Recording, Analysing and Using L&D...

Developing Yourself as an Effective HR Practitioner

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Welcome and Introduction

Welcome to your participant pack in which you will explore “Developing Yourself as an Effective HR Practitioner”. This is a core unit for everyone who does this qualification, regardless of their role.

The HR profession is evolving as we seek to provide the value that helps our organisations achieve their purpose. The traditional personnel role of reacting to management requests by hiring, training, communicating management decisions and sometimes firing people still exists, however, the profile of an effective HR practitioner whose role it is to contribute to the service delivery of an indispensable people function is quite different. In this practical programme you will achieve more than an insight into the function and understand why the latest practice offers great challenges and excitement for us; you will have clarity about what being an HR practitioner involves. This means you can stock-take, chart your current profile and develop a clear plan for your future; whether this involves adding more to your current role or progressing towards a future one.

A tangible outcome of this unit will be your own, justified, development plan called a CDP Plan and the start of a development record (CPD Record). Indeed you may have already started your CPD Plan as part of your pre-programme activities. Your CPD Plan and Record are some main tools of an ‘Adding value’ employee like you.

Not in HR? That’s fineWe created this programme for people in or aspiring to be in HR. You complete the exercises in this pack in whatever way gives you value. They are learning devices. This might include, chatting with people in HR, thinking about your previous jobs, imagining that you are in the HR function at GDP (our case study company) or asking your facilitator for guidance.

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Making best use of your time on this unitLike every unit, this one should be approached in a systematic way. Here is a suggestion that works for many of our participants.

ThinkTake 10 minutes to skim read the whole pack from start to finish. This gives you a sense of its content, exercises and ‘Show you know’ activities.

PlanSpend 10 minutes planning how you will go about the pack and the ‘Show you know’ activities.Commit to an estimated timescale for yourself.

Do

Go through the pack completing all the exercises that you can tackle immediately.Go back through the pack doing the exercises that you need to research.Now you can approach the ‘Show you know’ activities with confidence.

Main icons and your actions

Exercise your brain #1(time estimate: 40 minutes)

This image tells you that it is an exercise to help you interact with the unit’s content.

There is also a helpful indicator of the time to spend on it. Obviously, people are different; however, this is a useful guide.

The shaded area has the exercise informationYou complete your response in this box underneath the question.

Show you know(time estimate: 180 minutes)

This banner tells you it is a ‘Show you know’ activity. Each one gives advice on what’s required including a template for your response.

When an exercise or Show you know activity refers to ‘your organisation’ you can choose your current organisation, one that you know well, the organisation of a friend, relative or client or even the programme case study company, GDP Ltd.

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Contents

1 Explaining the knowledge, skills and behaviours required to be an effective HR practitioner.....................................................6

1.1 Introduction........................................................................................61.2 The ‘HR Profession Map’.....................................................................91.3 Exploring the Map.............................................................................101.4 Associate membership.....................................................................131.5 Links and follow through...................................................................15

2 Delivery of timely and effective HR services to meet customers’ needs.......................................................................16

2.1 Introduction......................................................................................162.2 HR’s customers.................................................................................162.3 Managing expectations.....................................................................172.4 Complaints and school books...........................................................202.5 Communication methods..................................................................212.6 Building relationships.......................................................................222.7 Continuous improvement.................................................................232.8 Your role...........................................................................................242.9 Links and follow through...................................................................25

3 Reflect on own practice and development needs and maintain a plan for personal development................................................26

3.1 Introduction......................................................................................263.2 The concept and importance of CPD................................................263.3 Why?.................................................................................................283.4 How?.................................................................................................293.5 Myths about CPD..............................................................................293.6 A word about reflective learning......................................................303.7 Links and follow through...................................................................30

4 Meeting CIPD criteria.............................................................32

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Links to Standards

By fully completing this unit’s participant pack and delivering ‘Show you know’ activities that ‘Meet CIPD criteria’ you will cover the following learning outcomes and assessment criteria.

Learning outcomesThe participant will:

Show you know criteriaThe participant can:

1. Understand the knowledge, skills and behaviours required to be an effective HR practitioner.

1.1 Explain the knowledge, skills and behaviours required to be effective in an identified HR role.

2. Know how to deliver timely and effective HR services to meet users’ needs.

1.1 Identify the needs of those using HR services within an organisation and explain how conflicting needs are identified and prioritised.

2.2 Identify different methods of communication and explain the advantages and disadvantages of each.

2.3 Describe how to build and maintain effective service delivery.

3. Be able to reflect on own practice and development needs and maintain a plan for personal development.

3.1 Explain the concept and importance of CPD.

3.2 Undertake a self-assessment of capabilities as an HR practitioner and identify development needs.

3.3 Evaluate different options to meet identified needs.

3.4 Produce a plan to meet personal development objectives.

3.5 Reflect on performance against the plan, identify learning points for the future and revise the plan accordingly.

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1 Explaining the knowledge, skills and behaviours required to be an effective HR practitioner

1.1IntroductionIn this first chapter you will introduce yourself to what is happening in the world of HR and in the UK in particular. You will for example look at an extract of an article from CIPD’s People Management magazine.Later you will start to build your understanding of CIPD’s Professional Map. This has evolved from significant research with a range of people, in a range of roles, across different sectors. It provides an up to date and accurate resource for aspiring practitioners like you, HR Departments, academics and whole businesses as a basis for review, planning and assessing their progress. In fact your whole CHRP has HR Profession Map elements weaved throughout it.Let’s set the scene.The HR role that you perform or seek would be recognisable to a personnel person from decades ago. However, what HR practitioners are involved in broader activities today. In short the profession moves on and we need to make sure that our skills, knowledge and our behaviours move too.


Why do HR practitioners need to develop themselves? Bullet point at least four reasons below.

Looking to the future, complete the activity below.


Give an example of both a skill and a knowledge area that you consider you will need to develop in over the next year or soA skill area for me to develop in is . . . . because . . .

An area of knowledge for me to develop is . . . . because . . .

These two short activities help to set the scene for this chapter and the whole unit. As you progress through the activities you should be thinking, “Is this an area for my next development plan (called a CDP Plan)?”

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Remember that one of the outcomes of this unit is your review of your capabilities on the way to producing a CDP Plan and maintaining a living CPD Record (a learning diary).For now though, let’s look at the background of our developing.Here is an extract from a People Management magazine article from 24 April 2009The CIPD’s “professional standards” underpin entry-level qualifications for HR, and have been a familiar foundation for tens of thousands of people embarking on their career.But the role of HR practitioners is changing so fast that the institute (CIPD) has decided, rather than just update the existing standards, a radical re-visioning is necessary to equip the profession for the challenges ahead.Dramatic confirmation of the changing business environment came out of market research commissioned by the CIPD last year. In one of the most comprehensive surveys of the HR community ever undertaken, 4,500 people answered detailed questions about their jobs, their professional needs and aspirations. The results show:

Increasing numbers of HR people are going beyond their traditional role, and are now required to understand what drives business performance and to bring into focus the employee capabilities their organisations will need in future.

While 50 per cent see themselves as HR generalists, 50 per cent see themselves more as specialists, for example in reward, learning and development or employee relations, but also in roles, such as that of business partner. They want to go narrower and deeper in their basic and subsequent training.

30 per cent have an international dimension to their job. This is only one way in which the organisations they work in are becoming more complex. HR professionals need a more strategic map of the function in order to serve their organisations – and plan their careers – better.

29 per cent are studying. This includes recent entrants studying to become CIPD-qualified, but also people doing MBAs and other masters degree programmes, and a vast array of continuing professional development at all levels. There is strong demand for more structured learning and accreditation as people progress in their careers.

In a recent interview (People Management, 15 January), the institute’s then chief executive, Jackie, defined the profession’s changing orientation like this: “For me, it is best summed up as a shift from a primary focus on supporting line managers to manage their people well, to a primary focus on ensuring your organisation has the sustainable capability it needs to deliver its aims both today and in the future.”The HR map has been informed by an extensive programme of consultation with senior HR professionals and other leaders in business, the public

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services and management education since Orme took over the reins at the institute a year ago. The clear message is that in order to deliver “sustainable capability”, HR practitioners need to:

1. know their organisations inside out – this means, according to Orme, “truly understanding the drivers of sustainable business performance, and the barriers to achieving it”

2. know the main ways in which HR expertise can make an impact – and contribute beyond the confines of the traditional role

3. have the behavioural skills to turn knowledge into effective action.Orme believes that the old professional standards served well enough for their time. But she wants to get away from the notion of fixed standards that are difficult to change, and the sense of one-size-fits-all. To chart where the profession is now, and to expand its capacity to meet future challenges, the CIPD has, in effect, started again with a clean sheet.Initial reaction from the field is that:

this is a comprehensive picture of what HR excellence looks like; that it is easy to understand, practical and highly relevant to the

challenges that more and more HR professionals will face in the workplace.

It’s already clear that the map represents a complete overhaul of HR’s foundations and a dramatic raising of the bar in HR’s ambitions.This article lets you know that the ‘HR Profession Map’ was born out of significant research. The Map needs to be flexible for the profession now and the future.


Pick two of the four bullet points near the start of the article that you can identify with and briefly describe why below.12Jackie Orme (CIPD’s previous chief) referred to “sustainable capability” (see the article above). What does that phrase mean to you? Note one or two thoughts below.

And finally, “HR/L&D practitioners need to:1. Know their organisations inside out – this means, according to Jackie

Orme, “truly understanding the drivers of sustainable business performance, and the barriers to achieving it”

2. Know the main ways in which HR expertise can make an impact – and

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contribute beyond the confines of the traditional role3. Have the behavioural skills to turn knowledge into effective action.”

How would you rate yourself against these three bullet points (1 is low and 10 is high)? Note your score here with one piece of evidence to support each of them123

1.2The ‘HR Profession Map’

You will notice from this illustration that the map refers to professional areas, behaviours and levels (bands) of competence.1.2.1 Key design principlesCIPD developed the ‘HR Profession Map’ using the following design principles:

It covers behaviours as well as the technical elements of professional competence required in the HR profession.

It describes what you need to do, what you need to know and how you need to do it within each professional area at four bands of professional competence.

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It's organised around areas of professional competence, not organisation structures, job levels or roles.

The scope of the map will cover the breadth and depth of the HR profession, from small to large organisations, from fundamental to sophisticated practice, local to global, corporate to consulting, charity to public sector, traditional to progressive.

Although some of the content may relate to line managers and academics the map is not designed to capture the professional competence required in these disciplines.

1.3Exploring the MapThe Professional Map is too large to include in this pack so we will get a sense of it by having a look at some of its content.1.3.1 Professional areasThese describe what you need to do (activities), what you need to know for each area of the HR profession at four bands of professional competence plus links to the behaviours needed. You will see in the illustration in 1.2 that there are ten of them, mirroring the growing width and specialism of the HR function.


To help you explore the HR Profession Map, and begin to build your response to a unit’s ‘Show you know’ activity, have a look at the professional area:Insights, Strategy and Solutions

Quickly surf around this area, concentrating on either band one or two since those are at the practitioner level of this programme.

Now summarise this professional area at either band one or two in a few sentences. Imagine that your readers will be people considering a career in HR.Insights, Strategy and Solutions Summary

Leading HR

Quickly surf around this are area too, concentrating on either band one or

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two.

Summarise this professional area too at either band one or two in a few sentences.Leading HR Summary

Your choice of Professional AreaAnd now for the professional areas that remain choose one, perhaps the one closest to your role or desired role.

Organisation Design Organisation Development

Resource and Talent Planning

Learning and Talent Development

Performance and Reward

Employee Engagement

Employee Relations Service Delivery and information

Quickly surf around your chosen professional area, concentrating on either band one or two since those are at the practitioner level of this programme.

Now summarise this professional area at either band one or two in a few sentences. Imagine that your readers will be people considering a career in HR.My professional area to summarise is:I would summarise it as . . .

Well done, now you have started to look explore the HR Profession Map and you have completed some preparation for the first ‘Show you know’ activity.1.3.2 BehavioursYou will have seen that at the end of each professional area there is a list of the essential behaviours needed to deliver it. There are eight of them arranged in three clusters.Insights and Influence Operational Excellence StewardshipCuriousDecisive thinker

Driven to deliverCollaborative

Courage to challengeRole model

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Skilled influencer Personally credibleAll of the behaviours are described at four bands of professional competence. Contra-indicators show what people should not be doing for each one.Here is an extract from the People Management article we quoted earlier to reinforce the relevance of these up to date behaviours.

Courage to ChallengePeople Management magazine 24 April 2009Let’s look at a topical example. Some believe that one reason behind the collapse of the banks was an insufficient degree of “courage to challenge” in their boardrooms by HR professionals among others. So what does the CIPD’s profession map say about this important behaviour?It says, in broad terms first, that someone exhibiting this behaviour “shows courage and confidence to speak up and challenge others, even when confronted with resistance or unfamiliar circumstances”. The behaviour is then broken down into various components, which are called upon in different ways depending on the seniority of the role – or in map terms, the band. Thus, one component of “courage to challenge” develops in this way:Example of a behaviour at four levels of competenceBand 4 (HR director) Acts as a “mirror” to colleagues, challenging actions which are inconsistent with espoused values, beliefs and promisesBand 3 Holds own position determinedly and with courage when it is the right thing to do, even when those in power have divergent viewsBand 2 Observes, listens, questions and challenges to ensure a full discussionBand 1 (Entry-level) Uses questions to explore and understand others’ viewpoints, taking these into account.


Quickly get a sense of all eight behaviours at either band one or two.Then summarise any three of your choice in a sentence or two below. Again imagine that your audience are people considering a career in HR.

Insights and InfluenceCollaborative

Curious Personally Credible

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Decisive ThinkerStewardship

Skilled Influencer Courage to Challenge

Operational ExcellenceRole Model

Driven to Deliver

Insights and Influence Curious is aboutDecisive Thinker is aboutSkilled Influencer is aboutOperational ExcellenceDriven to Deliver is aboutCollaborative is aboutPersonally Credible is aboutStewardshipCourage to Challenge is aboutRole Model is aboutYour review may already be causing you to think about ideas for your future development and so you could use these ideas when you come to the, ‘Show you knows' for this unit. This is because one of them requires you to create a development plan for yourself called a CDP Plan.

1.4Associate membershipWhen you successfully complete this programme you will have the CIPD qualification. To upgrade to Associate membership of CIPD you need the qualification and must be able to demonstrate application of the criteria in the workplace.If you intend seeking Associate membership then the eight behaviours are even more important.


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Here is the 2010 ‘Associate Membership Criteria’ from CIPD.

Thinking now about your development as a practitioner, review the associate membership criteria and make some notes below. You can use this exercise later as part of a ‘Show you know’.Note your brief thoughts below:The most important three aspects for me that I am already capable in are123The maximum of three areas that I need to develop in are:1231.4.1 Bands and transitionsWhen looking further into your professional progress, having an awareness of the banding and the transition challenges faced when moving from one band to the next will be important for you. The four bands of professional competence define the contribution that professionals make in the following key areas:

The relationship that professionals have with clients, such as supporter, advisor, consultant or leader

The focus of the activities performed by professionals, such as supporting, advising or leading

How professionals spend their time, such as providing information, understanding issues, understanding the business or understanding organisational issues.

What services are provided to clients, such as informing, handling issues, providing solutions or challenging hard issues.

How their contribution and success is measured.1.4.2 My HR Map self assessment toolWe recommend that you consider the self assessment tool “My HR Map” on CIPD’s website as a personal development exercise for you. If you have the time it can also help with a ‘Show you know’ activity for this unit.It can be a lengthy process so perhaps start with one professional area.https://myhrmap.cipd.co.uk/login.aspx?ReturnUrl=%2fDefault.aspx

Theresa Proctor, HR Director TESCO“People always ask when they’re talking about the next stage of their career; ‘What exactly is it I need to do?’ So spelling out the behaviours

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https://myhrmap.cipd.co.uk/login.aspx?ReturnUrl=%2FDefault.aspx



required at the next level is absolutely key. The new (HR) map passes this test.

May 2010


Before you leave this chapter, think about what you have explored.What might be possible areas for your development as a practitioner and for your own ambitions?Jot down some ideas here.This activity will help you with the, ‘Show you can’ activity later in this unit.Knowledge

Skills

Behaviours

1.5Links and follow throughhttp://www.cipd.co.uk/cipd-hr-profession/hr-profession-map/The main site to the Map.http://www.cipd.co.uk/cipd-hr-profession/hr-profession-map/professional-areas/The Professional Area. From here click on the part of the illustration that interests you and download the PDF files with the details.

Additional resources to support your learning on ‘Developing yourself’:

1. LEATHERBARROW, C, FLETCHER, J and CURRIE, D: Introduction to Human Resource

Management: A guide to HR Practice. 2nd ed. Sept. 2010. London: Chartered Institute of

Personnel and Development.

2. MARTIN, M., WHITING, F. and JACKSON, T. Human Resource Practice. 5th ed. May

2010. London: Chartered Institute of Personnel and Development.

3. MEGGINSON, D. and WHITAKER, V. (2007) 2nd ed. Continuing professional

development. London: Chartered Institute of Personnel and Development.

4. WINSTANLEY, D. (2005) Personal effectiveness: a guide to action. London: Chartered

Institute of Personnel and Development.

Want to stretch yourself?

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http://www.cipd.co.uk/cipd-hr-profession/hr-profession-map/professional-areas/

http://www.cipd.co.uk/cipd-hr-profession/hr-profession-map/professional-areas/

http://www.cipd.co.uk/cipd-hr-profession/hr-profession-map/



Look at another professional area that is not related directly to your current role so that you get a sense of at least one other specialism.

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2 Delivery of timely and effective HR services to meet customers’ needs

2.1IntroductionThis chapter has you thinking about HR’s customers: who they are, what they want, keeping up to date with their evolving needs and how the HR practitioner role fits into the larger purpose of the HR function.As much of this chapter is about dealing with customers your extent of HR experience is irrelevant.

2.2HR’s customersFirstly, let’s think about HR’s customers. Let’s agree that a customer is ‘anyone - internal or external - who is affected by processes, products or services of HR.


Who are all of HR’s customers? (They may be specific people or groups of people, and they could be within an HR department or not even hired by yet)? Bullet point a list below. If you are in HR use your customers if you wish.

2.2.1 HR customers’ needsThose who use HR’s services, whether staff, managers, customers, etc., will have needs and those needs will evolve and change. It’s important, therefore, to spend some time noticing or specifically researching the evolving needs of HR’s customers.


Review each of these important customer groups of HR’s services and complete the activity below.To get the best value from this activity make your short notes specific.Customer: Senior ManagementWhat would be two key needs they are looking for from an effective HR service?

1

2

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Customer: Line ManagersWhat would be two key needs they are looking for from an effective HR service?

1

2

Customer: EmployeesWhat would be two key needs they are looking for from an effective HR service?

1

2

2.3Managing expectationsIf you were to support the view that, “the customer is always right” you may very well end up stressed and even ill. This is because if you were to try to meet the desired timescales of every customer you would end up with no standard procedures and, consequently, an inefficient business. Some simple techniques to use would be:

Confirming with customers when they need something, not just when they want it

Quoting timescales that allow you some contingency or slack time Being ready to negotiate or reach a workable compromise.

Example

The sales teamJan felt that she needed to be quicker at typing and producing PowerPoint slides because her role, supporting a team of well paid sales people, was becoming more and more pressured.After talking with Jan about her needs we revealed together that she never said, “No” to the sales people, who after all to her were “very important”. We put the technical training on hold and helped Jan with some assertiveness techniques.The first time she questioned a sales person about a piece of work she was very nervous. This was mostly because she was assuming the sales people’s intentions were exactly the same as her fears . . . and of course they were not.A sales person came and asked for something and Jan said, “I know that is when you want it but when do you need it?” The result moved from an initial timescale of the next day to one three days away and Jan delivered it by the end of day two.

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This illustrates the need to clarify timescales with people, and in this example Jan delivered a day earlier than the agreed timescale. It’s what business writer Tom Peters described as “under promise and over deliver”.

Example

The time, cost, quality conversationCustomer I want these reports for Friday lunchtime please.HR person Ok. I can do these reports for you and when do you need them

by?Customer I need them for Friday lunchtime.HR person I can certainly have them to you by Monday lunchtime. How

does that sound? (time)Customer No. I need them by Friday lunchtime.HR person Ok. For Friday lunchtime I can have a draft to you then the

finished version by Monday lunchtime. (quality)Customer No. I need a finalised version for Friday lunchtime.HR person Well to deliver a finalised report for Friday lunchtime I will need

to arrange some extra resource. As soon as you authorise the 3 hours’ overtime from your budget I will make sure the report gets to you by Friday lunchtime. (cost)

Customer I can’t authorise overtime for this because it’s not that critical. Tell me again about the draft idea.

HR person Sure. I will add this report to our work schedule and will get a report to you that will include the content and probably most of the charts and graphs. It will be a draft though but I’m sure it’ll be enough for you to work with. You will get the finished one from us by Monday lunchtime.

Customer Right. Let’s do that then.HR person Great. I’ll get that organised straight away and I think that’s

the best option because it gives you something to review and something that we can plan effectively without additional cost.

Customer Yeah. Thanks.This conversation does show what people can achieve. I appreciate that not all conversations go like this but it does illustrate the search for a workable compromise.Review the conversation again because the HR person is using several powerful customer satisfaction techniques:

Concentrating on what can be done

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Using powerful words like “straight away” Summarising Being pleased about the customer’s final decision.

2.3.1 Conflicting HR customer needsSo, while your mentality, I’m sure, is to want to delight customers, there is the need for efficiency as well as effectiveness. This means that with the resources you have available there will always be conflicting needs. The better HR professionals are able to identify these conflicts quickly and prioritise them. This in turn allows the HR person to manage her time more effectively.


Help Claire Fletcher, GDP’s People Manager, by replying to her email below. Gillian Davis Productions Ltd

From: Claire Fletcher / People ManagerSent: Yesterday 13.30To: [email protected]: Conflicting Customers’ Needs

Hi Colleagues,

I believe in making sure we are doing things in HR as efficiently and effectively as possible so I’d like your help please.

As I’m sure you can imagine we have lots of requests coming to the People Department. This sometimes means we have conflicting needs. As an example, Colleagues want a lot of training yet Team Leaders want them on their job constantly. Or Gill wants to invest in new technology while managers want to pay a bonus. Last month Production wanted a major new recruitment campaign and Sales wanted us to review and update the sales pay and incentive schemes. We couldn’t do both at the same time.

Give me a quick email with your thoughts on:1. What our team should have in place to identify conflicting customers’ needs and2. Once we’ve identified them on what basis should we prioritise them?

Thanks Claire

Insert your reply belowGillian Davis Productions Ltd

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From: Insert your nameSent: Insert dateTo: Claire Fletcher / People ManagerSubject: Conflicting Customers’ Needs

Claire,

2.4Complaints and school booksConsider this:Author Unknown"Customer complaints are the schoolbooks from which we learn."What makes this quotation interesting? How do you view complaints in your part of HR?


How would you want everyone around you to view customer complaints?


Tell us about a recent customer complaint that you dealt with successfully:What was it? (briefly)

How was it dealt with? (briefly)

How have you and your team learned from it?

What changes to procedures, etc., resulted from the complaint?

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Now tell us about a regular complaint that still arises:What is it? (briefly)

Why is it a recurring complaint? (bullet point your response)

If you were the top manager what would you do to stop it recurring?

What company resources are needed (time, money, both) to make it right?How much time?How much money, if any?Who should be responsible for making it right?What specifically is your next step?

2.5Communication methodsWe have a range of communication methods at our disposal when we are serving our customers. Just because we have options or access to technology; that doesn’t mean we stop thinking about what is the best method(s) for whatever my communication objectives are. Remember how the UK balked at employees being told of their redundancy by text message!


Use the table below to note some advantages and disadvantages of different communication methods.Email

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Advantages Disadvantages

Team BriefingAdvantages Disadvantages

Video ConferenceAdvantages Disadvantages

2.6Building relationshipsMany of the above activities will help in building relationships with your customers. However, actively building and strengthening relationships with customers should be a focus of every HR function.

Practitioner Tip 74HR people ought to market what they do and spend time with their main customers. Showing that you understand them, their business and their pressures as well as asking for feedback in formal and informal ways is vital.We may, in part, be in the perception business as well as the HR one – building the perception of what we do and showing with clear examples how we add value.

Example

The casual conversationDuring one conversation about training needs my customer just happened to mention that he was interested in Myers Briggs Type Indicator (MBTI). I remembered that.Within three weeks I had noticed a useful magazine article about MBTI that was very practical and included useful case studies. I knew it would suit my customer so forwarded it to him. He was very appreciative and I believe it was just as much about me remembering as the article itself.With this act I’d made a nice investment in our ‘relationship bank’ and maybe one day I might have to make a withdrawal.


For this activity, focus on two of your main customers.

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Customer One (name if a person or group)

What do you do to actively build productive relationships with them? This is NOT about what work tasks you perform. It’s about how you build the relationship.

Suggest one small action that would improve what you do.

Customer Two (name if a person or group)

What do you do to actively build productive relationships with them? This is NOT about what work tasks you perform. It’s about how you build the relationship.

Suggest one small action that would improve what you do.

2.7Continuous improvementA process of continuous improvement (CIP) is “an ongoing effort to improve products, services or processes”. Improvements can be small incremental developments or larger developments, sometimes referred to as “breakthroughs”.When we:

Build effective relationships Find out from customers their evolving needs Engage our immediate colleagues in focusing on customer delight Spend some time reflecting on our performance Notice what is happening elsewhere in terms of evolving practice.

Then we will have some main elements of a culture of continuous improvement.


What happens in your current role that was continuous improvement?This means a formal process of systematically reviewing your procedures and processes in turn. Options for improvement get spotted and you

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implement the ones that will deliver improved service delivery?What we do is: (if it is nothing, or it’s informal then say so)

Identify a strength in what you do (if appropriate).

What could be a weakness in what you do/don’t do?

What might be a reasonable first action to improve what you do?

What specifically are you going to do?

2.8Your roleIn your business there will be an HR strategy (it may be written down or simply spoken about among HR staff and management).


If you are in an HR role, how does it fit and contribute to the HR strategy?What unique contribution does it make?Perhaps think about what would be the results if the role wasn’t there.Make a few notes here about how your role helps achieve a larger purpose.

If you are not in an HR role make a few notes here about how you imagine your role will help the organisation achieve its overall purpose.


Before you leave this chapter think about what you have explored.What might be possible areas for your development as a practitioner and for your own ambitions?Jot down some ideas here.This activity will help you with the, ‘Show you can’ activity later in this unitKnowledge

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Skills

Behaviours

2.9Links and follow throughhttp://search.barnesandnoble.com/How-to-Win-Customers-and-Keep-Them-for-Life/Michael-Leboeuf/e/9780743519007Michael Le Boeuf, How to win customers and keep them for life. Listen to Michael read excerpts from his seminal book. It may spark your interest in the full publication.http://www.1000ventures.com/business_guide/mgmt_kaizen_main.htmlThis gives a nice summary and insights into Kaizen.

Want to stretch yourself?Go to your library and borrow Masaaki Imai’s now famous book, Kaizen: The Key to Japan's Competitive Success. Kaizen translated means kai (“change”) zen (“good”).

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http://www.1000ventures.com/business_guide/mgmt_kaizen_main.html

http://search.barnesandnoble.com/How-to-Win-Customers-and-Keep-Them-for-Life/Michael-Leboeuf/e/9780743519007

http://search.barnesandnoble.com/How-to-Win-Customers-and-Keep-Them-for-Life/Michael-Leboeuf/e/9780743519007



3 Reflect on own practice and development needs and maintain a plan for personal development.

3.1IntroductionIn this chapter you will look at continuing professional development (CPD), what it is, how important it is and how it works.

3.2The concept and importance of CPDHere is CIPD’s definition:CPD is a combination of approaches, ideas and techniques that will help you manage your own learning and growth. The focus of CPD is firmly on results – the benefits that professional development can bring you in the real world.Perhaps the most important message is that one size doesn’t fit all. Wherever you are in your career now, and whatever you want to achieve, your CPD should be exactly that: yours.So CPD is a systematic way of helping you manage yourself and your development so that you can give your best to your organisation and to yourself. In practical terms it results in two things:

A CDP Plan which is your targeted personal development plan and A living CPD Record, which is like a diary, of key experiences,

learnings and results.We’ve mentioned ‘your contribution’ to your organisation and that’s about adding value. Ted Johns at the Prosper Consortium has a very interesting box grid called, “The adding value employee”. More often people refer to it as the Thinking Performer because that’s the place where the effective employee lives. I've shown it here:

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Effec

tiven

ess

(Doi

ng th

e rig

ht th

ing)

The Adding Value EmployeeWish ListDreamer

Thinking Performer

The Lifetime Liability

Automated Bureaucrat

Efficiency(Doing things right)


Here is an additional note called: Thinking Performer. Once you have read it, do the two activities that follow.

While walking to the office car park at night your team colleague, Kim, tells you what would ‘fix’ the team and what she would do if she were in charge. What she has to say sounds good. Kim is silent, however, at the next team meeting.That could be an example of which adding value employee quadrant?

And what about someone who takes some time, after a series of induction trainings, to review his performance and contribution. He reflects on what he did well and what he would do differently next time before implementing his ideas. In which quadrant might you place this person?


You will see that the Thinking Performer handout has references from 2002. Does the Thinking Performer concept still apply?If you believe it does; note below why.

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If you believe it doesn’t; note in what way you would update it.

3.3Why?I’m sure you know that you have a responsibility to keep your skills and knowledge up to date. After all, you wouldn’t want to go to hospital for a routine operation and find out that the surgeon had not updated her skills and knowledge for some 25 years. So it’s common sense.It is always best to make the best use of your time so being systematic about your development agenda for, say, the next year has to be a good thing.Taking some time out to reflect on important experiences and noting down your thoughts and next steps is very powerful. Why? Well, by doing it you must clarify and you must think. Making sure we learn from experience and apply what we learn is a key thing for Thinking Performers and it connects very well to the cycle of experiential learning David Kolb’s (1984). Have a look at it below:

Commitment to CPD is important in your progress through the CIPD membership grades because evidencing CPD is part of the upgrading process.And it is motivational. Many previous participants have told us that reviewing their CPD Record shows them just how much they are developing and growing as skilled people. They may not have noticed had they not been keeping their commitment to CPD.The CIPD booklet, Fresh Thinking on CPD, listed views from academics and practitioners on some ways that CPD is helpful:

Build my confidence and credibility Add to my professional capital Avoid being left behind

Do (Experience

)

Review(Reflections

)

Act(Plan and

Implement)

Conclude(Generalise)

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Get to where I want to be in my career Earn more Be more productive and efficient Learn from experiences Avoid repeating my mistakes Learn faster and cope positively with change Plan my development in a purposeful way Make learning part of my routine.

It is also very likely to help you get ahead inside your organisation or externally. For example when applying for jobs in HR the recruiter is more and more likely to ask for your CPD Record and CDP Plan as part of the selection process.

3.4How?CPD is very much a practical thing with the process being straightforward.

1. A personal stock take and reflection2. Produce a CPD development plan3. Start and maintain a CPD Record

3.4.1 Personal stock-takeHave a personal stock-take (where have I been and where am I going?)

Current role: what’s happening over the next year? What are my longer term aspirations (over, say, the next three

years)? What do I need to know, do and behave like, to do what the

organisation wants of me? What am I already good at? What are my gaps (knowledge, skills, and behaviours) and how might

I best fill them?

3.5Myths about CPDCPD is not meant to be a chore. It’s about value for you and your business.CPD isn’t about hours. It’s about meaning and value, though we appreciate that other professions may have a strict number of hours in their criteria.

Example

The Masie View

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Some years ago Elliot Masie (the now internationally recognised futurist, analyst, researcher and organiser on the critical topics of workforce learning, business collaboration and emerging technologies) spoke at a conference about CPD and gave a humorous anecdote about CPD. He mentioned speaking to business people who asked him how many hours of CPD he had done in the year so far. Elliot replied that he didn’t know how long but he knew that he had done 35 kilos of learning!Puzzled looks ensued from his audience and led to a discussion about the CPD and the problems with counting hours as a success measurement. Hours or weight of CPD is more trivial than the value from it, the meaning that you draw and the difference it makes in your performance.It takes too much time. If it does, you need to do it differently.It’s not relevant to me. My manager doesn’t promote it. Whether your manager or business culture supports it is irrelevant as it is about you and your professional development. It’s about keeping your focus and motivation.I don’t get much opportunity for courses so my record will be small. CPD isn’t about courses as there are lots of experiences that generate learning. CPD entries could come from:

Formal training Project work Reading, such as newspapers, People Management, Training Journal,

etc. Books Secondments Observing role models Outside work experiences Films E-learning Etc, etc, etc

3.6A word about reflective learningWhen you think about what you learn and how you learned it you are a reflective learner. Your mantra is “What did I get out of this.”

3.7Links and follow throughHere are links to follow through:www.cipd.co.uk/cpd http://www.learningandteaching.info/learning/experience.htmA super site taking you further with Kolb’s experiential learning cycle

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http://www.learningandteaching.info/learning/experience.htm

http://www.cipd.co.uk/cpd



http://www.masie.com/Home.htmThe Masie Centre is a useful site about learning, perhaps especially e-learning. Try out some of the podcasts – simply click and listen.

Want to stretch yourself?As part of your unit ‘Show you know’ where you produce a CDP Plan and begin a CPD Record, consult with trusted colleagues about your strengths and development areas.Include in your CDP Plan some learning methods that are not your natural preferences so that you can build up weaker learning preferences.

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http://www.masie.com/Home.htm



4 Meeting CIPD criteriaShow you know: 1 of 2(time estimate: 180 minutes)

Using what you have done in this unit, confirm your knowledge by drawing your work together in this two part ‘Show you know activity’.Report part oneBy now you are aware that the CIPD HR Profession Map sets out the activities, knowledge and behaviours involved in different HR/L&D roles. You have explored some of the Map and its three main components (the 10 Professional Areas, the four Bands and the eight Behaviours). Using what you have done, in your own words, write a report in which

you:1. Summarise the HR Profession Map, including the two key

professional areas (‘Strategy, Insights & Solutions’ and ‘Leading and Managing’), and the 8 behaviours.

2. Comment on the activities, knowledge and behaviours, specified in a third Professional Area, at Band 1 or 2, identifying those you consider most essential to your own (or other identified) HR/L&D role.

Report part twoWith reference to your own (or other identified) HR role, outline in your own words how an HR practitioner should ensure the services they provide are timely and effective. Your response should include:

1. Understanding customer needs (include examples of three different customers and their needs, and an example of where the needs of different customers might conflict and have to be prioritised)

2. Communicating effectively (include examples of three different communication methods the advantages and disadvantages of each)

3. Building and maintaining effective service (including building relationships, resolving complaints, dealing with difficult customers, meeting time and budget constraints, and seeking continuous improvement).

Your total word count is 1500 +/-10%Tips Many of the ingredients of this activity are already in the

exercises that you completed earlier in this pack.CIPD Learning Outcomes addressed in this activity4 DEP F201A

1. Understand the knowledge, skills and behaviours required to be an effective HR practitioner.


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And their assessment criteria





Further detailsCIPD say that a “report” for this programme is a “business-style document in which participants demonstrate their knowledge and understanding of a particular topic. The structure is:

Title (informative and engaging) Introduction (a sentence or two of background) Main body, focusing on the core questions to be addressed (a

suggestion is; to have part one that’s divided into two sub chapters followed by part two that’s divided into three sub chapters)

Conclusions (not necessary for this report) Recommendations (not required for this ‘Show you know’.)”

‘Show you know’ helper

My ‘Show you know’ response

Before sending to your facilitator . . . Have you:

Responded to all parts of the, ‘Show you know’ brief?Clearly referenced anyone else’s work from websites, books, etc?Used presentation devices such as numbered bullets, graphics?Produced a piece of work with correct spelling and grammar?Produced a piece of work that is in the context of the brief?If relevant, named your response documents(s) name using the correct file name?

Once you can tick off this list, either mentally or by inserting a tick, then you have completed the activity.

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Show you can: 2 of 2time estimate:

Activity 1: 240 minutesActivity 2: 500 minutes throughout the programme

Three activities make up this, ‘Show you can’:1. Now:Personal reflection and you creating a development plan (CPD Plan) plus making a start with recording your experiences, learning and actions (CPD Record).2. Throughout the programme:You keep a living commitment to CPD by having a CPD Record.3. After workshop 9:Completing your, ‘End of programme review’.

1 Now:Using, ‘My CPD’ document in the secondees area of the GDP website:

1. Produce a short note (200 word maximum) covering how you would describe CPD and at least three reasons why CPD is important.

2. The CIPD has specified criteria for Associate Member status of the Institute. Consider the three areas of the criteria, (activities, knowledge and behaviours), and identify any areas you would need to develop in order to meet them. Work done on your earlier ‘Show you know’ will inform this

3. Consider other aspects of your current role and aspirations then what that might mean in terms of development actions such as knowledge or skills development.

4. Devise a plan to meet your own development needs, including those identified above, and the achievement of your CIPD qualification. You plan should have at least four entries in the current year and at least two longer term ones.

5. Note some of the development options you considered in devising your plan. This is so that readers can see that you thought about different ways of meeting your needs before you decided.

6. Begin your CPD Record by making your first few entries (obvious examples are an entry from your Welcome+ workshop, your experience with this first unit and possibly a work or outside work experience that caused you to think and have actions).

- - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -2. Throughout the programmeThroughout your programme you will reflect on your performance against your plan, the learning you gained from each unit plus all the other experiences that had actions for you. Note these in your CPD Record.

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While your CPD Record is a personal thing, you would reasonably expect to have an entry from every workshop and every unit. By the end of the programme you will have at least 20 entries.- - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -After Workshop 9You will submit your completed, ‘My CPD’ document that will include; your initial CPD Plan, your full CPD Record and your End of programme Review.

Tips

Use an approach of Think, Plan and Do so that you make the most of your time.Be as specific as you can about what your development needs are.Think too about working on a strength you have by developing it further.

CIPD Learning Outcomes addressed in this activity4 DEP F201A


And their assessment criteria

3.1 Explain the concept and importance of CPD. 3.2 Undertake a self-assessment of capabilities as an HR practitioner and identify development needs.3.3 Evaluate different options to meet identified needs.3.4 Produce a plan to meet personal development objectives.3.5 Reflect on performance against the plan, identify learning points for the future and revise the plan accordingly.

‘Show you can helper

My ‘Show you know’ response

Before sending to your facilitator . . . Have you:

Went back to the, ‘Show you can’ question and made sure you have addressed it all?Clearly referenced anyone else’s work from websites, books, etc?Kept within any word counts?Produced a piece of work with correct spelling and grammar?

Once you can tick off this list, either mentally or by inserting a tick, then you have completed the activity.

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Unit reflectionsCongratulations! Now that you have completed the unit, what are your reflections?

Think about the content that you have explored: what was confirmed, new and caused you to think?

And for your participant pack exercises and ‘Show you know’ activities: what are you happy about? What would you do differently next time? What did you learn, perhaps technically,

about yourself and maybe, for example, your time management?

Now go and do your CPD entry in your CPD Record for this unit.

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Facilitator feedbackParticipant nameSubmission date

Participant pack and exercisesSampling Was this Participant Pack reviewed as part of internal

sampling? Y/NFacilitator feedback

Overall

Not enough to allow me to confirm completion.Effective interaction with unit’s content showing your knowledge at the programme’s level.Meets and exceeds the programme level in your responses to the materials.

Highlight(s) to note

Developmental comment(s)

Show you know feedbackLearning Outcome Assessment criteria Met?

Y/N1. Understand the knowledge, skills and behaviours required to be an effective HR practitioner.







3.1 Explain the concept and importance of CPD. 3.2 Undertake a self-assessment of capabilities as an

HR practitioner and identify development needs.3.3 Evaluate different options to meet identified needs.3.4 Produce a plan to meet personal development

objectives.3.5 Reflect on performance against the plan, identify

learning points for the future and revise the plan accordingly.

Overall facilitator feedback:

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Learning Outcome Assessment criteria Met?Y/N

SYK 1:

SYK 2:

SYK2 After Workshop 9End of Programme Review

Full CPD Record Review

Assessor name: Signature: Date:

Decision on meeting CIPD criteria

Not Yet Meets/MeetsInternal verifier name:Signature:

Date:

Decision on meeting CIPD Criteria

Not Yet Meets/Meets

Action taken following IV sampling (specify)

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Recording, Analysing and Using L&D...

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