5HR03 Reward for performance and contribution
Learner Assessment Brief
Assessment ID / CIPD_5HR03_22_01
Level 5 Associate Diploma in
▪ People Management
Level 5 Associate Diploma
2
5HR03 Reward for performance and contribution
This unit focuses on how internal and external business factors influence reward strategies and policies, the financial drivers of the organisation and the impact of reward costs. It considers the importance of the role of people practice in supporting managers to make robust and professional reward judgements and the impact of rewarding performance.
CIPD’s insight
'Strategic reward' takes a long-term approach to how an organisation’s reward policies and practices balance and support the needs of both the organisation and its employees. The concept of 'total reward' covers the tangible and intangible aspects of work that people value and may form part of a reward strategy.
https://www.cipd.co.uk/knowledge/strategy/reward/strategic-total-factsheet
Performance management is about creating a culture which encourages the continuous improvement of individuals' skills, behaviours and contributions to the organisation. It’s a key part of the relationship between staff and managers. Views on how it should be carried out to the benefit of employees and the business have changed in recent years. Here you’ll find resources on managing performance, appraisal and reviews, feedback and using competency frameworks.
https://www.cipd.co.uk/knowledge/fundamentals/people/performance
14 Jan 2022
Making reward more accessible and performance management fairer
How can technology be used to allow better access to pay and a fairer assessment of employee performance and potential?
https://www.cipd.co.uk/knowledge/work/technology/digital-transformation-insights/reward-performance-...
Please note that the purpose of this insight is to link you to CIPD’s research and evidence within the subject area, so that you can engage with the latest thinking. It is not provided to replace the study required as part of the learning or as formative assessment material.
Level 5 Associate Diploma
3
Preparation for the Tasks:
▪ 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.
▪ Ensure that the evidence generated for this assessment remains your own work.
You will also benefit from:
▪ Completing and acting on draft feedback from your Assessor.
▪ Reflecting on your own experiences of learning opportunities and continuous professional development.
▪ Reading the CIPD Insight, Fact Sheets and related online material on these topics as well as key research authors on the subject.
Level 5 Associate Diploma
4
Scenario
The board at GA Pensions has decided to undertake a review of its reward strategies across the whole company. It is aware that the way reward is currently being implemented is fragmented and is causing elements of dissatisfaction amongst employees which is affecting business as well as employee performance outcomes. In your role as Reward Advisor, the board has asked you to provide it with a report that gives it an understanding of the context and approaches to reward and how these might influence a range of organisational and psychological factors. It also needs you to clarify the role that people professionals have in supporting line managers to make reward decisions.
Task One –Report Section One
To complete the task, you should provide a written response to each of the points below, making appropriate use of academic theory and practical examples to expand your response and illustrate key points.
To help the reader, please make use of headings and assessment criteria references to signpost the assessment criteria being addressed.
1) Evaluate the principles of reward and its importance to organisational culture and performance management. (AC 1.1)
2) Explain how policy initiatives and practices are implemented. (AC 1.2)
3) Explain how people and organisational performance can impact on the approach to reward. (AC 1.3)
4) Compare two different types of benefits offered by organisations and the merits of each. (AC 1.4)
5) Assess the contribution of extrinsic and intrinsic rewards to improving employee contribution and sustained organisational performance. (AC 1.5)
6) Assess the business context of the reward environment. (AC 2.1)
7) Evaluate the most appropriate ways in which benchmarking data can be gathered and measured to develop insight. (AC 2.2)
8) Explain how organisations use insight to develop reward packages and approaches. (AC 2.3)
TASK ONE
Your evidence must consist of:
▪ Written responses to each of the 8 instructions above.
▪ Approximately 2600 words in total, refer to CIPD word count policy
Level 5 Associate Diploma
5
TASK TWO
Your evidence must consist of:
▪ Written responses to each of the 4 instructions above.
▪ Approximately 1300 words in total, refer to CIPD word count policy.
Task Two - Report Section Two
This task requires you to provide understanding of the role that people professionals undertake in supporting line managers to make reward decisions.
9) Explain the legislative requirements that impact reward practice. (AC 2.4)
10) Assess different approaches to performance management. (AC 3.1)
11) Review the role of people practice in supporting line managers to make consistent and appropriate reward judgements. (AC 3.2)
12) Explain how line managers make reward judgements based on organisational approaches to reward. (AC 3.3)
Level 5 Associate Diploma
6
Assessment Criteria Evidence Checklist
You may find the following checklist helpful to make sure that you have included the required evidence to meet the task. This is not a mandatory requirement as long as it is clear in your submission where the assessment criteria have been met.
Task 1 – Report Section One Assessment criteria Evidenced Y/N Evidence reference 1.1 Evaluate the principles of reward and its importance to organisational culture and performance management.
1.2 Explain how policy initiatives and practices are implemented.
1.3 Explain how people and organisational performance can impact on the approach to reward.
1.4 Compare the different types of benefits offered by organisations and the merits of each.
1.5 Assess the contribution of extrinsic and intrinsic rewards to improving employee contribution and sustained organisational performance.
2.1 Assess the business context of the reward environment.
2.2 Evaluate the most appropriate ways in which benchmarking data can be gathered and measured to develop insight.
2.3 Develop organisational reward packages and approaches based on insight.
Level 5 Associate Diploma
7
Task 2 – Report Section Two Assessment criteria Evidenced Y/N Evidence reference 2.4
Explain the legislative requirements that impact reward practice.
3.1 Assess different approaches to performance management.
3.2 Review the role of people practice in supporting line managers to make consistent and appropriate reward judgements.
3.3 Explain how line managers make reward judgements based on organisational approaches to reward.
Level 5 Associate Diploma
8
5HR03
Reward for performance and contribution
Assessment Criteria marking descriptors.
Assessors will mark in line with the following assessment criteria (AC) marking descriptors, and will indicate where the learner sits within the marking band range for each AC.
Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors should use the mark descriptor grid as guidance so they can provide comprehensive feedback that is developmental for learners. Please be aware that not all the mark descriptors will be present in every assessment criterion, so assessors must use their discretion in making grading decisions.
The grid below shows the range for each unit assessment result based on total number of marks awarded across all assessment criteria.
To pass the unit assessment learners must achieve a 2 (Low Pass) or above for each of the assessment criteria.
The overall result achieved will dictate the outcome the learner receives for the unit, provided NONE of the assessment criteria have been failed or referred.
Please note that learners will receive a Pass or Fail result from the CIPD at unit level. Referral grades can be used internally by the centre.
Overall mark Unit result 0 to 23 Fail 24 to 30 Low Pass 31 to 39 Pass 40 to 48 High Pass
Level 5 Associate Diploma
9
Marking Descriptors
Mark Range Descriptor 1 Fail
• Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC.
• Insufficient examples included, where required, to support answers.
• Presentation and structure of assignment is not appropriate and does not meet the assessment brief.
• Insufficient or no evidence of the use of references to wider reading to help inform answer. 2 Low Pass
• Demonstrates an acceptable level of knowledge, understanding or skills (as appropriate) required to meet the AC.
• Sufficient and acceptable examples included, where required, to support answers.
• Required format adopted but some improvement required to the structure and presentation of the assignment.
• Answers are acceptable but could be clearer in responding to the task and presented in a more coherent way.
• Sufficient evidence of the use of references to wider reading to help inform answer. 3 Pass
• Demonstrates good knowledge, understanding or skills (as appropriate) required to meet the AC.
• Includes confident use of examples, where required, to support each answer.
• Presentation and structure of assignment is appropriate for the assessment brief.
• Answers are clear and well expressed.
• Good evidence of the use of references to wider reading to help inform answer. 4 High Pass
• Demonstrates a wide range and confident level of knowledge, understanding or skill (as appropriate).
• Includes strong examples that illustrate the point being made, that link and support the answer well.
• Answers are applied to the case organisation or an alternative organisation.
• Answers are clear, concise and well argued, directly respond to what has been asked.
• The presentation of the assignment is well structured, coherent and focusses on the need of the questions.
• Considerable evidence of the use of references to wider reading to inform answer.