7OS06 Well Being at Work

About this unit

This unit emphasises the significance of workplace well-being to both employer and employee results. Based on major theories in this field, it gives learners a complete awareness of the linkages between work, health, and well-being and an appreciation of organisations’ social responsibilities. The unit fosters critical thinking on how well-being initiatives may be formed, supported, and incorporated with people practises for strategic gain. It encourages students to engage with significant critics of the well-being agenda.

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You will study:

You will examine concepts of well-being and why this idea is relevant to both employers and employees. You will examine fundamental theories relating to workplace well-being and how organisations deal with it. You will get an awareness of the linkages between work, health, wellness, and people management techniques and procedures and identify individual and group elements that influence workplace well-being. You will also investigate the relationship between employee well-being and employer results, such as how it increases performance and productivity. You will also learn about how organisational culture influences workplace well-being, the impact of well-being efforts, and the problems businesses may face when personalising initiatives for employees.

Who Should Take This Unit?

This unit is required for the following individuals:

• Individuals who work in an organisation are responsible for implementing human resource policies.
• A person who wishes to work in human resource management and has earned the CIPD Foundation Diploma in Human Resource Practice.
• An experienced people practitioner in a senior people practice position looking to develop and deepen their capacity, knowledge, and abilities to influence strategy, policy, and people.
• A person is pursuing a professional qualification to enhance their career in human resources (HR) and learning and development (L&D).
• A desire to expand their autonomy, influence, and judgement to strategically lead and drive organisations and their employees.

Learning outcomes

After finishing this module, learners will satisfy the following key learning outcomes, which are further categorised into numerous sub-categories. The learner will be able to comprehend the following concepts as a result of these learning outcomes:

• Recognising the importance of workplace wellness in today’s environment (Learning Outcome 1)
• Recognising the links between work, health, well-being, and people management tactics and processes (Learning Outcome 2).
• Understanding how the employer’s and employees’ well-being contributes to the overall plan (Learning Outcome 3).
• Recognise the significance of the well-being strategy in sustaining organisational performance (Learning Outcome 4).

Qualifications and Entry Requirements

Institutions have legislative obligations for their applicants, which the CIPD does not always enforce. These criteria vary by school, while others apply to all students enrolled in the unit. Institutions have developed these diagnostic tools to determine if candidates have the necessary reading and numeracy skills to complete the Well-Being at Work assessment (7OS06). Most universities require candidates to have a working knowledge of the English language to enrol in any programme. Some colleges, for example, require candidates to have a GCSE English grade of C/4 or better. Other colleges need 6.5 IELTS/ESOL Level 2 equivalent for those who speak English as a second language. The CIPD, on the other hand, has a policy for non-native English speakers that provides advice on appropriate English language entry requirements.

Most schools require a bachelor’s degree, CIPD level 5 certifications, and prior human resources experience from applicants. Significant strategic people practice experience may be substituted for a degree in exceptional cases; however, this is subject to review. CIPD also recognises previous learning policies, which allow learners to demonstrate that they already have the information, understanding, or competencies required to meet the assessment requirements and do not need to achieve them through a course of study. For learners who have finished units from a previous CIPD certification, the CIPD, for example, has specified transfer possibilities to this unit as scheduled exemptions. In addition, learners who have completed units from non-CIPD qualifications that they believe will map to units in this qualification may also submit an application form to the CIPD for verification and accurate mapping and documentation of achievement. Finally, candidates must be at least 18 years old to enrol in the course. However, the CIPD recommends that candidates seek this course be at least 21 years old.

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Materials

For students interested in pursuing this course, there are a variety of publications available. Here are a few examples that institutions across the globe extensively utilise.

Afsar, B., & Umrani, W. A. (2019). Transformational leadership and innovative work behavior: The role of motivation to learn, task complexity and innovation climate. European Journal of Innovation Management.

Dhiman, S. (Ed.). (2021). The Routledge companion to mindfulness at work. Routledge, Taylor & Francis Group.

Foster, D. (2018). The health and well-being at work agenda: good news for (disabled) workers or just a capital idea? Work, employment and society, 32(1), 186-197.

Harvey, G. (2019). Corporate wellness: what, why not, and whither? Employee Relations: The International Journal.

Hesketh, I., & Cooper, C. (2019). Well-being at work: how to design, implement and evaluate an effective strategy. Kogan Page Publishers.

Manokha, I. (2020). The implications of digital employee monitoring and people analytics for power relations in the workplace. Surveillance & Society, 18(4), 540-554.

Marques, J. (Ed.). (2020). The Routledge Companion to Happiness at Work. Routledge.

Mitchell, D. (2018). 50 Top Tools for Employee Wellbeing: A Complete Toolkit for Developing Happy, Healthy, Productive and Engaged Employees. Kogan Page Publishers.

Newstead, T., Macklin, R., Dawkins, S., & Martin, A. (2018). What is virtue? Advancing the conceptualisation of virtue to inform positive organisational inquiry. Academy of Management Perspectives, 32(4), 443-457.

Timms, P. (2021). Transformational HR: How human resources can create value and impact business strategy. Kogan Page Publishers.

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