes, examining stakeholder involvement and the roles that organisations play and the repercussions on individuals and organisations.
You will study:
Students will study how to manage well-being in organisations to meet corporate goals. They will identify the key difficulties and concepts related to workplace well-being. The lesson teaches students how to identify the stakeholders critical to the success of well-being programmes and how employee well-being affects other parts of people management. For example, upon completion, learners will be able to use knowledge learned from the unit for the development of a well-being project, as well as methods for assuring and analysing its performance.
Who Should Take This Unit?
This unit is appropriate for learners with a background in HR and L&D and job experience. However, individuals without academic or professional credentials are also qualified due to the neutrality of the CIPD and the lack of distinct qualifications. As a result, the course is appropriate for anyone seeking to understand the well-being principles required in building programmes and cultures to better the lives of businesses and employees.
Individuals studying the unit must comprehend the notion of well-being and its significance at work. The CIPD requires the following to identify knowledge:
- Students must evaluate the difficulties and concepts connected to workplace well-being. They can, for example, examine modern well-being issues like work-life balance, the dynamic nature of work, work settings, and workers.
- In addition, learners must describe how to manage well-being to fulfil organisational goals properly. First, they must present widely accepted definitions of well-being and highlight the benefits of its use in people’s lives. They should also cover well-being management techniques such as employee assistance initiatives, occupational health, and absence management, and how they contribute to organisational effectiveness.
- Finally, students must demonstrate their understanding by evaluating the benefits of organisational well-being initiatives. Meeting this need entails weighing psychological and strategic benefits such as providing wonderful work environments that promote good performance, minimise mental stress, and encourage employee engagement, productivity, and retention. Learners must fundamentally connect the advantages to organisational health and longevity.
Persons taking the unit must understand the internal and external elements influencing businesses’ well-being after grasping the importance of well-being for organisations. Therefore, the CIPD primarily asks learners to:
- Identify stakeholder participation in promoting organisational well-being. Learners must investigate how stakeholder involvement and roles contribute to the success of well-being initiatives. Senior executives and line managers who deliver people management functions and respond to challenges are examples of stakeholders.
- Explain the relationship of features of people’s practises and well-being. Students must recognise the link between well-being and all aspects of human resource practices, such as employee welfare and role design, stimulation, L&D, remuneration, and diversity.
- Finally, the CIPD requires learners to examine the internal elements influencing well-being within an organisational context, such as the firm’s strategies, operating sector, personnel needs, and composition. This goal can be attained by investigating various approaches and determining their varying efficiency in various settings. Furthermore, students must discuss the function of well-being as a fully integrated notion, not as a separate entity.
Individuals completing unit 5OS07 must also create a well-being programme for well-being management in the organisational setting. The CIPD suggests the following steps for demonstrating this ability:
- First, each student must research sample well-being programmes and relate them to the prospective needs of their organisations. Learners, for example, will be able to recognise the needs of organisations where such activities take place by identifying well-being initiatives such as health promotion and the construction of health facilities, as well as benefits such as greater work-life balance and health.
- Second, trainees must create an appropriate programme design for a well-being initiative that meets the organisation’s needs. Learners, for example, must fundamentally identify the areas of concern, the benefits of implementing well-being activities in those areas, and the strategy for measuring programme performance. They must also identify the elements and difficulties that may impact programme design, such as feasibility, stakeholder input, and selecting the appropriate programme delivery modes.
- Following the programme design, students must explain how they intend to implement the well-being project. The most important need for this section is that trainees understand that a programme will only be successful if it addresses well-being issues relevant to their organisations. As a result, trainees must consider organisational and personnel characteristics when presenting the implementation.
- Finally, students must explain the methodologies that are effective in evaluating well-being programmes and their importance in promoting better organisational outcomes. Regular qualitative and quantitative measures, such as interviews and surveys, are used in these tactics to support continuous well-being improvement.
Qualifications and Entry Requirements
There are only two explicit preconditions in the CIPD’s applicant requirement structure. First, all trainees must be over 18 and have sufficient English to answer and understand coursework and tasks. As a result, all people, with or without a background in HR or L&D, can pursue the Associate Diploma in People Management. Individuals having academic or job expertise in People Management or L&D, on the other hand, will find the unit and course contents easier to grasp.
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