5CO02 Evidence based practice

Evidence-based practice (5CO02)

About this Unit

This unit covers the essence of incorporating qualitative and quantitative informational evidence in the course of decision making. It emphasises two ideas: the importance of ethical reasoning in evidence analysis and the significance of quantifying the effects of people practice in value creation.

What You Will Learn

The unit provides insight into evidence-based practice principles, tools, and applications, such as evaluating issues, setbacks, and opportunities. Specifically, the methods and tools of analysis necessary when establishing the advantages, disadvantages and feasibility of people practice improvement strategies. It additionally elaborates on critical thinking concepts and the impacts of different ethical notions on decision-making because each ethical model has its own set of benefits and disadvantages. Lastly, the unit will identify the correlation between positive organisational performance and people practice through the correct measurement and arrangement of findings and analyses of critical data.

This Unit is Suitable for Persons Who?

Evidence-based practice interweaves with the fifth level of the CIPD diploma courses in Learning and Development (L&D) and People Management. The CIPD level is equivalent to undergraduate degrees in HR and L&D. The advanced level is ideal for individuals who possess basic qualifications and work in HR or have basic education and are pursuing in-depth knowledge of HR, learning and development practices, and frameworks. The fifth level provides a broader perspective into the internal and external influences surrounding organisations by improving the understanding of the people practice to aid in strategic thinking that would maintain or enhance organisational learning and HR. Therefore, the unit could best serve people who:

• opt for Human Resource Management and other similar career paths.
• Seek the creation of value within organisations where they contribute by offering their expertise in people management. This class comprises HR employees and managers looking to optimise organisational performance.

Learning Outcomes

One

After the unit’s completion, a learner will possess a better understanding of the models and solutions that enhance decision-making because they will be able to:

1. Analyse evidence-based practice concepts and apply them to professional decision-making by comparing the advantages and disadvantages of decision-making models and citing any biases to eliminate any inaccuracies in judgement and the development of arguments. Thus, the unit fundamentally cements ethical decision-making that is vital in the professional environment and people management.
2. Weigh the gravity of analytical processes and tools and their significance in detecting organisational flaws, hindrances and opportunities. Some of the analytical processes are observatory, sampling, and metric evaluation methods that incorporate tools such as the McKinsey 7’s, Porter’s 5, fishbone analytic model, and other matrices and frameworks ideal in different clusters of the people practice.
3. Describe critical thinking concepts such as rationality and the credibility of informational content in a way that eases their application in personal and others’ reasoning.
4. Assess differences in the perceptions of various ethical models and establish the impacts of each model in decision-making. For example, one will better distinguish between ethical rationales such as utilitarianism and their effects on leadership frameworks, management, and company culture.

Two

The study of CIPD’s Evidence-based practice (5CO02) will necessitate the integration of decision-making strategies in HR-related solutions easing application of concepts in daily HR and L&D work. The skills and knowledge are impacted in the following ways:

1. Learners will select ideal analytical tools and practices based on situations to generate inconsistencies, patterns and conclusions from raw data.
2. It will enable students to fact-check evidence sourced from different forms of data to identify the most relevant facts about people management issues. By distinguishing between fact and opinion, one will develop an impartial decision-making culture that emphasises logic and the adoption of only accurate information.
3. The unit will provide knowledge of decision-making processes, increasing learners’ ability to link specific strategies to distinct issues. Therefore, enabling students to apply specific methods to similar issues in the real professional context.
4. It provides students with a decision-making perspective that analyses the suitability of strategies using constructs such as their advantages and disadvantages and monetary costs to an organisation.

Three

At the end of the unit, learners will place appropriate quantitative and qualitative measures on the influences and value created through people management in organisations which is possible because of participation in various activities during the unit such as:

1. The assessment of various methods incorporated in organisations’ breakdown of their performances using financial and non-financial indicators such as the return on investment, employee engagement and other predictors.
2. The critical examination of vital information and systems to provide tailor-made people management solutions relevant to performance measures and issues.
3. The presentation of compiled findings from people management practices and solutions to stakeholders using valid formats and summarised analyses of the performances of activities.
4. The integration of a broad spectrum of practices in measuring people management benefits which provide a deeper understanding of the definitions of value and the importance of quantifying data.

What are the entry requirements?

Current standards do not demand formal qualifications for the CIPD’s fifth Associate level. However, an entrant has to possess either of the following requirements:

• A professional experience gained through the assumption of HR and managerial duties involving office or employee oversight and management.
• An undergraduate degree and the drive to surpass the CIPD Associate’s level three.
• English literacy or the attainment of IELTS 6.5 or ESOL 2^nd level equivalents.

How We Can Help

We offer top tier services that match the requirements of any assignment, that are often urgency, accuracy and professional insight. Our team of experts specialise in delivering quality assignments that will offer a learning platform and better grades for clients. The quality of our work stems from an assortment of professional aid for various academic writing needs such as research compilation, PowerPoint Presentations, case and course-specific assignments. In addition, our team of professionals possess experience in the field. They can, therefore, provide the experience to tackle any assignment in a way that checks off assignment requirements in intricate detail and as per the stipulated deadlines.

Resources

Barends, E. and Rousseau, D.M. (2018) Evidence-based management: how to use evidence to make better organisational decisions. London: Kogan Page.

Beevers, K., Hayden, D. and Rea, A. (2019) Learning and development practice in the workplace. 4th ed. London: CIPD Kogan Page.

CIPD. (2011) Using metrics to drive value through people [podcast]. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/podcasts/using-metricsdrive-value-through-people

CIPD. (2016) How to write a critical review. Study guide. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/studyguides/critical-review-writing

CIPD. (2019) Critical thinking [podcast]. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/podcasts/critical-thinking

CIPD. (2019) Evidence-based practice for HR: beyond fads and fiction [podcast]. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/podcasts/evidence-basedhr

Farnham: Gower. Horn, R. (2009) The business skills handbook. London: CIPD Kogan Page.

Fink, A. (2019) Conducting research literature reviews: from the internet to paper. 5th ed. London: Sage.

Gambles, I. (2009) Making the business case: proposals that succeed for projects that work.

Hayden, D. (2019) Costing and benchmarking learning and development. Factsheet. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/strategy/development/benchmarking-factsheet

Hill, S. and Houghton, E. (2018) Getting started with people analytics: a practitioner’s guide. Guide. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/strategy/analytics/practitioner-guide

Houghton, E. (2020) People analytics. Factsheet. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/strategy/analytics/factsheet

Human Resources Journals. Available at: www.hrmagazine.co.uk/

Marr, B. (2018) Data-driven HR: how to use analytics and metrics to drive performance. London: Kogan Page.

Neelen, M. and Kirschner, P.A. (2020) Evidence-informed learning design: creating training to improve performance. London: Kogan Page.

Phelps, B. (2004) Smart business metrics: measure what really counts … and manage what makes the difference. Harlow: Pearson Education.

People Management Journals. Available at: www.peoplemanagement.co.uk

Personnel Today. Available at: www.personneltoday.com/

Taylor, S. and Woodhams, C. (eds). (2016) Studying human resource management. 2nd ed. London: CIPD Kogan Page.

Young, J. (2019) Evidence-based practice for effective decision-making. Factsheet. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/strategy/analytics/evidence-based-practice-factsheet