High-Performance Working: Level 5 Unit 14 Assignment Guide

This post covers High-Performance Working, as detailed below.

Unit 14 Developing Individuals, Teams and Organisations Assignment Brief

Introduction

This unit gives students knowledge of key areas for a career in human resource development and management positions where employee training and development are part of their role.

This unit will give students knowledge of the different factors involved in diagnosing the skills, training and development requirements for their future employees and  for their individual career goals. Students will be introduced to the concept of highperformance workplaces and the strategic benefits this can bring to an organisation. They will recognise that their professional development is just one route to improving the performance of the teams and organisations in which they work. Students will plan towards achieving their career goals while becoming aware of the context in which learning takes place and how development needs are linked to learning interventions aimed at supporting an organisation’s strategy.

On successful completion of this unit, students will have laid the foundations for their continuing professional development (CPD), which will support them in becoming engaged in lifelong learning. They will be able to contribute to the development of others and make a positive contribution to the sustainable growth of an organisation.

Learning Outcomes 

By the end of this unit students will be able to:

LO1   Appraise the use of high-performance working (HPW) and culture in supporting sustainable business performance

LO2   Evaluate the ways in which performance management can support  high-performance culture and commitment

LO3   Review the factors to be considered when planning training and development activities in an organisation

LO4   Design a personal and professional development career plan for a named  job role, based on reflection and evaluation.

Essential Content 

LO1 Appraise the use of high-performance working (HPW) and culture in supporting sustainable business performance 

High-performance working (HPW): 

HPW as a concept, philosophy and approach to developing and supporting strategy development, competitive advantage and improving employee relations  HPW and human resource management (HRM) practices to support HPW.

HPW organisations and teams: 

The characteristics of an HPW organisation (HPWO)

Benefits of HPW to employees and the employer

Addressing barriers and how to overcome difficulties in an HPWO

Selling the concept of HPW to those who will be facilitating its implementation

Ethical considerations in developing and promoting an HPWO

Katzenbach and Smith’s The Wisdom of Teams, the characteristics of a highperforming team and common approaches to building team performance

Larson and LaFasto’s eight dimensions of team effectiveness

Features, advantages and disadvantages of different problem-solving methods, including PDCA (plan, do, check, act), problem-solving cycle, FOCUS (find the problem, organise a team, clarify the problem, understand the problem, select  a solution) model, GROW (goal, reality, obstacles, options, way forward) model.

HPW culture: 

Different types of organisational culture

The role that organisational culture plays in an HPWO

Cultural awareness, diversity, and sensitivity in organisational culture to support an HPWO.

LO2 Evaluate the ways in which performance management can support highperformance culture and commitment 

Performance management (PM): 

PM as a concept and a process

Effective and ineffective PM

The use of PM to inform learning and development at the organisational, team and individual level

The ways in which evolving organisational, team and individual learning needs are analysed against performance gaps and planned goals

Differences in PM systems

Use of PM to transform organisations.

Organisational culture: 

As a facilitator for or barrier to effective PM

The use of internal collaboration to deliver effective PM.

The developmental approach to PM: 

Separating development from evaluation where the developmental approach considers stages in development and how these are achieved through the setting of criteria, the imposition of systems and an incremental approach to achieving developmental aims.

LO3 Review the factors to be considered when planning training and development activities in an organisation 

Learning and development (L&D) objectives:

Defining the strategic role and different objectives of L&D

The key areas and primary objectives for L&D: talent and acquisition; motivating and engaging employees; building a values-based culture; building an employee brand; and the mental health and wellbeing of employees.

Supporting organisational and individual learning: 

Learning-focused strategic and tactical goals, informed by relevant evaluation and analysis e.g. a gap analysis or a skills evaluation

Steps to build a learning organisation

The different techniques by which learning is determined and implemented, including feedback tools (e.g. feedback loops, 360-degree feedback) and coaching tools e.g. GROW model, SMART (specific, measurable, achievable, realistic, timely) objective setting

Skills required for providing and receiving employee feedback as part of the coaching process.

Coaching and mentoring models:

TGROW: based on the GROW model, perhaps the most well known in coaching circles – a five-stage model (topic, goal, reality, options, wrap-up) CLEAR (contract, listening, explore, action, review)

OSKAR (outcome, scaling, know-how, action, reviewing progress)

The use of formal and informal learning across an organisation to develop individual, team and organisational skill sets.

Training and development: 

Training as a one-off event or series of activities is different to development, which has a more protracted timescale and builds on the skills and knowledge gained during training

On-the-job, off-the-job, different training and development methods e.g. coaching, training that leads to a qualification, continuing professional development (CPD) activities.

The learning cycle: 

Lifelong learning, learning cycle theories e.g. Kolb, Honey and Mumford, Lewin

The conscious competence ladder and four stages of competence to aid learning and reflection

Reflective models e.g. Gibbs and Schön.

LO4 Design a personal and professional development career plan for a named job role, based on reflection and evaluation 

Continuing professional development (CPD): 

Defining CPD and purpose in both an organisational and personal context

Career planning for the career matrix and the value of lifelong learning principles to adapt to transformation and changing career opportunities

Engaging in CPD and the CPD cycle

Structuring CPD activities in an organisation and on an individual basis

The recording and evaluation of CPD at a personal and organisational level

The use of skills audits in diagnosing areas for development e.g. personal skills audits, gap analysis

The importance of professional frameworks e.g. professional industry body standards.

Managing self:

Meaning of self-management skills and the ability to control feelings,  emotions and activities to feel and be more productive

Areas of self-management e.g. self-awareness, stress management,  time management

Developing self-awareness and asking for feedback to get different perspectives; identifying blind spots; paying attention to other people’s body language, emotions and words

Exploring feelings and emotions by practising regular self-reflection and  self-motivation

Time management strategies, including using ‘to do’ lists (e.g. monthly, weekly, daily), prioritising tasks (e.g. importance vs urgency), Covey’s time management matrix

Scheduling tasks: allowing flexibility in scheduling; setting realistic goals and deadlines; regularly reviewing workload; keeping multitasking to a minimum; minimising distractions; managing emails effectively.

Managing performance: 

The purpose and use of personal development planning (PDP)

Identifying own responsibilities: job description; contract; staff handbook;  code of conduct; organisational structure

Goal-setting: agreeing SMART objectives with line manager; alignment of objectives with organisational aims/goals; relationship of personal objectives  to those of team members and other colleagues

Measurement standards: agreed criteria for measuring progress and achievement; varying criteria depending on organisation and role (e.g. quality  of work, volume of work, timeliness of completion, customer satisfaction)

Completing tasks/work: meeting quality standards and agreed timescales; reporting problems beyond own level of competence Methods of monitoring and assessing performance.

Reflective learning: 

Meaning of reflective practice: learning from own experiences and actions to improve

Application of the learning cycle in personal development

The conscious competence ladder and the four stages of competence for reflective practice

Reflective learning as a philosophy and a concept

Becoming a reflective practitioner to reflect on own performance; working style and its impact on others.

Learning Outcomes and Assessment Criteria

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