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  1. CIPD Trainer Approval • (Level 3 Qualifications) • Programme Welcome • 11th October 2011

  2. Introductions….

  3. Learning objectives By the end of the programme, you will be able to: • Identify how CIPD professional qualifications fit into the UK Qualification and Credit Framework • Identify the purpose, structure and role of CIPD • Appreciate practical and cultural issues for relating to CIPD qualifications internationally • Explain the criteria for CIPD Associate membership • Understand CIPD Foundation/Level 3 qualifications

  4. Learning objectives (cont’d) • Determine the role of quality assurance (QA) on CIPD qualifications • Identify student requirements for the completion of assessments on the CHRP and CLDP • Explain the use of the CIPD’s Virtual Learning Environment (VLE) • Cite the key elements of unit workshop structure • Successfully pass the skills delivery session • Commence a development plan

  5. The Skills Assessment Briefing

  6. Session 1 The CIPD – structure, role and purpose

  7. The Chartered Institute of Personnel & Development (CIPD) ‘Advancing HR globally - driving sustained organisation performance through HR, shaping thinking, leading practice and building capability within the profession’ • Europe's largest HR and development professional body • globally recognised brand with 135,000+ members across 120 countries • full-time presence in Singapore – Asian market • links with EAPM, ETDF, IFTDO, WFPMA • public policy • global HR resources - website • research (UK and international, (e.g.. Profession Map – MNCs such as Shell, HSBC, Sony) ‘Next Generation HR Asia’, ‘Advancing Business Growth in Asia’) • professional standards and code of conduct, CIPD HR Profession Map • professional qualifications - UK & international • publishing • UK and international in-house consultancy and training • local branch network

  8. The CIPD HR Profession Map

  9. Activity 1HR Profession Map (20 mins) Discuss how you would go about explaining the CIPD HR Profession Map to a group of Level 3 students

  10. The CIPD – examples of international work • Singapore office • CIPD local branch and member presence throughout world • ‘Next Generation HR’ Asia research • bespoke HR development programme for European defence organisation (in-house) • bespoke Employment Relations programme delivery in Hong Kong (open course) • bespoke international ER programme for global brand (in-house) • professional qualifications delivery in the Gulf, Eastern Europe, Russia, etc • work with intermediaries – the Gulf, Eastern Europe, Asia, Africa, etc • public policy and research – global HR • international on-line communities

  11. The CIPD – structure

  12. CIPD Organisation Structure Chart

  13. CIPD Training (CIPDT) Session 2

  14. CIPD Training (CIPDT) – what we do

  15. CIPD Training (CIPDT) - structure • Head of Training • Business Managers – programme management • Training Operations – programme co-ordination and administration, • materials production • VLE Team – VLE and e-learning development and maintenance • Quality assurance (QA) – compliance with professional standards, • liaison with awarding bodies (inc. CIPD professional institute) • L&D Consultants – programme design and delivery, client relationship • management • External trainer base - programme design and delivery (course tutoring • and personal tutoring) • link with Customer Development Team (commercial sales) and Customer • Contact Centre (customer enquiry handling for open public programmes)

  16. CIPD Training (CIPDT) – working internationally with intermediaries/clients • various organisations act as intermediaries to market and help deliver professional qualifications overseas – central hub versus various strategic locations • use of CIPD tutors (internal and external) as well as approved tutors through Trainer induction training (TI) • in-house clients request qualifications or courses if they have a critical mass of employees to attend • relationships with other professional institutes (e.g.. HKIHRM)

  17. CIPD membership Student Associate Chartered Member Chartered Fellow Professional competence at three levels, based on practical application of underpinning knowledge

  18. Associate membership criteria • in order to become an Associate Member of the CIPD, students will need to show that they have delivered against three criteria:

  19. Associate membershipcriteria – the upgrade process • takes place online after completing a qualification • free (cost to any subsequent membership assessments) • 12 months to complete process (although once an assessment activity is started, must complete upgrade in 90 days) • based on demonstrating how student meets the criteria for the level of membership they are applying for: • what you know - CIPD approved qualifications held by student (e.g.. CHRP/CLDP) • what you do – student’s activities at work, as demonstrated in an Impact Report • how you deliver – student’s behaviours at work, as demonstrated in a Self Assessment activityand Colleague Assessment activities (completed by two colleagues) • template assessment activities -

  20. Benefits of CIPD membership • professional badge of competence and recognition for HR professionals • recognised by employers, nationally and internationally • qualifications = development programmes (skills and knowledge) • access to extensive practitioner resources ( • discounted services and benefits • use of designatory letters (e.g.. Assoc CIPD)

  21. CIPD Qualifications Three levels of qualifications with Awards, Certificates or Diplomas in: • Foundation • Human Resource Practice (CHRP) • Learning & Development Practice (CLDP) • Intermediate • Human Resource Management • Human Resource Development • Advanced • Human Resource Management • Human Resource Development

  22. UK Qualifications Framework

  23. Matching students and qualifications – Level 3 (CHRP & CLDP) • new to HR/L&D or with some HR/L&D responsibility (e.g.. operational line manager) or typically up to 2-3 years HR/L&D practitioner experience • typically ‘HR/L&D Administrator/Officer/Advisor’ • typically generalist rather than specialist • individual wanting broad fundamental coverage of all aspects of HR/L&D

  24. Matching students and qualifications – Level 3 (CHRP & CLDP) (cont’d) • possibly their first professional qualification and have either not studied at degree level before or some time ago • need access to HR/L&D department to complete assessments and help with study • do not need to be working (e.g. maternity leave, unemployed) but preferable or at least access to an HR/L&D department • CHRP & CLDP provide requisite knowledge to operate at this level

  25. The implications for course and personal tutors • clarity of delivery and explanation of unit content from tutor • heavy reliance on course tutor and personal tutor support • concerned primarily with completion of assessments – new to them, have not done for some time, etc • require plenty of advice re; access to appropriate HR and organisational information, policies, procedures, etc • tendency to avoid reading widely and referencing against appropriate literature in assessments

  26. Level 3 qualifications structure – CHRP and CLDP Session 3

  27. Structure of CHRP (28 credits) Core Units Optional Units Introduction and Developing Yourself as an Effective HR Practitioner (4 credits) (DEP) 2 days Understanding Organisations and the Role of HR (4 credits) (HRC) 1 day Recording, Using and Analysing HR Information (2 credits) (RAI) 1 day Supporting Good Practice in Managing the Employment Relationship (6 credits) (MER) 2 days Resourcing Talent (6 credits) (RTO) 2 days Supporting Good Practice in Performance and Reward Management (6 credits) (PRM) 2 days Module 1 (5 days) Module 2 (5 days) or modular format…….. Workshops, assessments, self directed learning, VLE, Personal Tutor support

  28. Structure of CLDP Core Units Optional Units Introduction and Developing Yourself as an Effective L&D Practitioner (DEP) 2 days Understand-ing Orgs and the Role of L&D (HRC) 1 day Recording, Using and Analysing HR Information (RAI) 1 day Undertaking a Learning Needs Analysis (LNA) 1 day Preparing and Designing Learning & Dev Activities (PDL) 1 day Delivering Learning & Dev Activities (DLA) 2 days Evaluating Learning & Dev Activities (ELA) 1 day Developing Coaching Skills for the Workplace (DCS) 1 day Understanding organisations and the role of HR (HRC) 1 day Recording, Using and Analysing HR Information (RAI) 1 day Undertaking a Learning needs Analysis Resourcing Talent (RTO) 2 days Supporting Good Practice in Performance and Reward Management (PRM) 2 days Module 1 (5 days) Module 2 (5 days) or modular format…….. Workshops, assessments, self directed learning, VLE, Personal Tutor support

  29. Level 3 qualifications structure – CHRP & CLDP- additional units • CHRP • Contributing to Job Analysis (CJA) – 3 credits • Supporting Change within Organisations (SCO) - 3 credits • CLDP • Developing Mentoring skills for the Workplace (DMS) – 3 credits • 37 credits for Diploma (i.e. an extra 9 credits) - main qualifications plus additional units (blend of HR and L&D possible)

  30. Level 3 qualifications – CHRP and CLDP – the ‘student package’ • Main elements • face to face workshops and course tutor • personal tutor support • unit learning materials – workbooks (inc. QR codes – additional resources, reading list), text book • VLE • work-based assessments CIPD Factsheet – How to Study, March 2009

  31. Level 3 qualifications – CHRP and CLDP – the ‘student package’ (cont’d) • Additional elements • wider CIPD (and other resources) - factsheets, podcasts, surveys, research reports, CIPD and EBSCO libraries,etc • People Management journal (monthly) • local branch network – seminars, networking, etc • ‘My HR Map’ ( • annual conferences • discounted services (e.g.. HR-inform) • support through – introductory workshop (inc. study skills session), course tutor team, personal tutor, networking with fellow students (email group, at workshops, VLE discussion board, etc), unit workbook materials and core text, line manager

  32. Quality assurance (QA) Session 4

  33. Quality assurance (QA) • the role of QA……. • the unit professional standards and assessment criteria • tutor/trainer eligibility and approval criteria and process • student and tutor CPD/ongoing development (

  34. Quality Assurance (QA): an overview Underpinning Academic policies • Appropriate framework level • Content should reflect qualification learning outcomes? • Assessment should match learning outcomes and assessment criteria? Course Design Student Recruitment • What is the education/academic background of student? • English language ability • Level of work experience? • Reason for wanting to do the course? • Tutor: skills, knowledge, experience, CPD • Standardisation activities & course review meetings. • Periodic observation to assess teaching & learning Workshop Attendance Policy Delivery PERSONAL TUTORING Additional resources • Do recommended additional materials and reading aid and support private study? • Assessment Policy • Plagiarism Policy • Appeals Policy • Personal tutoring support • Grading, marking and student feedback • Internal & external verification • standardisation Assessment Completion & Achievement Course Review

  35. Activity 2Implications of delivering internationally (20 mins) Discuss what you think the implications for delivering CIPD qualifications internationally are

  36. CIPD Training policies & regulations Full policies located on the VLE ( and core policies in Personal Tutor Guidance Paper: • assessment policy • attendance policy • learner guidance on academic misconduct or plagiarism • confidentiality in assessments • appeals policy • guidance on extensions and deferments • complaints and feedback

  37. Activity 3Policies and regulations (20 mins) Discuss how you will ensure students comply with the relevant policies and regulations

  38. Benefits of assessment • plays an important role in achievement • encourages independent learning • enables students to demonstrate and apply new knowledge • measures the degree to which students have met the requirements of the course • allows students to have their learning accredited • helps student and personal tutor to identify and review student progress • is the only way for students to achieve the CHRP/CLDP!

  39. Assessment protocols • all assessment pieces must be submitted and passed in order to pass the certificate • assessments subject to independent internal and external verification • assessment must be submitted to the VLE for grading by the stated deadline on the student’s study calendar • if a student is referred in one assessment, they will have one further opportunity to resubmit • submit all parts of an assessment in one document wherever possible • student to put their full name on all assessments

  40. Assessment methods

  41. Assessment criteria and grading Each assessment activity brief has: • title, unit type, credit value and code • unit background including learning outcomes • clear task(s) • relevant assessment criteria in brackets against tasks (e.g. (AC1.1)) • word count limits • request for referencing against appropriate literature • submission deadlines • equal weighting across assessment criteria • constructive feedback and grade from the assessor (personal tutor) within four working weeks if submitted on time

  42. Assessment feedback CERTIFICATE IN HR PRACTICE (CHRP) ASSESSMENT FEEDBACK SHEET Assessment Code: CHRP-DEP – Developing Yourself as an Effective Practitioner

  43. Assessment grading

  44. Completing the assessments – student guidance • interpreting the brief: • assessment criteria (AC) • wording used in assessment briefs (glossary) • reading it thoroughly • structuring and presenting your answers: • font and spacing • written format (essays, reports, etc) • use of headings/subheadings, page numbering, etc • use of tables, charts, diagrams • using an appendix • submitting one document for assessment (inc. appendices) • word count parameters – CIPD policy • labelling submitted assessment files (e.g.. ‘name/course/assessment’)

  45. Completing the assessments – student guidance (cont’d) • referencing to appropriate literature: • avoiding plagiarism • referencing in the main body of your answer • including a reference list • ‘Good Reference Guide’ on VLE • answering holistically • confidentiality • submitting assessments to the VLE • interpreting assessment feedback • communicating with your tutor re assessments: -’Comments box’ on assessment submission (VLE). Otherwise, through email/telephone if you want speedy response

  46. Referencing – student guidance • Option 1 – author and dates in brackets • e.g..“There are many theories of motivation to describe employee behaviour at work. The Hierarchy of Needs model (Maslow,1954)focuses upon human needs that have to be satisfied for an individual to be motivated.” • Option 2 - author and dates in brackets and superscript linked to reference list at end • e.g..“There are many theories of motivation to describe employee behaviour at work. The Hierarchy of Needs model (Maslow,1954)1focuses upon human needs that have to be satisfied for an individual to be motivated. “ • Option 3 – superscript and footnotes (footnotes included in word count!) • e.g..“There are many theories of motivation to describe employee behaviour at work. The Hierarchy of Needs model1 focuses upon human needs that have to be satisfied for an individual to be motivated.” • 1Maslow, 1954

  47. Harvard (parenthetical) referencing – student guidance • Including a reference list: • Book references: • Smith, J. (2005a), Dutch Citing Practices. The Hague: Holland Research Foundation. • Smith, J. (2005b), Harvard Referencing. London: Jolly Good Publishing. • Journal references: • Maynard Smith, John (1998), "The origin of altruism," Nature 393: 639–40. • Newspaper references: • Bowcott, Owen (October 18, 2005), "Protests halt online auction to shoot stag", The Guardian. • CIPD materials references: • CIPD, CHRP Workbook 1, Developing Yourself as an HR Practitioner, pp 42.

  48. Activity 4Assessments (30 mins) In small groups, take one unit (of your choice) for the CHRP/CLDP and bring together (map) the unit standards (learning outcomes), assessment brief, and assessment criteria, to ensure you understand how they work together

  49. Reflection and Summary

  50. Welcome back!