Description
Hi , I have completed my assignment but need assistance with some sections. I’ve attached the feedback file from my tutor for your review and would appreciate it if you could make the necessary changes in the solve file accordingly.
Please focus only on updating the “ACT” section based on the provided feedback. It is important that you also refer to the assignment brief.
Marking grid and feedback for learner
Unit 5CO02: Assessor Feedback to Learner
Centre number
Centre name
CIPD Membership number
Learner Number
Learner surname
Learner other names (e.g.
first name and middle
name(s))
534
ICS Learn
84998536
42906021
Ahmad
Fatima
Note to Assessor – Please enter a mark for each AC. You need only provide feedback
where you have awarded a mark of 1. This feedback should be developmental.
TASK 1
AC
Number
1.1
Assessment Criteria
Evaluate the concept of evidence-based practice including how
it can be applied to decision-making in people practice.
Assessor feedback first submission (if applicable)
Mark
1-4
2
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
1.2
Evaluate a range of analysis tools and methods including how
they can be applied to diagnose organisational issues, challenges
and opportunities.
Assessor feedback first submission (if applicable)
A good start here Fatima but a Root Cause Analysis is more of a
tool than a method here, so you need to replace this example.
You should also look to be a bit more detailed here with your
evaluation.
For resubmission
1
Please ensure you provide some more depth and detail here in
your answers. You must make sure you provide a more detailed
evaluation here and ensure you discuss both tools and methods.
Please replace one of your examples with a method such as
surveys or interviews to make this answer more well-rounded.
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
1.3
Explain the principles of critical thinking including how you apply
these to your own and others’ ideas.
Assessor feedback first submission (if applicable)
1
Level 5 Associate Diploma
Some good points here but there aren’t currently any examples
within this answer. You must provide a more detailed set of
examples here relating to each principle.
For resubmission
Please make sure you provide two examples and relate them to
each principle that you are discussing. This will help you add a
bit more applied depth and detail here to your answers.
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
1.4
Explain a range of decision-making processes.
Assessor feedback first submission (if applicable)
These are models here Fatima rather than processes. This is a
well explained answer, but you need to replace these with
processes here.
For resubmission
1
Please discuss two processes such as best fit or action learning.
Please make sure you explain them clearly with some good depth
and detail to your answers and some good examples here.
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
1.5
Assess how different ethical perspectives can influence decisionmaking.
Assessor feedback first submission (if applicable)
2
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
3.1
Appraise different ways organisations measure financial and nonfinancial performance.
Assessor feedback first submission (if applicable)
2
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
3.2
Explain how to measure the impact and value of people practice
using a variety of methods.
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
3
Level 5 Associate Diploma
Total marks for TASK
12/28
Total marks for TASK (resubmission 1 if applicable)
/28
Total marks for TASK (resubmission 2 if applicable)
/28
TASK 2
AC
Number
2.1
Assessment Criteria
Mark
1-4
With reference to a people practice issue, interpret analytical
data using appropriate analysis tools and methods.
Assessor feedback first submission (if applicable)
This is a good start but these need to be reformatted and also
need correcting in terms of the accuracy of the data. Your bonus
data figures in particular are quite a long way off the correct
answers here.
For resubmission
1
Please ensure you provide the correct answers here. This should
be graphs only, so please provide a good range and make sure
they are accurate in terms of the data here.
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
2.2
Present key findings for stakeholders from people practice
activities and initiatives.
Assessor feedback first submission (if applicable)
Some good points here but you must go into a little bit more
detail here for Task 2. There are some good elements here, but
your answers are missing key parts for Task 2.
For resubmission
1
Please provide more detail here for Table 2. You need to provide
a little bit more here about the facts from this table and also
discuss the key trends here as well.
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
2.3
Make justified recommendations based on evaluation of the
benefits, risks and financial implications of potential solutions.
Assessor feedback first submission (if applicable)
A good start here but you need to provide four clear
recommendations, two each for table 1 and table 2. They must
also be evaluated with some good depth on the benefits, risks
and financial implications for each one.
1
Level 5 Associate Diploma
For resubmission
Please provide two recommendations per table here. Please
make sure you provide the benefits, risks and financial
implications for each one here as well.
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Total marks for TASK
3/12
Total marks for TASK (resubmission 1 if applicable)
/12
Total marks for TASK (resubmission 2 if applicable)
/12
Total marks for UNIT
Grade
15/40
FAIL
Total marks for UNIT
(resubmission 1 if applicable)
/40
Grade (resubmission 1 if
applicable)
Total marks for UNIT
(resubmission 2 if applicable)
/40
Grade (resubmission 2 if
applicable)
Assessor Feedback Summary
Please use this box to
summarise your feedback on
the assessment overall. This
should highlight strengths and
any areas for improvement,
either referring to specific ACs
or commenting more generally
across the assessment. (Note:
developmental feedback on any
ACs awarded a mark of 1
should have already been
provided in the relevant box of
the assessment form above.
Please use a different font
colour for any resubmission
comments)
Summary
A good start here Fatima. You provide some good subject
knowledge here in places. However, you do need to provide
a little bit more detail and accuracy here within your
answers and there are a few ACs that need to be
resubmitted here.
In terms of the five main areas of how we mark this
assignment
1.
Demonstration of knowledge, understanding or
skills
There is some reasonable subject knowledge here. You have
a grasp of some key concepts here and there are some good
points. You do need to provide a little bit more depth here
to your answers and you should try to go into a little bit
more detail here about some key models and theories here
as well.
2.
Examples
There are some good examples within your answers in
places, however you do need to develop your applied
knowledge a little bit more. You must make sure you
provide some good real-life examples, which can be
Level 5 Associate Diploma
personal examples if required, to help enhance your wider
theoretical knowledge.
3.
Required format
Your answers are written clearly and concisely here. You
provide some good points, and you do have a good writing
style, with good spelling, punctuation and grammar
throughout your answers. You are inside the CIPD word
count and have a good structure here, although you could
include a good title and contents page here to aid the depth
of your answers.
4.
Answers
There are some good answers in places here, however there
are a couple of key development points. Firstly, always
make sure you adhere to the command verb i.e. if you are
asked to evaluate or assess, then please make sure you
always go into depth and detail and provide more analysis.
This could be discussing how effective something is.
Secondly, always ensure you are accurate here with your
content. Please check the indicative content for the correct
information here to provide.
5.
Use of references
There are some good references within your answers here.
You do adhere to the Harvard style and there are some good
references here, although you could improve this with a
wider range of references throughout your answers here.
You do also provide a good bibliography as well here at the
end.
Strengths
Some good subject knowledge within your answers.
Well written and well-structured in places here throughout.
Development Points
Always aim to provide some good references and examples
in all of your answers.
Make sure you adhere to the command verb in every
question.
Always check the indicative content and unit guide for
accuracy of information here.
Overall, this is a good start here Fatima, but still some ACs
left to resubmit. When you resubmit your assessment, you
must follow the CIPD guidance and format the changes
made. Any text you wish to delete, use the strikethrough
function and any additional text added choose a different
colour font. If you resubmit without following this guidance
Level 5 Associate Diploma
your assessment will be returned to you to follow the
guidance and resubmit. Please only make changes to A.C.
with a score of 1, answers awarded a 2, 3, or 4 have passed
and should not be amended.
Kind Regards
Jamie Stratton
Assessor name
Submission
Resubmission 1
Resubmission 2
Jamie Stratton
Assessor signature*
I confirm that I am satisfied
that to the best of my
knowledge, the work produced
is solely that of the learner.
Date
5/1/2025
*This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten
signature, or an e-signature. A typed signature is not acceptable.
Internal Quality Assessor (complete if sampled)
Confirmed
Grade
Fail
Low Pass
Pass
Comments
IQA Signature
Date
High Pass
5CO02
Evidence-based practice
Learner Assessment Brief
Assessment ID / CIPD_5CO02_24_01
Level 5 Associate Diploma in
People Management
• Organisational Learning and Development
•
Level 5 Associate Diploma
5CO02
Evidence-based practice
This unit assessment addresses the significance of capturing robust quantitative and qualitative
evidence to inform meaningful insight to influence critical thinking. It focuses on analysing
evidence through an ethical lens to improve decision-making and how measuring the impact of
people practice is essential in creating value.
CIPD’s insight
Technology and data use in HR functions (March 2023).
Is there an ideal ratio when it comes to the size of HR teams in organisations? There are plenty
of variables to consider. These include HR’s role in the business, the extent to which ‘HR
responsibilities’ are delegated elsewhere, the capability and capacity of those with said
responsibilities, and of course, how technology and data are used to support HR functions.
In this article, we outline the findings from our survey of 1,174 UK-based HR bosses to shed light
on HR’s operating model from a technology and data perspective. Respondents were from
organisations with 50 or more employees worldwide – the size we’d expect technology like HR
information systems (HRIS) to become crucial for keeping track of employee records.
Evidence-based practice for effective decision-making (July 2023)
People professionals are faced with complex workplace decisions and need to understand ‘what
works’ in order to influence organisational outcomes for the better.
Evidence-based practice helps them make better, more effective decisions by choosing reliable,
trustworthy solutions and being less reliant on outdated received wisdom, fads or superficial
quick fixes.
At the CIPD, we believe this is an important step for the people profession to take: our Profession
Map describes a vision of a profession that is principles-led, evidence-based and outcomesdriven. Taking an evidence-based approach to decision-making can have a huge impact on the
working lives of people in all sorts of organisations worldwide.
This factsheet outlines what evidence-based practice is and why it is so important, highlighting
the four sources of evidence to draw on and combine to ensure the greatest chance of making
effective decisions. It then looks to the steps we can take to move towards an evidence-based
people profession.
Evidence-based practice for effective decision-making | Factsheets | CIPD
People analytics (February 2024)
People analytics is about analysing data about people to solve business problems. You can find
people data from HR systems, IT systems and other departments’ systems. You can also find
2
Level 5 Associate Diploma
people data from external sources such as salary surveys. Insights from people data can be used
to drive organisational change.
In this factsheet, we explain what people analytics is, why it’s important and how it’s used. We
introduce key terms such as correlation, causation, predictive and prescriptive. We discuss who’s
responsible for people analytics and outline the people analytics strategy and
process. Explore our viewpoint on people analytics and recommendations for employers.
Please note that the purpose of this insight is to link you to CIPD’s research and evidence within the
subject area, so that you can engage with the latest thinking. It is not provided to replace the study
required as part of the learning or as formative assessment material.
3
Level 5 Associate Diploma
Preparation for the Tasks:
•
Refer to the indicative content in the unit to guide and support your evidence.
•
Pay attention to how your evidence is presented.
•
Ensure that the evidence generated for this assessment remains your own work.
You will also benefit from:
•
Completing and acting on formative feedback from your assessor.
•
Reflecting on your own experiences of learning opportunities and continuous professional
development.
•
Reading the CIPD Insight, Fact Sheets and related online material on these topics as well
as key research authors on the subject.
4
Level 5 Associate Diploma
Scenario
Your manager has asked you to complete a briefing paper for her to give to a visiting team of
people practice graduates who are particularly interested in how evidenced-based practice is used
in the context of people practices. The content needs to give them critical insight into what
evidence-based practice is and how it is relevant to people professionals. She has also asked you
to include practical examples of the types of data analysis that people professionals use.
Briefing paper – part one
For part one, you need to provide the graduates with knowledge and understanding of what
evidence-based practice is and identify approaches that can be taken for effective critical
thinking and decision-making that ensures integrity and value is upheld.
You must ensure that you:
•
evaluate the concept of evidence-based practice including how approaches to
evidence-based practice can be used to provide insight that supports sound decisionmaking across a range of people practices and organisational issues. (AC 1.1)
•
evaluate one appropriate analysis tool and one appropriate analysis method that
might be applied by organisations to recognise and diagnose issues, challenges, and
opportunities. (AC 1.2)
•
explain the main principles of critical thinking including how these might apply to
your own and others’ ideas to assist objective and rational debate. (AC 1.3)
•
explain two decision-making processes for achieving effective outcomes. (AC 1.4)
•
assess how two different ethical perspectives can be used to inform and influence
moral decision-making. (AC 1.5)
•
appraise two different ways organisations measure financial and non-financial
performance, providing one example of each. (AC 3.1)
•
explain how people practices add value in an organisation and identify two methods
that might be used to measure the impact of people practices. (AC 3.2)
You should relate to academic concepts, theories and professional practice throughout your
briefing paper to ensure that your work is critical and informed by using key academic texts,
articles and relevant publications. All cited references used should be taken from credible
sources and should be correctly acknowledged and presented in full in a bibliography at the end
of your briefing paper.
5
Level 5 Associate Diploma
Briefing paper – part two (quantitative and
qualitative analysis review)
In part two of your briefing paper, using the information in Table 1 and Table 2 below, you
should provide examples of the types of data analysis that people practitioners use. (AC 2.1,
AC 2.2 and AC 2.3)
Table 1 – Performance data – (please double click on the icon to open the table)
Performance
data.xlsx
Table one provides performance review judgements for employees from four departments
completed across two quarters. Each individual employee’s performance outcome is indicated by
one of the four criteria-based judgements below:
•
outstanding
•
meets set individual Key Performance Indicators
•
not quite there yet, and
•
underperforming.
1. Present each department’s performance review judgements as a percentage.
2. Those gaining ‘outstanding’ are entitled to a four percent bonus payment each quarter.
Calculate the bonus due to each of these employees for each quarter and then provide an
overall total cost of bonus payments for the organisation.
Present your findings from Table 1 using a minimum of three appropriate diagrammatical forms
and make justifiable recommendations based on your evaluations.
The survey data presented in Table 2 has been collected from managers and employees on their
views of the organisation’s approach to monitoring performance. Review the data in Table 2 and
identify any patterns, themes or trends that might be occurring and present recommendations
based on your findings.
Table 2 – Performance review survey responses from line managers and employees
Responses from PM
survey to LM.xlsx
There is no requirement to include evidence of the use of references to wider reading for
AC 2.1 and AC 2.2.
6
Level 5 Associate Diploma
Your evidence must consist of:
A briefing paper for new people practice graduates with two parts:
•
Part one – Knowledge and understanding (2900 words)
•
Part two – Quantitative and qualitative analysis review (1000 words)
Refer to CIPD word count policy.
7
Level 5 Associate Diploma
Assessment Criteria Evidence Checklist
You may find the following checklist helpful to make sure that you have included the required
evidence to meet the task. This is not a mandatory requirement as long as it is clear in your
submission where the assessment criteria have been met.
Briefing paper – part one
Assessment criteria
1.1
Evaluate the concept of evidencebased practice including how it can be
applied to decision-making in people
practice.
1.2
Evaluate a range of analysis tools and
methods including how they can be
applied to diagnose organisational
issues, challenges and opportunities.
1.3
Explain the principles of critical
thinking including how you apply these
to your own and others’ ideas.
1.4
Explain a range of decision-making
processes.
1.5
Assess how different ethical
perspectives can influence decisionmaking.
3.1
Appraise different ways organisations
measure financial and non-financial
performance.
3.2
Explain how to measure the impact and
value of people practice using a variety
of methods.
Evidenced
Y/N
Evidence reference
8
Level 5 Associate Diploma
Briefing paper – part two (quantitative and
qualitative analysis review)
Assessment criteria
2.1
With reference to a people practice
issue, interpret analytical data using
appropriate analysis tools and methods.
2.2
Present key findings
for stakeholders from people practice
activities and initiatives.
2.3
Make justified recommendations based
on evaluation of the benefits, risks and
financial implications of potential
solutions.
Evidenced
Y/N
Evidence reference
9
Level 5 Associate Diploma
5CO02
Evidence-based practice
Assessment Criteria marking descriptors.
Assessors will mark in line with the following assessment criteria (AC) marking descriptors, and
will indicate where the learner sits within the marking band range for each AC.
Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors
should use the mark descriptor grid as guidance so they can provide comprehensive feedback
that is developmental for learners. Please be aware that not all the mark descriptors will be
present in every assessment criterion, so assessors must use their discretion in making grading
decisions.
The grid below shows the range for each unit assessment result based on total number of marks
awarded across all assessment criteria.
To pass the unit assessment learners must achieve a 2 (Low Pass) or above for each of the
assessment criteria.
The overall result achieved will dictate the outcome the learner receives for the unit, provided
NONE of the assessment criteria have been failed or referred.
Please note that learners will receive a Pass or Fail result from the CIPD at unit level. Referral
grades can be used internally by the centre.
Overall mark
Unit result
0 to 19
Fail
20 to 25
Low Pass
26 to 32
Pass
33 to 40
High Pass
10
Level 5 Associate Diploma
Marking Descriptors
Mark Range
Descriptor
1
Fail
The response DOES NOT demonstrate sufficient knowledge,
understanding or skill (as appropriate) to meet the AC.
Insufficient examples included where required to support answer.
Insufficient or no evidence of the use of wider reading to help
inform answer.
Presentation or structure of response is not appropriate and does
not meet the requirement of the question/assessment brief.
2
Low Pass
The response demonstrates an acceptable level of knowledge,
understanding or skill (as appropriate) to meet the AC.
Sufficient acceptable examples included where required to support
answer.
* Sufficient evidence of appropriate wider reading to help inform
answer. Satisfactory in-text referencing.
Answer is acceptable but could be clearer in responding to the
question/task and presented in a more coherent way.
Required format adopted but some improvement required to the
structure and presentation of the response.
3
Pass
The response demonstrates a good level of knowledge,
understanding or skill (as appropriate) to meet the AC.
Includes confident use of examples, where required to support the
answer.
* Good evidence of appropriate wider reading to help inform
answer. A good standard of in-text referencing.
Answer responds clearly to the question/task and is well expressed.
Presentation and structure of response is appropriate for the
question/task.
4
High Pass
The response demonstrates a wide and confident level of
knowledge, understanding or skill (as appropriate) to meet the AC.
Includes strong examples that illustrate the points being made and
support the answer.
*Considerable evidence of appropriate wider reading to inform
answer. An excellent standard of in-text referencing.
Answer responds clearly to the question/task and is particularly well
expressed or argued.
Presentation and structure of response is clear, coherent, and
responds directly to the requirements of the question/task.
* Evidence of wider reading is an important feature of assessments
at this level. However, whilst a good and appropriate level of this
should be seen across the assessment, there is no requirement for
references to appear within every AC response. The following AC(s)
do not require the use of references to wider reading: AC 2.1 and
AC 2.2.
11
5CO02
Evidence-based practice
Learner Assessment Brief
Assessment ID / CIPD_5CO02_24_01
Level 5 Associate Diploma in
People Management
• Organisational Learning and Development
•
Level 5 Associate Diploma
5CO02
Evidence-based practice
This unit assessment addresses the significance of capturing robust quantitative and qualitative
evidence to inform meaningful insight to influence critical thinking. It focuses on analysing
evidence through an ethical lens to improve decision-making and how measuring the impact of
people practice is essential in creating value.
CIPD’s insight
Technology and data use in HR functions (March 2023).
Is there an ideal ratio when it comes to the size of HR teams in organisations? There are plenty
of variables to consider. These include HR’s role in the business, the extent to which ‘HR
responsibilities’ are delegated elsewhere, the capability and capacity of those with said
responsibilities, and of course, how technology and data are used to support HR functions.
In this article, we outline the findings from our survey of 1,174 UK-based HR bosses to shed light
on HR’s operating model from a technology and data perspective. Respondents were from
organisations with 50 or more employees worldwide – the size we’d expect technology like HR
information systems (HRIS) to become crucial for keeping track of employee records.
Evidence-based practice for effective decision-making (July 2023)
People professionals are faced with complex workplace decisions and need to understand ‘what
works’ in order to influence organisational outcomes for the better.
Evidence-based practice helps them make better, more effective decisions by choosing reliable,
trustworthy solutions and being less reliant on outdated received wisdom, fads or superficial
quick fixes.
At the CIPD, we believe this is an important step for the people profession to take: our Profession
Map describes a vision of a profession that is principles-led, evidence-based and outcomesdriven. Taking an evidence-based approach to decision-making can have a huge impact on the
working lives of people in all sorts of organisations worldwide.
This factsheet outlines what evidence-based practice is and why it is so important, highlighting
the four sources of evidence to draw on and combine to ensure the greatest chance of making
effective decisions. It then looks to the steps we can take to move towards an evidence-based
people profession.
Evidence-based practice for effective decision-making | Factsheets | CIPD
People analytics (February 2024)
People analytics is about analysing data about people to solve business problems. You can find
people data from HR systems, IT systems and other departments’ systems. You can also find
2
Level 5 Associate Diploma
people data from external sources such as salary surveys. Insights from people data can be used
to drive organisational change.
In this factsheet, we explain what people analytics is, why it’s important and how it’s used. We
introduce key terms such as correlation, causation, predictive and prescriptive. We discuss who’s
responsible for people analytics and outline the people analytics strategy and
process. Explore our viewpoint on people analytics and recommendations for employers.
Please note that the purpose of this insight is to link you to CIPD’s research and evidence within the
subject area, so that you can engage with the latest thinking. It is not provided to replace the study
required as part of the learning or as formative assessment material.
3
Level 5 Associate Diploma
Preparation for the Tasks:
•
Refer to the indicative content in the unit to guide and support your evidence.
•
Pay attention to how your evidence is presented.
•
Ensure that the evidence generated for this assessment remains your own work.
You will also benefit from:
•
Completing and acting on formative feedback from your assessor.
•
Reflecting on your own experiences of learning opportunities and continuous professional
development.
•
Reading the CIPD Insight, Fact Sheets and related online material on these topics as well
as key research authors on the subject.
4
Level 5 Associate Diploma
Scenario
Your manager has asked you to complete a briefing paper for her to give to a visiting team of
people practice graduates who are particularly interested in how evidenced-based practice is used
in the context of people practices. The content needs to give them critical insight into what
evidence-based practice is and how it is relevant to people professionals. She has also asked you
to include practical examples of the types of data analysis that people professionals use.
Briefing paper – part one
For part one, you need to provide the graduates with knowledge and understanding of what
evidence-based practice is and identify approaches that can be taken for effective critical
thinking and decision-making that ensures integrity and value is upheld.
You must ensure that you:
•
evaluate the concept of evidence-based practice including how approaches to
evidence-based practice can be used to provide insight that supports sound decisionmaking across a range of people practices and organisational issues. (AC 1.1)
•
evaluate one appropriate analysis tool and one appropriate analysis method that
might be applied by organisations to recognise and diagnose issues, challenges, and
opportunities. (AC 1.2)
•
explain the main principles of critical thinking including how these might apply to
your own and others’ ideas to assist objective and rational debate. (AC 1.3)
•
explain two decision-making processes for achieving effective outcomes. (AC 1.4)
•
assess how two different ethical perspectives can be used to inform and influence
moral decision-making. (AC 1.5)
•
appraise two different ways organisations measure financial and non-financial
performance, providing one example of each. (AC 3.1)
•
explain how people practices add value in an organisation and identify two methods
that might be used to measure the impact of people practices. (AC 3.2)
You should relate to academic concepts, theories and professional practice throughout your
briefing paper to ensure that your work is critical and informed by using key academic texts,
articles and relevant publications. All cited references used should be taken from credible
sources and should be correctly acknowledged and presented in full in a bibliography at the end
of your briefing paper.
5
Level 5 Associate Diploma
Briefing paper – part two (quantitative and
qualitative analysis review)
In part two of your briefing paper, using the information in Table 1 and Table 2 below, you
should provide examples of the types of data analysis that people practitioners use. (AC 2.1,
AC 2.2 and AC 2.3)
Table 1 – Performance data – (please double click on the icon to open the table)
Performance
data.xlsx
Table one provides performance review judgements for employees from four departments
completed across two quarters. Each individual employee’s performance outcome is indicated by
one of the four criteria-based judgements below:
•
outstanding
•
meets set individual Key Performance Indicators
•
not quite there yet, and
•
underperforming.
1. Present each department’s performance review judgements as a percentage.
2. Those gaining ‘outstanding’ are entitled to a four percent bonus payment each quarter.
Calculate the bonus due to each of these employees for each quarter and then provide an
overall total cost of bonus payments for the organisation.
Present your findings from Table 1 using a minimum of three appropriate diagrammatical forms
and make justifiable recommendations based on your evaluations.
The survey data presented in Table 2 has been collected from managers and employees on their
views of the organisation’s approach to monitoring performance. Review the data in Table 2 and
identify any patterns, themes or trends that might be occurring and present recommendations
based on your findings.
Table 2 – Performance review survey responses from line managers and employees
Responses from PM
survey to LM.xlsx
There is no requirement to include evidence of the use of references to wider reading for
AC 2.1 and AC 2.2.
6
Level 5 Associate Diploma
Your evidence must consist of:
A briefing paper for new people practice graduates with two parts:
•
Part one – Knowledge and understanding (2900 words)
•
Part two – Quantitative and qualitative analysis review (1000 words)
Refer to CIPD word count policy.
7
Level 5 Associate Diploma
Assessment Criteria Evidence Checklist
You may find the following checklist helpful to make sure that you have included the required
evidence to meet the task. This is not a mandatory requirement as long as it is clear in your
submission where the assessment criteria have been met.
Briefing paper – part one
Assessment criteria
1.1
Evaluate the concept of evidencebased practice including how it can be
applied to decision-making in people
practice.
1.2
Evaluate a range of analysis tools and
methods including how they can be
applied to diagnose organisational
issues, challenges and opportunities.
1.3
Explain the principles of critical
thinking including how you apply these
to your own and others’ ideas.
1.4
Explain a range of decision-making
processes.
1.5
Assess how different ethical
perspectives can influence decisionmaking.
3.1
Appraise different ways organisations
measure financial and non-financial
performance.
3.2
Explain how to measure the impact and
value of people practice using a variety
of methods.
Evidenced
Y/N
Evidence reference
8
Level 5 Associate Diploma
Briefing paper – part two (quantitative and
qualitative analysis review)
Assessment criteria
2.1
With reference to a people practice
issue, interpret analytical data using
appropriate analysis tools and methods.
2.2
Present key findings
for stakeholders from people practice
activities and initiatives.
2.3
Make justified recommendations based
on evaluation of the benefits, risks and
financial implications of potential
solutions.
Evidenced
Y/N
Evidence reference
9
Level 5 Associate Diploma
5CO02
Evidence-based practice
Assessment Criteria marking descriptors.
Assessors will mark in line with the following assessment criteria (AC) marking descriptors, and
will indicate where the learner sits within the marking band range for each AC.
Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors
should use the mark descriptor grid as guidance so they can provide comprehensive feedback
that is developmental for learners. Please be aware that not all the mark descriptors will be
present in every assessment criterion, so assessors must use their discretion in making grading
decisions.
The grid below shows the range for each unit assessment result based on total number of marks
awarded across all assessment criteria.
To pass the unit assessment learners must achieve a 2 (Low Pass) or above for each of the
assessment criteria.
The overall result achieved will dictate the outcome the learner receives for the unit, provided
NONE of the assessment criteria have been failed or referred.
Please note that learners will receive a Pass or Fail result from the CIPD at unit level. Referral
grades can be used internally by the centre.
Overall mark
Unit result
0 to 19
Fail
20 to 25
Low Pass
26 to 32
Pass
33 to 40
High Pass
10
Level 5 Associate Diploma
Marking Descriptors
Mark Range
Descriptor
1
Fail
The response DOES NOT demonstrate sufficient knowledge,
understanding or skill (as appropriate) to meet the AC.
Insufficient examples included where required to support answer.
Insufficient or no evidence of the use of wider reading to help
inform answer.
Presentation or structure of response is not appropriate and does
not meet the requirement of the question/assessment brief.
2
Low Pass
The response demonstrates an acceptable level of knowledge,
understanding or skill (as appropriate) to meet the AC.
Sufficient acceptable examples included where required to support
answer.
* Sufficient evidence of appropriate wider reading to help inform
answer. Satisfactory in-text referencing.
Answer is acceptable but could be clearer in responding to the
question/task and presented in a more coherent way.
Required format adopted but some improvement required to the
structure and presentation of the response.
3
Pass
The response demonstrates a good level of knowledge,
understanding or skill (as appropriate) to meet the AC.
Includes confident use of examples, where required to support the
answer.
* Good evidence of appropriate wider reading to help inform
answer. A good standard of in-text referencing.
Answer responds clearly to the question/task and is well expressed.
Presentation and structure of response is appropriate for the
question/task.
4
High Pass
The response demonstrates a wide and confident level of
knowledge, understanding or skill (as appropriate) to meet the AC.
Includes strong examples that illustrate the points being made and
support the answer.
*Considerable evidence of appropriate wider reading to inform
answer. An excellent standard of in-text referencing.
Answer responds clearly to the question/task and is particularly well
expressed or argued.
Presentation and structure of response is clear, coherent, and
responds directly to the requirements of the question/task.
* Evidence of wider reading is an important feature of assessments
at this level. However, whilst a good and appropriate level of this
should be seen across the assessment, there is no requirement for
references to appear within every AC response. The following AC(s)
do not require the use of references to wider reading: AC 2.1 and
AC 2.2.
11
Please tick whether you are submitting a draft or your summative assessment:
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Centre number
534
Student name
Fatima Ahmad Awad
Student ID number
42906021
CIPD number
84998536
Unit code
5CO02
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Assessment Submission (2nd Attempt)
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Assessment Submission (3rd Attempt)
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Declaration By Learner (student to complete):
I can confirm that this assessment is all my own work and where I have used materials
from other sources, they have been properly acknowledged.
Student Name
Fatima Ahmad Alhattani
Student Signature
Date
03/12/2024
Declaration By Assessor (marker to complete):
I confirm that:
•
•
The learner’s work was conducted under the conditions laid out by the
assessment brief.
I am satisfied that to the best of my knowledge, the work produced is solely
that of the learner.
Assessor Name
Assessor Signature
Date
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Date
Classified as General
Part 2
Performance Management Diagnostics
Performance management is a vital organizational tool as it offers the much-needed information on
workforce output, capacity, and fit with organizational goals and objectives. This briefing paper uses
quantitative performance findings and qualitative self-perceptions in four organizational departments
to evaluate performance information and Performance monitoring systems. In order to compare and
integrate the findings from performance review judgements, bonus systems, and employee-manager
surveys, the analysis should look for significant trends, insights, and suggestions for improvement.
Moreover, since this report strives to provide measurable insights that would enhance the decisionmaking process in the organization, as well as align with the strategic human resource management
goals, the analysis of the performance data must be comprehensive and rigorous.
Quantitative Analysis of Performance Review Judgements
AC 2.1: Percentage Performance Breakdown
Administration
Department
Sales
Department
Logistics
Department
Research and
Development
23.68%
42.11%
44.74%
31.58%
Outstanding
15.00%
Meets Set
Individual KPIs
30.00%
Not Quite There
35.00%
26.32%
10.53%
Underperforming 20.00%
5.26%
15.79%
100.00%
100.00%
Total
100.00%
100.00%
100.00%
AC 2.2: Findings
The performance distribution across departments reveals significant variations in employee
performance ratings. The Administration Department shows a mixed performance profile, with 15%
outstanding performers, 30% meeting KPIs, 35% not quite there, and 20% underperforming. In contrast,
the Sales Department demonstrates a perfect 100% KPI achievement rate. The Logistics Department
stands out with an impressive 42.11% outstanding performers and 44.74% meeting KPIs. The Research
and Development Department also shows strong performance, with 23.68% exceptional and 31.58%
meeting individual KPIs. These distributions highlight notable differences in departmental
performance, suggesting varying levels of effectiveness and potential across the organization.
Classified as General
PERCENTAGE PERCENTAGE BREAKDOWN
100.00%
5.26%
26.32%
20.00%
80.00%
15.79%
10.53%
35.00%
60.00%
100.00%
40.00%
30.00%
20.00%
15.00%
31.58%
44.74%
42.11%
23.68%
0.00%
Administraion
Department
Outstanding
Sales Department
Logistics
Department
Meets Set Individual KPIs
Research and
Development
Not Quite There
Underperforming
AC 2.1: Bonus Calculation Analysis
Bonus
Payment
Administration Sales
Department
Department
Logistics
Department
Research
Total
and
Development
£9,540.00
£23,370.00
£29,400.00
£0.00
£62,310.00
BONUS DISTRIBUTION ACROSS DEPARTMENTS
£35,000.00
£30,000.00
£25,000.00
£20,000.00
£15,000.00
£10,000.00
£5,000.00
£0.00
£29,400.00
£23,370.00
£9,540.00
£0.00
Administraion Department
Sales Department
Logistics Department
Research and
Development
Series1
AC 2.2: Findings
The bonus payments directly reflect the performance excellence across departments. Research and
Development leads with the highest bonus expenditure at £29,400.00, indicating a significant number
of outstanding performers. Logistics follows closely with £23,370.00 in bonus payments, demonstrating
strong overall performance. The Administration Department has allocated £9,540.00 in bonuses,
reflecting its more mixed performance profile. Interestingly, the Sales Department shows zero bonus
payments despite meeting 100% of KPIs, which may suggest that KPI achievement alone does not
guarantee bonus eligibility or that the department’s performance criteria differ from other departments.
Classified as General
BONUS DISTRIBUTION ACROSS
DEPARTMENTS
Administraion
Department
15%
Sales Department
0%
Research and
Development
47%
Logistics
Department
38%
Administraion Department
Sales Department
Logistics Department
Research and Development
AC 2.3: Recommendations
Based on the performance analysis, several strategic recommendations emerge. First, it is recommended
to investigate the Sales Department’s unique performance measurement approach, as their 100% KPI
achievement rate without bonus payments warrants further examination. Second, learning from the
Research and Development and Logistics departments’ successful performance management strategies
is essential, potentially implementing their best practices across other departments. Third, it is
recommended that targeted performance improvement plans for the Administration Department be
developed, focusing on reducing the proportion of underperforming and “not quite there” employees.
Finally, a comprehensive review of performance criteria and bonus allocation methods should be
considered to ensure consistency and motivation across all departments.
AC 2.2: Performance Monitoring Perspectives (Table 2)
Line Managers’ Perceptions of Performance Appraisal Process
The line managers’ survey reveals significant challenges in the performance management approach. A
critical finding is that 50 respondents unanimously reported no prior training for conducting appraisals,
with 44 strongly disagreeing and six disagreeing that they have received adequate preparation.
Confidence levels vary: while 26 agree and 3 strongly agree they can assess performance fairly, 10
strongly disagree. Most managers (34 agree, 7 strongly agree) feel comfortable applying performance
ratings, but only 9 feel confident challenging underperforming employees. Notably, the feedback and
performance target-setting process appears problematic, with 19 strongly disagreeing and 15
disagreeing about their effectiveness in providing feedback and setting performance targets.
Employees’ Experience in Performance Management
Employee responses highlight significant discrepancies in performance management perceptions.
While 141 employees agree their line managers provide positive feedback, 82 disagree. Communication
and engagement must be more consistent: 111 employees agree their managers offer clear guidance,
but 121 disagree. People management skills receive mixed reviews, with 99 agreeing and 89 disagreeing
that managers possess good interpersonal skills. Learning and development opportunities are positive,
with 101 agreeing and 70 disagreeing that managers provide such opportunities. Time for listening
varies dramatically, with 84 strongly agreeing and 57 strongly disagreeing that managers have time to
listen. The most concerning aspect is that 187 employees have differing views that their line managers
listen to their ideas during reviews.
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AC 2.3 Recommendations for Performance Management Improvement
Training and Skill Development
Urgent investment in comprehensive performance management training for line managers is crucial
since the survey reveals a complete lack of formal appraisal training, directly impacting performance
review quality. Developing a structured training program focusing on feedback techniques,
performance assessment skills, and constructive communication is also recommended. This program
should address managers’ confidence in conducting appraisals, setting performance targets, and
providing meaningful developmental guidance. Include modules on effective listening, providing
balanced feedback, and managing underperformance sensitively.
Communication and Engagement Strategy
Implementing a robust communication and engagement strategy is also recommended to bridge the
current gaps between managers and employees. The survey highlights significant disconnects in
perception and communication during performance reviews. Hence, it is essential to develop guidelines
and workshops that emphasize the importance of active listening, transparent feedback, and
collaborative goal-setting, create a standardized review process that ensures employees feel heard,
understood, and supported in their professional development and encourage two-way dialogue, where
employees can contribute ideas and managers provide constructive, forward-looking feedback.
Continuous Improvement and Monitoring
Moreover, a continuous feedback mechanism should be established to assess and improve the
performance management process regularly. It is essential to conduct bi-annual surveys to track
improvements, identify emerging challenges, and measure the effectiveness of implemented changes.
Create cross-departmental focus groups that include managers and employees to provide ongoing
insights and recommendations. Develop a transparent performance management framework that aligns
organizational objectives with individual development goals. Regularly review and update the appraisal
process to ensure it remains responsive to changing workplace dynamics and employee needs.
Conclusion
In conclusion, this comprehensive performance analysis reveals critical insights into the organization’s
performance management practices. By examining quantitative performance data and qualitative
perceptions, we have identified significant variations in departmental performance, bonus allocation,
and management effectiveness. The findings underscore the need for strategic interventions in training,
communication, and performance review processes. A holistic approach to performance management
that prioritizes skill development, transparent feedback, and continuous improvement will be essential
for organizational growth and employee engagement.
Classified as General
Please tick whether you are submitting a draft or your summative assessment:
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Centre number
534
Student name
Fatima Ahmad Awad
Student ID number
42906021
CIPD number
84998536
Unit code
5CO02
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Declaration By Learner (student to complete):
I can confirm that this assessment is all my own work and where I have used materials
from other sources, they have been properly acknowledged.
Student Name
Fatima Ahmad Alhattani
Student Signature
Date
03/12/2024
Declaration By Assessor (marker to complete):
I confirm that:
•
•
The learner’s work was conducted under the conditions laid out by the
assessment brief.
I am satisfied that to the best of my knowledge, the work produced is solely
that of the learner.
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Classified as General
Part 1
A Critical Approach to Organizational Decision-Making
Evidence-based practice offers a rigorous, analytical approach to organizational decision-making that
transcends traditional managerial intuition. By synthesizing scholarly research, organizational data, and
practical experience, HR practitioners can develop more effective strategies that align human capital
management with broader organizational goals. This systematic approach enables organizations to
create robust conceptual tools for analyzing workforce dynamics, moving beyond conventional human
resource management (Kemp et al., 2020). By emphasizing critical thinking, quantitative analysis, and
innovative concepts, evidence-based practice transforms human capital management from a clerical
function into a strategic organizational asset. It develops enhanced analytical capabilities, ethical
thinking, and practical knowledge, ultimately creating response mechanisms that improve talent
management, employee commitment, and organizational growth.
Evaluate the concept of evidence-based practice including how approaches to evidence-based
practice can be used to provide insight that supports sound decision making across a range of
people practices and organisational issues. (AC 1.1)
Understanding Evidence-Based Practice
Evidence-based practice can be defined as the process of using the best available research, practical
experience, and context when making decisions about organizational innovations. In the activities of
people, it replaces an adhoc type of management that is based on gut feelings, emotions, prejudices, and
impulses with reason, substantiated findings, logic, and rationality. EBP helps to eliminate reliance on
subjective assumptions and instead use scientific methods and approaches to advance the principles of
more efficient and progressive human resource management that is in line with the needs and demands
of the organization as well as the changing labor market (Leroy et al., 2022).
Theoretical Frameworks and Organizational Relevance
The principles of evidence-based practice are based on concepts from several disciplines such as
organizational psychology, management science, and social research. It is critical with these
frameworks that many kinds of evidence are integrated, including: research, organizational information
and data, the views and experiences of stakeholders, and professional knowledge. Thus, with the help
of this kind of approach, organizations are able to build sophisticated knowledge of rather complex
issues within the domain of human capital, to translate theoretical findings into practical strategic
actions improving position concerning such factors as workforce productivity, talent management,
engagement, and organizational growth.
Strategic Implementation and Organizational Benefits
EBP provides organizations with a framework for solving intricate personnel issues that might not be
easily solvable by traditional top-down solutions. This approach will possibly lead to improved
interventions as well as more thorough data collecting, analyzing, and interpreting processes for HR
professionals. Such an approach allows organizations to make correct decisions regarding recruitment,
performance evaluation, training and development and organizational culture. Moreover, EBP
integration helps to foster organization adaptability, increase the quality of decisions and decisionmaking process, minimize possible biases, and improve the organization’s learning culture that can
yield tremendous competitive advantages in today’s dynamic business landscapes (Leroy et al., 2022).
Evaluate one appropriate analysis tool and one appropriate analysis method that might be
applied by organisations to recognise and diagnose issues, challenges, and opportunities. (AC
1.2)
Strategic Analysis Tools: PESTLE Framework
The PESTLE (Political, Economic, Social, Technological, Legal, and Environmental) analysis appears
to be a suitable framework for organizational analysis. This strategic framework empowers people
practitioners to perform more comprehensive external environmental analyses to determine potential
Classified as General
threats and opportunities that might affect the workforce strategies. Through the analysis of macroenvironmental factors, the organizations are able diagnose possible changes in labor markets, new
technological advancements, shifts in the regulatory environment, and other socio-economic changes.
PESTLE analysis gives HR professionals a framework for how they can effectively manage a
complicated external environment by identifying organizational strengths that can be leveraged in favor
of change (Agarwal, 2023).
Diagnostic Analysis Methods: Root Cause Analysis
An effective tool of revealing acute issues in the organization can be considered as a Root Cause
Analysis, or simply RCA. Unlike syndrome-based approach which addresses apparent signs and brings
out root causes that deteriorate workforce productivity and morale, this systematic approach seeks to
provide long-term solutions to these issues. Practice review shows that applying intensive detective
work based on six rigorous modes allows HR professionals to identify root causes of multifaceted issues
and design effective solutions targeting system-based problems. The method entails broad data
gathering, problem analysis, development of hypotheses and design of interventions and encourages a
more systematic and realistic approach to problem solving in organizations (Siu, 2023).
Integrating Analysis Tools and Methods
Effectively integrating analysis tools like PESTLE and diagnostic methods such as Root Cause Analysis
creates a robust framework for organizational diagnosis. This approach enables HR professionals to
develop multi-dimensional perspectives on organizational challenges, combining external
environmental insights with deep internal diagnostic capabilities. People practitioners can design more
sophisticated, context-aware strategies by systematically examining contextual factors and specific
organizational dynamics. This integrated approach supports more comprehensive decision-making,
promotes organizational resilience, and enables the development of adaptive, evidence-informed
interventions that address complex workforce and strategic challenges.
Explain the main principles of critical thinking including how these might apply to your own
and others’ ideas to assist objective and rational debate. (AC 1.3)
Critical thinking is a disciplined intellectual approach to analyzing and evaluating information
systematically and objectively (Mascarenhas et al., 2023). This cognitive process involves actively
conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach reasoned
conclusions. In organizational contexts, critical thinking enables professionals to challenge
assumptions, recognize potential biases, and develop a nuanced understanding of complex workplace
challenges. The fundamental principles include being open-minded, questioning, and analyzing data
while arriving at conclusions with sound arguments. Intellectual modesty allows professionals to be
humble about their current knowledge and willing to accept alternative paradigms, while rational
skepticism encourages challenging conventional wisdom and demanding credible proof (SkrzekLubasińska & Malik, 2023).
Applying critical thinking requires a systematic and methodical approach to examining ideas, involving
a conscientious process of self-analysis and identifying potential cognitive biases (Skrzek-Lubasińska
& Malik, 2023). This approach focuses on creating metacognitive knowledge by questioning one’s own
assumptions and engaging in a rigorous examination of personal and collective ideas. Organizations
can promote a constructive communication tone that encourages intellectual discourse, free from
organizational hierarchical constraints. By cultivating an environment that values diverse perspectives,
companies can create spaces where original ideas are appreciated, and debates contribute to
organizational knowledge enhancement. This approach helps professionals move beyond superficial
reasoning and generate innovative solutions that transcend conventional thinking patterns.
Cultivating a critical thinking culture requires systematic organizational efforts that provide cultural
support and foster analytical skills (Skrzek-Lubasińska & Malik, 2023). Managers and HR personnel
can develop this culture by promoting fearlessness, encouraging open discussion, providing
constructive feedback, and valuing idea appraisal. Orientation workshops can help professionals
enhance critical thinking abilities, including methods for uncovering cognitive biases and improving
Classified as General
reasoning processes. When these practices are institutionalized, organizations become more adaptable,
capable of changing decision-making approaches, and more strategically adept at handling complex
workplace challenges. This approach transforms organizational thinking, making decision-making
more rational, creative, and sophisticated by integrating systematic analysis and critical evaluation.
Explain two decision-making processes for achieving effective outcomes. (AC 1.4)
Rational Decision-Making Model
The rational decision-making model provides a systematic approach to organizational problem-solving
characterized by a structured, sequential process. This model defines the problem, identifies decision
criteria, weighs alternatives, selects the optimal solution, and implements and evaluates outcomes
(Uzonwanne, 2023). By breaking complex decisions into manageable steps, professionals can reduce
cognitive biases, ensure comprehensive analysis, and develop more deliberate, evidence-informed
strategies. The model emphasizes objective evaluation, requiring decision-makers to gather extensive
information, conduct thorough analysis, and maintain a disciplined approach to identifying the most
appropriate organizational interventions.
Bounded Rationality Decision-Making Approach
Bounded rationality points to the fact that human cognitive faculties are incapable of processing large
chunks of information. As the name suggests, this approach acknowledges the fact that professionals
require additional information at times and, more importantly, they are bound by deadlines and possess
limited mental capacity. Rather than seeking to achieve rationality, which is unachievable due to
complexity and limited time and information, bounded rationality directs the decision-maker to
formulate reasonable solutions that are practicable and reasonable or rational enough to provide a
satisfactory solution within the confines of constraints (Gigerenzer 2020). At the same time, recognizing
that perfect information may often be impossible to attain allows organizations to develop less rigid
problem-solving frameworks, which focus on providing practical solutions that offer the best chance of
generating the desired outcomes quickly, rather than placing too much emphasis on the theoretically
most efficient decision.
Comparative Analysis of Decision-Making Approaches
The analysis of rational and bounded rationality decision-making models is helpful for understanding
key characteristics of organizational problem-solving approaches. The sensible model is more logical,
comprehensive, and a systematic approach as compared to the bounded rationality approach that is more
flexible and much more practical in real world scenarios. Efficient organizations adopt aspects from
both methods and are able to create sophisticated decision-making models with strategic application of
analytical and heuristic approaches. Thus, the integration of knowledge and training is beneficial for
professionals in ensuring focus on research-based best practices while being able to adapt to changing
organizational environments, technological advancements, and new workforce issues.
Implementing Effective Decision-Making Processes
Effective decision-making, therefore, calls for the creation of organizational capacities that facilitate
systematic and evidence-based processes. This entails establishing strong information systems,
cultivating skills promotion, and enhancing professionals’ analytical skills. Some organizational factors
that can facilitate the decision-making process include the setting up of clear decision-making
guidelines, the provision of relevant training and development, and the implementation of continuous
assessment and feedback mechanisms. The qualitative decision-making frameworks have been
discussed with the purpose of applying them into organizations and improve the strategic flexibility,
minimize risks of possible discrepancies, and form new flexible approaches to solve a number of
complications related to the workforce and organizational demands.
Assess how two different ethical perspectives can be used to inform and influence moral
decision-making. (AC 1.5)
Utilitarian Ethical Perspective
Classified as General
Utilitarianism offers a consequentialist approach to ethical decision-making in organizational contexts,
focusing on maximizing overall benefit for the greatest number of individuals (Udoudom, 2021). This
moral framework compels HR professionals to evaluate potential actions based on comprehensive
outcomes, prioritizing collective welfare over individual interests. By carefully analyzing potential
consequences and balancing short-term and long-term implications, utilitarian thinking encourages the
development of policies and interventions that generate significant positive impact across the
organizational ecosystem. Decision-makers must consider broader societal and managerial impacts,
ensuring that ethical choices produce the most advantageous results for the maximum number of
stakeholders, thereby creating a more holistic and compassionate approach to organizational ethics.
Deontological Ethical Perspective
Deontological ethics, grounded in Kantian philosophy, emphasizes inherent moral principles and
universal ethical duties that transcend consequential outcomes (Hall, 2020). This perspective prioritizes
the intrinsic rightness of actions, focusing on fundamental moral obligations and individual dignity. In
organizational settings, deontological ethics encourages decision-makers to establish clear moral
boundaries, maintain consistent ethical standards, and prioritize individual rights and organizational
integrity. By promoting transparency, fairness, and respect for fundamental human values, this approach
provides a principled framework for ethical decision-making. Organizations can benefit from
recognizing the complexity of moral reasoning, developing sophisticated ethical frameworks that
balance both consequential considerations and fundamental moral principles, ultimately creating more
nuanced and principled approaches to organizational ethics.
Appraise two different ways organisations measure financial and non-financial performance,
providing one example of each. (AC 3.1)
Financial Performance Measurement: Balanced Scorecard
The Balanced Scorecard constitutes a strategic financial performance assessment model that goes
beyond the use of financial ratios. This holistic approach of BP incorporates four key performance
indicators: efficiency, effectiveness, customers’ satisfaction, internal business, and organizational
performance. The advantage of the Balanced Scorecard is that it gives a more comprehensive picture
of organisational performance that is not just defined by overall profit or revenue figures. It is proactive
in shaping organizational strategies, designing methods for evaluating the outcomes of organizational
activities, and fostering more coherent perspectives on organizational performance (Kumar et al., 2024).
Non-Financial Performance Measurement: Employee Engagement Metrics
Employee engagement statistics are another form of non-financial performance indicators that reflect
employee morale, satisfaction, and loyalty. These metrics often entail psychometric surveys, focusing
on the likes of job satisfaction, organizational culture, leadership, and willingness to offer extra effort
(Susanto, 2022). Regular appraisal of employee engagement can assist organizations in quantifying
workforce performance, retention prospect, and organizational wellness. Modern approaches to
engagement measurement are equipped with more complex analysis tools: not only the sentiment
analysis method but also longitudinal tracking, cross-sectional benchmarking, and others provide better
insights into employees’ engagement.
Integrated Performance Measurement Approaches
Effective performance measurement requires integrated approaches that combine financial and nonfinancial metrics, creating comprehensive organizational assessment frameworks. Organizations can
better understand their strategic effectiveness by developing sophisticated measurement systems that
capture multiple performance dimensions. These integrated approaches enable decision-makers to
recognize complex relationships between financial outcomes, workforce dynamics, operational
efficiency, and strategic capabilities (Susanto, 2022). Advanced performance measurement frameworks
support more holistic organizational management, promoting adaptive strategies that balance short-term
financial considerations with long-term organizational development.
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Performance Measurement Implementation Strategies
Successfully implementing comprehensive performance measurement approaches requires developing
robust organizational capabilities and analytical infrastructures. This involves creating sophisticated
data collection systems, developing analytical abilities, and establishing clear performance
measurement frameworks. Organizations can support effective performance measurement by investing
in advanced analytics technologies, providing comprehensive training for professionals, and creating
cultures of continuous performance evaluation. By institutionalizing sophisticated performance
measurement approaches, organizations can enhance their strategic responsiveness, develop more
adaptive management strategies, and gain a more comprehensive understanding of their effectiveness
across multiple performance dimensions.
Explain how people practices add value in an organization and identify two methods that might
be used to measure the impact of people practices. (AC 3.2)
Strategic Value Creation through People Practices
People practices are fundamental to organizational success, strategically aligning human capital with
broader business objectives to transform workforce potential into tangible outcomes (Hongal &
Kinange, 2020). These comprehensive approaches encompass talent management strategies including
recruitment, development, performance management, and employee engagement. By creating
systematic frameworks that optimize workforce capabilities, organizations can develop adaptive,
innovative, and high-performing teams. The integration of human resource management with
organizational goals enables companies to convert human capital into a sustainable competitive
advantage. This transformation drives innovation, operational efficiency, and long-term success by
developing sophisticated talent management approaches that go beyond traditional HR functions,
ultimately creating organizational ecosystems capable of navigating complex business landscapes and
technological challenges.
Comprehensive Organizational Value Generation
People practices generate value that extends far beyond traditional performance metrics, creating
comprehensive organizational capabilities (Dadd & Hinton, 2022). Organizations can design complex
talent management systems that foster robust talent ecosystems, generating value through innovation,
production efficiency, and strategic alignment. These practices facilitate organizational change by
developing frameworks that enhance human capital, support continuous learning, and adapt workforce
capabilities to emerging technological and market demands. By strategically managing human
resources, companies can create competitive advantages that leverage human capital as a critical
organizational asset. The approach involves developing sophisticated strategies that not only address
current workforce needs but also anticipate future challenges, enabling organizations to build resilient,
adaptive, and high-performing workforce ecosystems.
Impact Measurement Methods
Two primary methods emerge for measuring the impact of people practices: the Balanced Scorecard
and Return on Investment (ROI) analysis. The Balanced Scorecard provides a comprehensive
organizational performance assessment across four perspectives: financial, customer, internal process,
and learning and growth (Hongal & Kinange, 2020). This approach allows organizations to develop
complex metrics reflecting both quantitative and qualitative workforce investments. Complementarily,
ROI analysis offers an objectively measurable approach by tracking investment costs against
organizational value (Dadd & Hinton, 2022). Through sophisticated financial modelling of talent
management, recruitment, and engagement strategies, organizations can quantify human capital assets’
strategic importance. These measurement approaches enable HR professionals to demonstrate the
tangible and intangible value of people practices, supporting more informed strategic decision-making
and resource allocation.
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Conclusion (Strategic Significance of Evidence-Based People Practices)
In conclusion, evidence-based practice in human capital management represents a transformative
approach to organizational strategy, moving beyond traditional HR methodologies. By integrating
systematic analysis, cognitive skills, and ethical considerations, companies can develop more agile and
sophisticated staff development approaches. This methodology transcends tactical human capital
application, leveraging scientific research to create organizational competencies that generate business
value and competitive endurance. The future of people practices demands continuous evolution,
requiring professionals to develop advanced analytical capabilities and strategic perspectives.
Organizations must invest in comprehensive frameworks that support evidence-based decision-making
and create adaptive workforce ecosystems. By prioritizing sophisticated people practices, companies
can build sustainable competitive advantages, navigate technological transformations, and drive
organizational innovation through strategic human capital management.
Classified as General
References
Agarwal, R. (2023). Exploring Challenges and Opportunities for Entrepreneurs in India:
Integrating Design Thinking and the PESTLE Framework.
Dadd, D., & Hinton, M. (2022). Performance measurement and evaluation: Applying return
on investment (ROI) to human capital investments. International Journal of
Productivity and Performance Management, 72(9), 2736-2764.
Gigerenzer, G. (2020). What is bounded rationality? In Routledge handbook of bounded
rationality (pp. 55-69). Routledge.
Hall, M. (2020). Research ethics: Deontological perspectives. Shanlax Int. J. Arts Sci.
Humanity, pp. 7, 1–6.
Hongal, P., & Kinange, U. (2020). A study on talent management and its impact on
organization performance-an empirical review—International Journal of Engineering
and Management Research, 10.
Kemp, E., Briggs, E., & Anaza, N. A. (2020). The emotional side of organizational decisionmaking: examining the influence of messaging in fostering positive outcomes for the
brand. European Journal of Marketing, 54(7), 1609–1640.
Kumar, S., Lim, W. M., Sureka, R., Jabbour, C. J. C., & Bamel, U. (2024). Balanced
scorecard: trends, developments, and future directions. Review of Managerial Science,
18(8), 2397–2439.
Leroy, H. L., Anisman-Razin, M., Avolio, B. J., Bresman, H., Stuart Bunderson, J., Burris, E.
R., … & Vongswasdi, P. (2022). Walking our evidence-based talk: The case of
leadership development in business schools. Journal of Leadership & Organizational
Studies, 29(1), 5-32.
Classified as General
Mascarenhas, O. A., Thakur, M., & Kumar, P. (2023). History of Critical Thinking and Some
Models of Critical Thinking. In A Primer on Critical Thinking and Business Ethics:
Recent Conceptualizations of Critical Thinking (Volume 1) (pp. 41-80). Emerald
Publishing Limited.
Siu, M. H. S. (2023). Root Cause Analysis Using Graph Representation of Constraints.
Skrzek-Lubasińska, M., & Malik, R. (2023). Is critical thinking a future skill for business
success: science mapping and literature review. Central European Management
Journal, 31(1), 48-63.
Susanto, P. C. (2022, December). Employee Engagement Strategy: Analysis Of
Organizational Commitment, Compensation, Career Development. In International
Conference of Humanities and Social Science (ICHSS) (pp. 96-103).
Udoudom, M. (2021). The value of nature: Utilitarian perspective. GNOSI: An
Interdisciplinary Journal of Human Theory and Praxis, 4(1 (May)), pp. 31–46.
Uzonwanne, F. C. (2023). Rational model of decision-making. In Global Encyclopedia of
Public Administration, Public Policy, and Governance (pp. 11230-11235). Cham:
Springer International Publishing.
Classified as General
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Part 2
Performance Management Diagnostics
Performance management is a vital organizational tool as it offers the much-needed information on
workforce output, capacity, and fit with organizational goals and objectives. This briefing paper uses
quantitative performance findings and qualitative self-perceptions in four organizational departments
to evaluate performance information and Performance monitoring systems. In order to compare and
integrate the findings from performance review judgements, bonus systems, and employee-manager
surveys, the analysis should look for significant trends, insights, and suggestions for improvement.
Moreover, since this report strives to provide measurable insights that would enhance the decisionmaking process in the organization, as well as align with the strategic human resource management
goals, the analysis of the performance data must be comprehensive and rigorous.
Quantitative Analysis of Performance Review Judgements
AC 2.1: Percentage Performance Breakdown
Administration
Department
Sales
Department
Logistics
Department
Research and
Development
23.68%
42.11%
44.74%
31.58%
Outstanding
15.00%
Meets Set
Individual KPIs
30.00%
Not Quite There
35.00%
26.32%
10.53%
Underperforming 20.00%
5.26%
15.79%
100.00%
100.00%
Total
100.00%
100.00%
100.00%
AC 2.2: Findings
The performance distribution across departments reveals significant variations in employee
performance ratings. The Administration Department shows a mixed performance profile, with 15%
outstanding performers, 30% meeting KPIs, 35% not quite there, and 20% underperforming. In contrast,
the Sales Department demonstrates a perfect 100% KPI achievement rate. The Logistics Department
stands out with an impressive 42.11% outstanding performers and 44.74% meeting KPIs. The Research
and Development Department also shows strong performance, with 23.68% exceptional and 31.58%
meeting individual KPIs. These distributions highlight notable differences in departmental
performance, suggesting varying levels of effectiveness and potential across the organization.
PERCENTAGE PERCENTAGE BREAKDOWN
100.00%
5.26%
26.32%
20.00%
80.00%
15.79%
10.53%
35.00%
60.00%
100.00%
40.00%
30.00%
20.00%
15.00%
31.58%
44.74%
42.11%
23.68%
0.00%
Administraion
Department
Outstanding
Sales Department
Logistics
Department
Meets Set Individual KPIs
Research and
Development
Not Quite There
Underperforming
AC 2.1: Bonus Calculation Analysis
Bonus
Payment
Administration Sales
Department
Department
Logistics
Department
Research
Total
and
Development
£9,540.00
£23,370.00
£29,400.00
£0.00
£62,310.00
BONUS DISTRIBUTION ACROSS DEPARTMENTS
£35,000.00
£30,000.00
£25,000.00
£20,000.00
£15,000.00
£10,000.00
£5,000.00
£0.00
£29,400.00
£23,370.00
£9,540.00
£0.00
Administraion Department
Sales Department
Logistics Department
Research and
Development
Series1
AC 2.2: Findings
The bonus payments directly reflect the performance excellence across departments. Research and
Development leads with the highest bonus expenditure at £29,400.00, indicating a significant number
of outstanding performers. Logistics follows closely with £23,370.00 in bonus payments, demonstrating
strong overall performance. The Administration Department has allocated £9,540.00 in bonuses,
reflecting its more mixed performance profile. Interestingly, the Sales Department shows zero bonus
payments despite meeting 100% of KPIs, which may suggest that KPI achievement alone does not
guarantee bonus eligibility or that the department’s performance criteria differ from other departments.
BONUS DISTRIBUTION ACROSS
DEPARTMENTS
Administraion
Department
15%
Sales Department
0%
Research and
Development
47%
Logistics
Department
38%
Administraion Department
Sales Department
Logistics Department
Research and Development
AC 2.3: Recommendations
Based on the performance analysis, several strategic recommendations emerge. First, it is recommended
to investigate the Sales Department’s unique performance measurement approach, as their 100% KPI
achievement rate without bonus payments warrants further examination. Second, learning from the
Research and Development and Logistics departments’ successful performance management strategies
is essential, potentially implementing their best practices across other departments. Third, it is
recommended that targeted performance improvement plans for the Administration Department be
developed, focusing on reducing the proportion of underperforming and “not quite there” employees.
Finally, a comprehensive review of performance criteria and bonus allocation methods should be
considered to ensure consistency and motivation across all departments.
AC 2.2: Performance Monitoring Perspectives (Table 2)
Line Managers’ Perceptions of Performance Appraisal Process
The line managers’ survey reveals significant challenges in the performance management approach. A
critical finding is that 50 respondents unanimously reported no prior training for conducting appraisals,
with 44 strongly disagreeing and six disagreeing that they have received adequate preparation.
Confidence levels vary: while 26 agree and 3 strongly agree they can assess performance fairly, 10
strongly disagree. Most managers (34 agree, 7 strongly agree) feel comfortable applying performance
ratings, but only 9 feel confident challenging underperforming employees. Notably, the feedback and
performance target-setting process appears problematic, with 19 strongly disagreeing and 15
disagreeing about their effectiveness in providing feedback and setting performance targets.
Employees’ Experience in Performance Management
Employee responses highlight significant discrepancies in performance management perceptions.
While 141 employees agree their line managers provide positive feedback, 82 disagree. Communication
and engagement must be more consistent: 111 employees agree their managers offer clear guidance,
but 121 disagree. People management skills receive mixed reviews, with 99 agreeing and 89 disagreeing
that managers possess good interpersonal skills. Learning and development opportunities are positive,
with 101 agreeing and 70 disagreeing that managers provide such opportunities. Time for listening
varies dramatically, with 84 strongly agreeing and 57 strongly disagreeing that managers have time to
listen. The most concerning aspect is that 187 employees have differing views that their line managers
listen to their ideas during reviews.
AC 2.3 Recommendations for Performance Management Improvement
Training and Skill Development
Urgent investment in comprehensive performance management training for line managers is crucial
since the survey reveals a complete lack of formal appraisal training, directly impacting performance
review quality. Developing a structured training program focusing on feedback techniques,
performance assessment skills, and constructive communication is also recommended. This program
should address managers’ confidence in conducting appraisals, setting performance targets, and
providing meaningful developmental guidance. Include modules on effective listening, providing
balanced feedback, and managing underperformance sensitively.
Communication and Engagement Strategy
Implementing a robust communication and engagement strategy is also recommended to bridge the
current gaps between managers and employees. The survey highlights significant disconnects in
perception and communication during performance reviews. Hence, it is essential to develop guidelines
and workshops that emphasize the importance of active listening, transparent feedback, and
collaborative goal-setting, create a standardized review process that ensures employees feel heard,
understood, and supported in their professional development and encourage two-way dialogue, where
employees can contribute ideas and managers provide constructive, forward-looking feedback.
Continuous Improvement and Monitoring
Moreover, a continuous feedback mechanism should be established to assess and improve the
performance management process regularly. It is essential to conduct bi-annual surveys to track
improvements, identify emerging challenges, and measure the effectiveness of implemented changes.
Create cross-departmental focus groups that include managers and employees to provide ongoing
insights and recommendations. Develop a transparent performance management framework that aligns
organizational objectives with individual development goals. Regularly review and update the appraisal
process to ensure it remains responsive to changing workplace dynamics and employee needs.
Conclusion
In conclusion, this comprehensive performance analysis reveals critical insights into the organization’s
performance management practices. By examining quantitative performance data and qualitative
perceptions, we have identified significant variations in departmental performance, bonus allocation,
and management effectiveness. The findings underscore the need for strategic interventions in training,
communication, and performance review processes. A holistic approach to performance management
that prioritizes skill development, transparent feedback, and continuous improvement will be essential
for organizational growth and employee engagement.
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3. I have not used Artificial Intelligence tools to generate content for my assessment.
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Part 1
A Critical Approach to Organizational Decision-Making
Evidence-based practice offers a rigorous, analytical approach to organizational decision-making that
transcends traditional managerial intuition. By synthesizing scholarly research, organizational data, and
practical experience, HR practitioners can develop more effective strategies that align human capital
management with broader organizational goals. This systematic approach enables organizations to
create robust conceptual tools for analyzing workforce dynamics, moving beyond conventional human
resource management (Kemp et al., 2020). By emphasizing critical thinking, quantitative analysis, and
innovative concepts, evidence-based practice transforms human capital management from a clerical
function into a strategic organizational asset. It develops enhanced analytical capabilities, ethical
thinking, and practical knowledge, ultimately creating response mechanisms that improve talent
management, employee commitment, and organizational growth.
Evaluate the concept of evidence-based practice including how approaches to evidence-based
practice can be used to provide insight that supports sound decision making across a range of
people practices and organisational issues. (AC 1.1)
Understanding Evidence-Based Practice
Evidence-based practice can be defined as the process of using the best available research, practical
experience, and context when making decisions about organizational innovations. In the activities of
people, it replaces an adhoc type of management that is based on gut feelings, emotions, prejudices, and
impulses with reason, substantiated findings, logic, and rationality. EBP helps to eliminate reliance on
subjective assumptions and instead use scientific methods and approaches to advance the principles of
more efficient and progressive human resource management that is in line with the needs and demands
of the organization as well as the changing labor market (Leroy et al., 2022).
Theoretical Frameworks and Organizational Relevance
The principles of evidence-based practice are based on concepts from several disciplines such as
organizational psychology, management science, and social research. It is critical with these
frameworks that many kinds of evidence are integrated, including: research, organizational information
and data, the views and experiences of stakeholders, and professional knowledge. Thus, with the help
of this kind of approach, organizations are able to build sophisticated knowledge of rather complex
issues within the domain of human capital, to translate theoretical findings into practical strategic
actions improving position concerning such factors as workforce productivity, talent management,
engagement, and organizational growth.
Strategic Implementation and Organizational Benefits
EBP provides organizations with a framework for solving intricate personnel issues that might not be
easily solvable by traditional top-down solutions. This approach will possibly lead to improved
interventions as well as more thorough data collecting, analyzing, and interpreting processes for HR
professionals. Such an approach allows organizations to make correct decisions regarding recruitment,
performance evaluation, training and development and organizational culture. Moreover, EBP
integration helps to foster organization adaptability, increase the quality of decisions and decisionmaking process, minimize possible biases, and improve the organization’s learning culture that can
yield tremendous competitive advantages in today’s dynamic business landscapes (Leroy et al., 2022).
Evaluate one appropriate analysis tool and one appropriate analysis method that might be
applied by organisations to recognise and diagnose issues, challenges, and opportunities. (AC
1.2)
Strategic Analysis Tools: PESTLE Framework
The PESTLE (Political, Economic, Social, Technological, Legal, and Environmental) analysis appears
to be a suitable framework for organizational analysis. This strategic framework empowers people
practitioners to perform more comprehensive external environmental analyses to determine potential
threats and opportunities that might affect the workforce strategies. Through the analysis of macroenvironmental factors, the organizations are able diagnose possible changes in labor markets, new
technological advancements, shifts in the regulatory environment, and other socio-economic changes.
PESTLE analysis gives HR professionals a framework for how they can effectively manage a
complicated external environment by identifying organizational strengths that can be leveraged in favor
of change (Agarwal, 2023).
Diagnostic Analysis Methods: Root Cause Analysis
An effective tool of revealing acute issues in the organization can be considered as a Root Cause
Analysis, or simply RCA. Unlike syndrome-based approach which addresses apparent signs and brings
out root causes that deteriorate workforce productivity and morale, this systematic approach seeks to
provide long-term solutions to these issues. Practice review shows that applying intensive detective
work based on six rigorous modes allows HR professionals to identify root causes of multifaceted issues
and design effective solutions targeting system-based problems. The method entails broad data
gathering, problem analysis, development of hypotheses and design of interventions and encourages a
more systematic and realistic approach to problem solving in organizations (Siu, 2023).
Integrating Analysis Tools and Methods
Effectively integrating analysis tools like PESTLE and diagnostic methods such as Root Cause Analysis
creates a robust framework for organizational diagnosis. This approach enables HR professionals to
develop multi-dimensional perspectives on organizational challenges, combining external
environmental insights with deep internal diagnostic capabilities. People practitioners can design more
sophisticated, context-aware strategies by systematically examining contextual factors and specific
organizational dynamics. This integrated approach supports more comprehensive decision-making,
promotes organizational resilience, and enables the development of adaptive, evidence-informed
interventions that address complex workforce and strategic challenges.
Explain the main principles of critical thinking including how these might apply to your own
and others’ ideas to assist objective and rational debate. (AC 1.3)
Critical thinking is a disciplined intellectual approach to analyzing and evaluating information
systematically and objectively (Mascarenhas et al., 2023). This cognitive process involves actively
conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach reasoned
conclusions. In organizational contexts, critical thinking enables professionals to challenge
assumptions, recognize potential biases, and develop a nuanced understanding of complex workplace
challenges. The fundamental principles include being open-minded, questioning, and analyzing data
while arriving at conclusions with sound arguments. Intellectual modesty allows professionals to be
humble about their current knowledge and willing to accept alternative paradigms, while rational
skepticism encourages challenging conventional wisdom and demanding credible proof (SkrzekLubasińska & Malik, 2023).
Applying critical thinking requires a systematic and methodical approach to examining ideas, involving
a conscientious process of self-analysis and identifying potential cognitive biases (Skrzek-Lubasińska
& Malik, 2023). This approach focuses on creating metacognitive knowledge by questioning one’s own
assumptions and engaging in a rigorous examination of personal and collective ideas. Organizations
can promote a constructive communication tone that encourages intellectual discourse, free from
organizational hierarchical constraints. By cultivating an environment that values diverse perspectives,
companies can create spaces where original ideas are appreciated, and debates contribute to
organizational knowledge enhancement. This approach helps professionals move beyond superficial
reasoning and generate innovative solutions that transcend conventional thinking patterns.
Cultivating a critical thinking culture requires systematic organizational efforts that provide cultural
support and foster analytical skills (Skrzek-Lubasińska & Malik, 2023). Managers and HR personnel
can develop this culture by promoting fearlessness, encouraging open discussion, providing
constructive feedback, and valuing idea appraisal. Orientation workshops can help professionals
enhance critical thinking abilities, including methods for uncovering cognitive biases and improving
reasoning processes. When these practices are institutionalized, organizations become more adaptable,
capable of changing decision-making approaches, and more strategically adept at handling complex
workplace challenges. This approach transforms organizational thinking, making decision-making
more rational, creative, and sophisticated by integrating systematic analysis and critical evaluation.
Explain two decision-making processes for achieving effective outcomes. (AC 1.4)
Rational Decision-Making Model
The rational decision-making model provides a systematic approach to organizational problem-solving
characterized by a structured, sequential process. This model defines the problem, identifies decision
criteria, weighs alternatives, selects the optimal solution, and implements and evaluates outcomes
(Uzonwanne, 2023). By breaking complex decisions into manageable steps, professionals can reduce
cognitive biases, ensure comprehensive analysis, and develop more deliberate, evidence-informed
strategies. The model emphasizes objective evaluation, requiring decision-makers to gather extensive
information, conduct thorough analysis, and maintain a disciplined approach to identifying the most
appropriate organizational interventions.
Bounded Rationality Decision-Making Approach
Bounded rationality points to the fact that human cognitive faculties are incapable of processing large
chunks of information. As the name suggests, this approach acknowledges the fact that professionals
require additional information at times and, more importantly, they are bound by deadlines and possess
limited mental capacity. Rather than seeking to achieve rationality, which is unachievable due to
complexity and limited time and information, bounded rationality directs the decision-maker to
formulate reasonable solutions that are practicable and reasonable or rational enough to provide a
satisfactory solution within the confines of constraints (Gigerenzer 2020). At the same time, recognizing
that perfect information may often be impossible to attain allows organizations to develop less rigid
problem-solving frameworks, which focus on providing practical solutions that offer the best chance of
generating the desired outcomes quickly, rather than placing too much emphasis on the theoretically
most efficient decision.
Comparative Analysis of Decision-Making Approaches
The analysis of rational and bounded rationality decision-making models is helpful for understanding
key characteristics of organizational problem-solving approaches. The sensible model is more logical,
comprehensive, and a systematic approach as compared to the bounded rationality approach that is more
flexible and much more practical in real world scenarios. Efficient organizations adopt aspects from
both methods and are able to create sophisticated decision-making models with strategic application of
analytical and heuristic approaches. Thus, the integration of knowledge and training is beneficial for
professionals in ensuring focus on research-based best practices while being able to adapt to changing
organizational environments, technological advancements, and new workforce issues.
Implementing Effective Decision-Making Processes
Effective decision-making, therefore, calls for the creation of organizational capacities that facilitate
systematic and evidence-based processes. This entails establishing strong information systems,
cultivating skills promotion, and enhancing professionals’ analytical skills. Some organizational factors
that can facilitate the decision-making process include the setting up of clear decision-making
guidelines, the provision of relevant training and development, and the implementation of continuous
assessment and feedback mechanisms. T…
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