5CO02 Evidence-based practice

Case study

Your company has been invited to submit a briefing paper for a regional People Practice event that will share insights and good practice on a range of people practice processes and practices. The topic area that your manager has chosen is ‘evidenced based practice’ and has selected you to represent the company by creating the briefing paper for the event.

In addition, your manager has asked you to analyse and review three sets of performance data in readiness for the forthcoming heads of department meeting.

Preparation for the Tasks:

• At the start of your assignment, you are encouraged to plan your assessment work with your Assessor and where appropriate agree milestones so that they can help you monitor your progress.
• Refer to the indicative content in the unit to guide and support your evidence.
• Pay attention to how your evidence is presented, remember you are working in the People Practice Team for this task.
• Ensure that the evidence generated for this assessment remains your own work.

You will also benefit from:

• Acting on formative feedback from your Assessor.
• Reflecting on your own experiences of learning opportunities and training and continuing professional development.
• Reading the CIPD Insight, Fact Sheets and related online material on these topics.

Task One : Briefing Paper

You have been asked to prepare a briefing paper that is to be given to people practitioners at a regional event, to share insights and good practice. The paper needs to provide understanding of approaches that can be taken to support effective critical thinking and decision-making within the HR remit.

Your Briefing Paper needs to:

• provide an evaluation of the concept of evidence-based practice and assess how evidence- based practice approaches can be used to support sound decision-making and judgments for people practitioners across a range of people practices and organisational issues. (1.1)
• evaluate two micro and two macro analysis tools or methods that can be used in people practice to explore an organisation s micro and macro environment, and how those identified might be applied to diagnose future issues, challenges and opportunities. (1.2)
• explain the principles of critical thinking and give examples of how you apply these yourself when relating to ideas, to assist objective and rationale debate. (1.3)
• assess at least two different ethical theories and perspectives and explain how an understanding of these can be used to inform and influence effective decision-making. (1.4)
• explain a range of decision-making approaches that could be used to identify possible solutions to a specific issue relating to people practice. (2.3)
• as a worked example to illustrate the points made in 2.3, take this same people practice issue, explain the relevant evidence that you have reviewed, and use one or more decision- making tools to determine a recommended course of action, explaining the rationale for that decision and identifying the benefits, risks and financial implications of the suggested solution. (2.2 & 2.4)
• compare and contrast a range of different ways and approaches that are used to measure financial and non-financial performance within organisations. (3.1)

It is essential that you refer to academic concepts, theories and professional practice for the tasks to ensure that your work is supported by analysis. Please ensure that any references and sources drawn upon are acknowledged correctly and supported by a bibliography.

Task two : Data analysis and review

In preparing for the forthcoming department heads meeting your manager has asked you to prepare a range of information and interpretations for use at the meeting

Below are two sets of data that have been collected by a 360-degree review for Department A . Table 1, is the feedback that has been elicited from employees on their line-managers and table 2 is from the customers that use the services and goods from Department A.

Use one analytical tool to review the two data sets to reveal any themes, patterns and trends (2.1).

Table 1.

360 Feedback from employees on their line-manager (Department A total of 256responses were received, 32 did not respond).
Agreed that they were positively supported by their line manager in the role that they perform.	100	Disagreed that they were positively supported by their line manager in the role that they perform.	156
Agreed that performance targets set by their line manager were achievable.	45	Disagreed that performance targets set by their line manager were achievable.	211
Agreed that the amount of learning and development that they received helped them achieve current and future working practices.	95	Disagreed that the amount of learning and development that they received helped them achieve current and future working practices.	161
Agreed that their line manager was empathetic to my work/life balance.	112	Disagreed that their line manager was empathetic to my work/life balance.	144
Agreed that their line manager actively promotes their self- development and career progression.	68	Disagreed that their line manager actively promotes their self- development and career progression.	188
Agreed that the line manager is approachable.	37	Disagreed that the line manager is approachable.	219
Agreed that their line manager avoids bias in attitude and treatment of people	86	Disagreed that their line manager avoids bias in attitude and treatment of people	170
Agrees that their line manager resolves conflict amongst team members.	102	Disagreed that their line manager resolves conflict amongst team members.	154
Agrees that their line manager delegates authority and independence.	6	Disagreed that their line manager delegates authority and independence.	250
Agrees that their line manager communicates reasons for changes and decisions.	11	Disagreed that their line manager communicates reasons for changes and decisions.	245

Table 2.

360 Feedback from customers (Department A total of 145 responses were received, 256 did not respond).
Agreed that the goods and services on offer were value for money	101	Disagreed that the goods and services on offer were value for money	44
Agreed that delivery of products and services were timely from point of sale to delivery.	45	Disagreed that delivery of products and services were timely from point of sale to delivery.	100
Agreed that the quality of goods and services were acceptable	114	Disagreed that the quality of goods and services were acceptable	31
Agreed that customer services were assessable and responsive to all calls.	34	Disagreed that customer services were assessable and responsive to all calls.	111
Agreed that all complaints were dealt with in. a timely and professional manner	54	Disagreed that all complaints were dealt with in. a timely and professional manner	91
Agreed that they the after sales services were good.	27	Disagreed that they the after sales services were good.	118
Agreed that their initial enquiry was handled in a timely and professional manner.	3	Disagreed that their initial enquiry was handled in a timely and professional manner.	142
Agreed that on receipt of goods that packaging was acceptable in protecting the goods.	143	Disagreed that on receipt of goods that packaging was acceptable in protecting the goods.	2
Agreed that they would recommend the company to a friend or business	98	Disagreed that they would recommend the company to a friend or business	47
Agreed that the range of products and services was sufficient to satisfy their requirements.	31	Disagreed that the range of products and services was sufficient to satisfy their requirements.	114

• From this analysis, graphically present your findings using three or more different methods (3.3).
• Identify the key systems and data used within effective people practices, to give insights by measuring work and people performance (3.2)
• Explain how people practices add value in an organisation and identify methods that might be used to measure the impact of people practices (3.4)

The anual performance reviews for Department ‘A’ last year were scored using a rating rating scale

from 6 = high performer to 1= low performer.
Any employee scoring 4 and above received a £400.00 bonus in their monthly pay. The budget allocation per department for bonuses last year was £75,000.

Figures from  Department ‘A’ for the last year were:

• –  112 employees received a score of 6
• –  98 employees received a score of 5
• –  35 employees received a score of 4
• –  43 employees received a score of 3 or belowUsing a variety of measurement tools and techniques and the data provided in tables 1, 2 & 3, explain the likely impact and value of these aspects of people practice currently in place in Department ‘A’.What other people practice measures might usefully be employed in department ‘A’? 3.4

SOLUTION:  5CO02 ASSIGNMENT ANSWERS

Table of Contents

Introduction. 1

Task One – Report 1

Evidence-based practice and how evidence-based practice approaches can be used. (AC 1.1) 1

Appropriate analysis tool and method to recognise and diagnose current and future issues, challenges, and opportunities. (AC 1.2) 3

Principles of critical thinking and how they might apply to individual and work colleagues’ ideas to assist objective and rationale debate. (AC 1.3) 5

Decision-making processes that ensure effective outcomes are achieved. (AC 1.4) 7

Ethical theories and perspectives and how these can inform and influence moral decision-making. (AC 1.5) 9

Ways and approaches to measure financial and non-financial performance. (AC 3.1) 10

How people practices add value in an organisation and methods for measuring the impact of people practices (AC 3.2) 13

References. 15

Task 2: Quantitative and Qualitative Analysis Review.. 17

Table 1 – Absence data. 17

Table 2 – Feedback scores. 22

Executive Summary

Evidence-based practice (EBP) is a systematic approach to decision-making that involves the use of the best available evidence to inform actions and policies. In the people practice context, EBP can be applied to a range of activities, including recruitment and selection, employee training and development, and performance management. By using EBP, people professionals can make more informed decisions that are based on data and research, rather than personal opinions or biases. The goal of EBP in the people practice context is to improve organizational performance and the well-being of employees.

Introduction

Evidence-based practice (EBP) involves the use of the best available evidence to inform policies and practices, with the goal of improving organizational performance and the well-being of employees. EBP is applicable to a range of people practice activities, including recruitment and selection, employee training and development, and performance management. By using EBP, people practice professionals can make more informed decisions that are based on data and research, rather than personal opinions or biases. This approach can help organizations to attract and retain top talent, improve employee performance, and foster a conducive work environment. This report explores EBP in the people practice context in detail, including its origins, principles, and application.

Task One – Report

Evidence-based practice and how evidence-based practice approaches can be used. (AC 1.1)

EBP is an approach to decision-making and problem-solving in which practitioners use the best available evidence, in combination with their clinical expertise and the preferences and values of the people they serve, to inform their actions and guide their practice. The goal of EBP is to ensure that decisions and interventions are based on the best available evidence and are tailored to the needs and preferences of the individual (Baker, Scholes and West, 2018).

There are several key features of EBP that can help people practitioners to make sound decisions and judgments:

1. Systematic search for evidence: EBP involves a systematic search for evidence from a range of sources, including research studies, clinical guidelines, and expert opinion (Kimball and Aber, 2013). This helps practitioners to identify the most relevant and reliable evidence and consider it in the context of their practice.
2. Critical appraisal of evidence: EBP requires practitioners to critically appraise the evidence they have gathered, assessing its quality, relevance, and applicability to the specific situation (Kimball and Aber, 2013). This helps practitioners to determine the strength and limitations of the evidence and how it should be used to inform their practice.
3. Integration of evidence with clinical expertise and patient values: EBP involves integrating the evidence with the practitioner’s clinical expertise and the preferences and values of the people they serve (Baker, Scholes and West, 2018). This helps practitioners to tailor their interventions and recommendations to the specific needs and goals of the individual.

EBP approaches can be used to provide insight and support sound decision-making and judgments in a variety of people practices and organizational issues. Some practical examples of how EBP can be used to inform decision-making in people practices include:

1. Recruitment and selection: EBP approaches can be used to inform the development of selection criteria and the use of assessment tools to identify the most qualified candidates for a given position (Baker, Scholes and West, 2018). For example, a HR professional could use research evidence to identify the most effective selection methods for a particular job, such as using structured interviews or work sample tests.
2. Performance management: EBP approaches can be used to inform the design and implementation of performance evaluation systems, including the use of specific performance metrics and feedback methods (Kimball and Aber, 2013). For example, a HR professional could use research evidence to identify the most effective methods for setting goals and providing feedback, such as using the SMART (Specific, Measurable, Attainable, Relevant, Time-bound) goal-setting framework.
3. Training and development: EBP approaches can be used to inform the design and delivery of training programs, including the selection of appropriate training methods and materials (Baker, Scholes and West, 2018). For example, a HR professional could use research evidence to identify the most effective methods for delivering training, such as using experiential learning techniques or e-learning platforms.
4. Employee engagement: EBP approaches can be used to inform the design and implementation of strategies to improve employee engagement, including the use of specific interventions such as employee recognition programs and team-building activities (Kimball and Aber, 2013). For example, a HR professional could use research evidence to identify factors that contribute to employee engagement and to evaluate the effectiveness of different engagement strategies, such as surveying employees to gather feedback and implementing changes based on this feedback.

Appropriate analysis tool and method to recognise and diagnose current and future issues, challenges, and opportunities. (AC 1.2)

Analysis Tool

One appropriate analysis tool that organizations might use to recognize and diagnose current and future issues, challenges, and opportunities is a SWOT analysis. A SWOT analysis is a structured planning method that involves identifying an organization’s internal strengths and weaknesses, as well as external opportunities and threats (Taherdoost and Madanchian, 2021). It is a useful tool for identifying both current and potential future issues, challenges, and opportunities facing an organization.

To conduct a SWOT analysis, organizations typically start by identifying their internal strengths and weaknesses. These might include areas like a strong brand, a highly skilled workforce, or financial resources, as well as weaknesses such as a lack of innovation or outdated technology. Next, organizations can identify external opportunities and threats. Opportunities might include market trends, changes in regulations, or partnerships, while threats might include competition, economic downturns, or technological disruption.

Once these factors have been identified, organizations can use the results of a SWOT analysis to inform their decision-making and planning processes. For example, an organization might use a SWOT analysis to identify opportunities for growth, such as expanding into a new market or launching a new product, or to identify threats that need to be addressed, such as increasing competition or regulatory changes.

Overall, a SWOT analysis is a useful tool for organizations looking to recognize and diagnose current and future issues, challenges, and opportunities. It is a simple, yet effective way to gather and analyse important information that can inform decision-making and planning processes.

Analysis Method

One method that might be applied by organizations to recognize and diagnose current and future issues, challenges, and opportunities is scenario planning. Scenario planning is a strategic planning method that involves creating and analysing multiple hypothetical future scenarios in order to understand the potential impacts of different variables and to prepare for a range of possible outcomes (Darabi et al., 2020).

To conduct scenario planning, organizations can start by identifying the key variables or drivers that may influence their future environment, such as technological changes, economic trends, or social or political developments. They can then create a number of different scenarios based on different combinations of these variables, and analyse the potential impacts of each scenario on their business or organization. This can help them to understand the risks and opportunities they may face in the future, and to develop contingency plans or strategies that will enable them to adapt and thrive in a range of different scenarios.

Principles of critical thinking and how they might apply to individual and work colleagues’ ideas to assist objective and rationale debate. (AC 1.3)

Critical thinking is the process of evaluating and analysing information, arguments, and evidence in order to form well-reasoned opinions and make logical and sound decisions (Battersby, 2018). It involves using logical reasoning and critical analysis to evaluate information, rather than accepting it at face value. The main principles of critical thinking include:

1. Objectivity

Critical thinking involves evaluating information and arguments objectively, without bias or personal preference (Battersby, 2018). This means considering all sides of an issue and being open to different viewpoints.

2. Rationality

Critical thinking involves using logical reasoning and making decisions based on sound evidence and argumentation. It involves carefully evaluating the evidence and arguments presented and considering their validity and reliability.

3. Scepticism

Critical thinking involves being open-minded and willing to consider new ideas, but also being sceptical and questioning the validity of claims and arguments (Battersby, 2018). It involves being willing to challenge assumptions and ask for evidence to support them.

4. Clarity

Critical thinking involves expressing thoughts and ideas clearly and concisely, and using language that is precise and accurate. It also involves being able to communicate ideas effectively to others.

5. Fairness

Critical thinking involves treating others with respect and being open to diverse perspectives (Battersby, 2018). It involves considering the implications of decisions on different groups and being willing to revise opinions based on new evidence.

Ultimately, critical thinking is a crucial skill that allows individuals to evaluate information and arguments objectively, make logical and sound decisions, and communicate ideas effectively. It is an important aspect of problem-solving and decision-making in a variety of contexts.

The main principles of critical thinking can be applied to individual and work colleagues’ ideas to assist in objective and rationale debate. Some ways in which these principles might be applied include:

1. Objectivity

When evaluating individual and work colleagues’ ideas, it is important to consider them objectively, without bias or personal preference. This means considering all sides of an issue and being open to different viewpoints.

2. Rationality

When evaluating ideas, it is important to use logical reasoning and base decisions on sound evidence and argumentation. This involves carefully evaluating the evidence and arguments presented and considering their validity and reliability.

3. Scepticism

It is important to be open-minded and willing to consider new ideas, but also to be sceptical and question the validity of claims and arguments. This involves being willing to challenge assumptions and ask for evidence to support them.

4. Clarity

It is important to express thoughts and ideas clearly and concisely, and to use language that is precise and accurate. This also involves being able to communicate ideas effectively to others.

5. Fairness

It is important to treat others with respect and be open to diverse perspectives. This involves considering the implications of decisions on different groups and being willing to revise opinions based on new evidence.

Overall, by applying the main principles of critical thinking to individual and work colleagues’ ideas, individuals can facilitate objective and rationale debate and make well-informed and sound decisions.

Decision-making processes that ensure effective outcomes are achieved. (AC 1.4)

Decision-making is an essential part of problem-solving and is an important aspect of achieving effective outcomes. There are a range of decision-making processes that can be applied to ensure that effective outcomes are achieved. Some examples of these processes include:

1. Rational decision-making

This process involves evaluating the pros and cons of different options and making a decision based on logical reasoning and evidence. It is a structured approach that involves defining the problem, gathering information, analysing options, and making a decision based on the best available evidence (Durai and Sarkar, 2018). For example, a manager might use rational decision-making to evaluate the costs and benefits of implementing a new software system in their organization.

2. Intuitive decision-making

This process involves relying on gut instincts and past experience to make a decision. It is a more unstructured approach that relies on the individual’s knowledge and expertise to make a decision quickly and without extensive analysis (Köchling and Wehner, 2020). For example, a doctor might use intuitive decision-making to quickly diagnose and treat a patient based on their experience and training.

3. Collaborative decision-making

This process involves involving multiple stakeholders in the decision-making process, including employees, customers, and other stakeholders. It is a more inclusive approach that can help to ensure that all perspectives are considered and that the final decision reflects the needs and values of all stakeholders (Durai and Sarkar, 2018). For example, a team might use collaborative decision-making to develop a new business strategy by involving employees from different departments and levels of the organization.

4. Consultative decision-making

This process involves seeking the advice and input of experts or other knowledgeable individuals before making a decision. It is a more advisory approach that can help to ensure that decisions are informed by the best available evidence and expertise (Köchling and Wehner, 2020). For example, a board of directors might use consultative decision-making to seek the advice of financial experts before making a major investment decision.

Overall, there are a range of decision-making processes that can be applied to ensure that effective outcomes are achieved. The most appropriate process will depend on the specific circumstances and needs of the situation. By considering the options and selecting the most appropriate process, individuals and organizations can make informed and effective decisions that lead to successful outcomes.

Ethical theories and perspectives and how these can inform and influence moral decision-making. (AC 1.5)

There are a range of ethical theories and perspectives that can inform and influence moral decision-making. Understanding these theories can help individuals and organizations to make decisions that are consistent with their values and ethical principles. Some examples of ethical theories and perspectives include:

1. Utilitarianism

This ethical theory holds that the right course of action is the one that maximizes the overall happiness or well-being of the greatest number of people (Everett and Kahane, 2020). It is a consequentialist theory, meaning that the rightness or wrongness of an action is determined by its consequences. For example, a company might use utilitarianism to guide its decision-making by considering the potential consequences of a decision on all stakeholders, including employees, customers, and shareholders.

2. Kantianism

This ethical theory, developed by philosopher Immanuel Kant, holds that the right course of action is the one that is guided by the moral principle of treating people as ends in themselves, rather than as means to an end (Hill, 2019). It is a deontological theory, meaning that the rightness or wrongness of an action is determined by the inherent moral value of the action, rather than its consequences (Hill, 2019). For example, an individual might use Kantianism to guide their decision-making by considering whether an action respects the inherent dignity and value of others.

3. Virtue ethics

This ethical theory focuses on the character and habits of the moral actor, rather than on the actions themselves or their consequences. It holds that a good person is one who possesses and practices virtues, such as honesty, kindness, and courage (Dawson, 2018). For example, an organization might use virtue ethics to guide its decision-making by considering whether a decision reflects the virtues and values that the organization espouses.

4. Social justice

This ethical perspective focuses on the fair distribution of goods and benefits within a society. It holds that all individuals should have equal access to opportunities and resources, and that social, economic, and political structures should be arranged in a way that promotes equality and justice (Dawson, 2018). For example, an individual might use a social justice perspective to guide their decision-making by considering the potential impact of a decision on marginalized or disadvantaged groups.

Overall, understanding different ethical theories and perspectives can provide a framework for moral decision-making and can help individuals to consider the various moral considerations involved in a particular situation.

Ways and approaches to measure financial and non-financial performance. (AC 3.1)

Financial Performance Measurement

There are a range of ways and approaches that organizations can take to measure financial performance. Some examples of these approaches include:

1. Financial ratios

Financial ratios are numerical indicators that are calculated using financial statements, such as the balance sheet and income statement. They are used to assess various aspects of an organization’s financial performance, such as profitability, liquidity, and efficiency (Kaydos, 2020). Some examples of financial ratios include the current ratio, which measures an organization’s ability to pay short-term obligations, and the return on investment (ROI), which measures the profitability of an organization’s investments.

Financial ratios are widely used and understood by investors, analysts, and other stakeholders. They can provide a quick and easy way to compare an organization’s financial performance to industry benchmarks or to its own performance over time. However, they are based on historical financial data and may not necessarily reflect future performance.

2. Economic value added (EVA)

Economic value added (EVA) is a financial performance measure that measures the amount of value that an organization creates for its shareholders. It is calculated by subtracting the cost of capital from the organization’s net operating profit after tax (NOPAT) (Kaydos, 2020). A positive EVA indicates that an organization is generating value for its shareholders, while a negative EVA indicates that it is destroying value.

EVA takes into account the cost of capital and focuses on shareholder value. This can make it a useful tool for evaluating the performance of an organization over time. However, EVA can be complex to calculate and may not capture all of the factors that contribute to an organization’s financial performance, such as non-financial factors or intangible assets.

Non-financial Performance Measurement

There are a range of ways and approaches that organizations can take to measure non-financial performance. Some examples of these approaches include:

1. Key performance indicators (KPIs)

Key performance indicators (KPIs) are metrics that are used to measure and track the performance of an organization in a specific area. They can be used to measure both financial and non-financial performance, and can be customized to the specific needs and goals of an organization (Omran et al., 2019). Some examples of non-financial KPIs might include customer satisfaction, employee engagement, or sustainability performance.

KPIs can provide a clear and quantifiable way to track and measure progress in specific areas. They can also be used to set targets and goals, and to identify areas for improvement. However, KPIs may not capture all of the factors that contribute to an organization’s overall performance, and they may not always be directly linked to financial performance.

2. Balanced scorecard

The balanced scorecard is a performance measurement tool that takes into account both financial and non-financial performance. It involves identifying a set of performance measures in four different areas: financial, customer, internal business processes, and learning and growth (Omran et al., 2019). By considering performance in these different areas, the balanced scorecard provides a more holistic view of an organization’s performance.

The balanced scorecard provides a comprehensive view of an organization’s performance and allows practitioners to consider a wide range of factors that contribute to overall success. However, the balanced scorecard can be complex to implement and may require significant data collection and analysis to be effective.

How people practices add value in an organisation and methods for measuring the impact of people practices (AC 3.2)

People practices refer to the policies and procedures that an organization puts in place to manage and develop its workforce. These practices can include areas such as hiring and onboarding, training and development, performance management, and succession planning. When implemented effectively, people practices can have a significant impact on an organization’s performance, productivity, and overall success.

One way that people practices add value to an organization is by attracting and retaining top talent. A strong employer brand, competitive compensation and benefits packages, and supportive work environments can all help to attract and retain high-quality employees (Armstrong and Taylor, 2023). These employees can then contribute to the organization’s success through their skills, knowledge, and expertise.

Another way that people practices add value is by fostering a positive and inclusive culture. When employees feel valued and supported by their organization, they are more likely to be engaged and motivated to perform at their best (Claus, 2019). This can lead to increased productivity, higher levels of customer satisfaction, and improved financial performance.

In addition, people practices can help to build a sense of community and teamwork within an organization. When employees feel connected to their colleagues and to the organization’s mission, they are more likely to be committed to their work and to the success of the organization as a whole (Armstrong and Taylor, 2023). This can lead to better collaboration, communication, and problem-solving within the organization.

There are several methods that can be used to measure the impact of a range of people practices, including:

1. Surveys

Surveys can be used to gather employee feedback on various people practices, including satisfaction with the hiring process, training programs, and performance management systems.

2. Focus groups

Focus groups can be used to gather more in-depth feedback from employees on people practices, as well as to identify areas for improvement.

3. Metrics

Organizations can track metrics such as employee turnover, absenteeism, and productivity to assess the impact of people practices on employee performance.

4. Case studies

Case studies can be used to examine specific examples of how people practices have had a positive impact on the organization, such as increased productivity or improved customer satisfaction.

By using a variety of these methods, organizations can gather data and insights about the effectiveness of their people practices and make any necessary adjustments to improve their impact.

References

Armstrong, M., and Taylor, S., 2023. Armstrong’s handbook of human resource management practice: A guide to the theory and practice of people management. London, UK: Kogan Page.

Baker, S., Scholes, S., and West, M. A., 2018. The evidence-based practice of organizational psychology: A review and critique. Journal of Occupational and Organizational Psychology, 91(3), 329-351. https://www.sciencedirect.com/science/article/abs/pii/S1053482218304194

Battersby, M., 2018. Critical thinking: An exploration of theory and practice. Journal of Philosophy of Education, 52(1), 83-99. https://books.google.co.ke/books?hl=en&lr=&id=mZx9DwAAQBAJ&oi=fnd&pg=PR1&dq=Critical+Thinking:+An+Exploration+of+Theory+and+Practice%22+by+Mark+Battersby&ots=mP9FwjXFaX&sig=id8YVt2VDKhlTnYUu2j1kjH1Tsc&redir_esc=y#v=onepage&q&f=false

Claus, L., 2019. HR Disruption—Time Already to Reinvent Talent Management. BRQ Business Research Quarterly, 22(3), 207–215. https://doi.org/10.1016/j.brq.2019.04.002

Darabi, M. et al., 2020. Scenario planning of the future of sports tourism industry in Mashhad. African Journal of Physical, Health Education, Recreation and Dance, 4. https://aassjournal.com/article-1-788-en.html

Dawson, D., 2018. Organisational virtue, moral attentiveness, and the perceived role of ethics and social responsibility in business: The case of UK HR practitioners. Journal of Business Ethics, 148, 765-781. https://link.springer.com/article/10.1007/s10551-015-2987-4

Durai, S., and Sarkar, S., 2018. HR metrics and workforce analytics: it is a journey, not a destination. Human Resource Management International Digest, 26(8), 32-35. https://www.researchgate.net/profile/Subhashini-Durai/publication/329579899_HR_metrics_and_workforce_analytics_it_is_a_journey_not_a_destination/links/5c86518c299bf1268d501ee7/HR-metrics-and-workforce-analytics-it-is-a-journey-not-a-destination.pdf

Everett, J. A. C., and Kahane, G., 2020. Switching tracks? Towards a multidimensional model of utilitarian psychology. Trends in Cognitive Sciences, 24(2), 124-134. https://www.sciencedirect.com/science/article/abs/pii/S1364661319302888

Hill, T. E., 2019. Dignity and practical reason in Kant’s moral theory. Ithaca, NY: Cornell University Press. https://www.degruyter.com/document/doi/10.7591/9781501735035/html

Kaydos, W., 2020. Operational performance measurement: Increasing total productivity. Boca Raton, FL: CRC Press. https://www.taylorfrancis.com/books/mono/10.4324/9780367802103/operational-performance-measurement-wilfred-kaydos

Kimball, B. A., and Aber, J. L., 2013. Evidence-based practice in education: A practical guide. Guilford Press. https://www.guilford.com/books/Evidence-Based-Practice-in-Education/Bruce-A-Kimball-J-Lawrence-Aber/9781462510621

Köchling, A., and Wehner, M. C., 2020. Discriminated by an algorithm: a systematic review of discrimination and fairness by algorithmic decision-making in the context of HR recruitment and HR development. Business Research, 13, 795-848. https://link.springer.com/article/10.1007/s40685-020-00134-w

Omran, M. et al., 2019. Non-financial performance measures disclosure, quality strategy, and organizational financial performance: A mediating model. International Journal of Quality and Reliability Management, 36(5), 652-675. https://www.tandfonline.com/doi/abs/10.1080/14783363.2019.1625708

Taherdoost, H., and Madanchian, M., 2021. Determination of business strategies using SWOT analysis; planning and managing the organizational resources to enhance growth and profitability. Macro Management & Public Policies, 3, 1-21. https://pdfs.semanticscholar.org/9feb/5fae2079998720725add396c94b5076b8bd8.pdf

Task 2: Quantitative and Qualitative Analysis Review

Employee engagement emerges as an important people practice issue, whose levels can be assessed through absence trends.

Table 1 – Absence data

1. a) Trends across departments

Table 1: Departmental Absences

Figure 1: Departmental Absence Trends

Table 1 and Figure 1 are a tabular and graphical representation of absence data as per department respectively.

One possible way to analyse this data to understand engagement in the different departments would be to calculate the average number of days lost per appearance for each department. This could provide a rough estimate of the level of engagement among employees in each department, with higher values indicating lower levels of engagement and vice versa. To do this, one may divide the number of days lost for each department by the number of appearances. For instance, Production department: 71 days lost / 10 appearances = 7.1 days lost per appearance

Therefore, it appears that the departments with the highest average number of days lost per appearance are Finance, Marketing, Health and Safety, and Logistics, which may suggest lower levels of engagement among employees in these departments. On the other hand, the departments with the lowest average number of days lost per appearance are Strategy and Innovation, Research and Design, and Administration, which may suggest higher levels of engagement among employees in these departments. People professionals, regarding Finance, Marketing, Health and Safety, and Logistics departments, should explore factors such as the type of work, and the policies and practices in place may also influence the level of engagement among employees in the departments that have performed well such as the Strategy and Innovation department.

1. b) Absence by type

Table 2: Absence by type

Figure 2: Absence by type

Table 2 and Figure 2 are tabular and graphical representations of absence data by type respectively.

Based on this data, some possible trends are identifiable:

1. The type of illness or injury with the highest number of days lost per occurrence is Skeletal, followed by Cardiovascular and Depression.
2. The types of illness or injury with the lowest number of days lost per occurrence are Cold Flu, Ear/Nose/Throat, and Headache/Migraine.
3. The types of illness or injury with the highest number of occurrences are Cold Flu and Stomach, followed by Covid 19 Symptoms and Stress Personal.
4. The types of illness or injury with the lowest number of occurrences are Cardiovascular, Concussion, Gynaecological, Hernia, and Private/Confidential.
5. The average number of days lost per occurrence is highest for Skeletal (128 days lost / 1 occurrence = 128 days lost per occurrence) and lowest for Ear/Nose/Throat (1 day lost / 1 occurrence = 1 day lost per occurrence).

The firm should consider the context and any potential factors that may be contributing to these trends, such as the demographics and work conditions of the affected individuals, and the policies and practices in place to support their health and well-being. It may also be useful to compare these trends to previous periods to see if there are any notable changes.

1. c) Absence by gender

Table 3: Absence by gender

Figure 3: Absence by gender

Table 3 and Figure 3 are a tabular and graphical representation of absence data by gender respectively. Based on this data, some possible trends related to employee engagement by gender are identifiable:

1. The total number of days lost is higher for males than for females (372 days lost for males vs 255 days lost for females).
2. The total number of occurrences is higher for males than for females (45 occurrences for males vs 28 occurrences for females).
3. The average number of days lost per occurrence is higher for males than for females (372 days lost / 45 occurrences = 8.27 days lost per occurrence for males, 255 days lost / 28 occurrences = 9.11 days lost per occurrence for females).

One must consider the context and any potential factors that may be contributing to these trends, such as the demographics and work conditions of the affected individuals, and the policies and practices in place to support their health and well-being, and overall engagement.

1. d) Total days lost through absence

Based on data provided, total days lost through absence = 627

1. e) Annual total costs through absence based on a 37-hour working week.

Total days lost = 627

Total hours lost = (37/5) * 627 = 4639.8

Total costs = Total hours lost * total hourly rate = £64,111.01

Table 2 – Feedback scores

Based on the data provided, there are a few themes and patterns that may be occurring in the feedback scores for Manager A:

1. Positive feedback: Several statements received relatively high scores for fully agree (1) and agree (2), indicating that employees generally have positive feedback for Manager A in these areas. For example, most employees agreed that Manager A treats them with respect (29 fully agree + 5 agree), sets clear work objectives (4 fully agree + 6 agree), and communicates clearly (31 fully agree + 5 agree).
2. Mixed feedback: Some statements received a mix of fully agree, agree, and not sure scores, indicating that employees had mixed feelings about Manager A in these areas. For example, some employees agreed that Manager A supports their work-life balance (12 fully agree + 8 agree) and is skilled at resolving conflict (1 fully agree + 2 agree), while others were not sure (3 not sure).
3. Negative feedback: Several statements received relatively high scores for disagree (4) and strongly disagree (5), indicating that employees generally had negative feedback for Manager A in these areas. For example, many employees disagreed or strongly disagreed that Manager A is supportive of their development (7 disagree + 7 strongly disagree), is open to their suggestions (0 disagree + 0 strongly disagree), and allows them to agree their work objectives (0 disagree + 1 strongly disagree).

Based on these findings, some recommendations for improving employee engagement and satisfaction with Manager A could include:

1. Focusing on areas of strength: Building on the areas where Manager A is receiving positive feedback could be a good starting point for improving employee engagement. This could involve reinforcing and expanding on the practices that are already working well, such as treating employees with respect, setting clear work objectives, and communicating clearly.
2. Addressing areas of concern: Identifying and addressing the areas where Manager A is receiving negative feedback could also be important for improving employee engagement. This could involve implementing training or development programs, seeking feedback from employees on how to improve, and taking steps to address any issues or concerns that are raised.
3. Seeking feedback and acting on it: Encouraging an open and ongoing dialogue with employees about their experiences and perceptions of Manager A could be helpful for identifying areas for improvement and taking action to address them. This could involve regular check-ins, surveys, or focus groups to gather feedback and identify any themes or patterns that may be occurring.

5CO02 Evidence-based practice

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