CIPD_5HR03_24_01 5HR03 Reward for Performance and Contribution Level 5 Associate Diploma Learner Assessment Brief

CIPD_5HR03_24_01 Learner Assessment Brief

5HR03Reward 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 and rewarding performances.

CIPD insight

Strategic reward and total reward (February 2024)

Strategic reward takes a long-term approach to how an organisations 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

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

Making reward more accessible and performance management fairer (January 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-management 

Please note that the purpose of this insight is to link you to CIPD 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.

Preparation for the Tasks:

• At the start of your assessment, you are encouraged to plan your 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.
• Ensure that the evidence generated for this assessment remains your own work.

You will also benefit from:

• Completing and acting on formative 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.

Scenario

Eco-Insulate UK is a medium sized private sector organisation that manufactures eco-friendly thermal insulation in the UK. The Managing Director (MD), who started the company in the mid-1970s has set up a meeting with you to discuss concerns regarding increased turnover of skilled and non-skilled employees.

During the meeting you are made aware that there is no incentive scheme in operation and there is an expected level of performance broadly related to the notion of measured day work. Standard times exist and are maintained by the Finance and Administration Department.

Most employees receive 28 days paid holidays per year. All employees are included in the non-contributory pension scheme however, it’s generally known that special schemes operate for senior staff only.

The MD is aware that the overall culture and performance of the company is quite negative and that it’s time to look at offering forms of reward incentives, benefits and recognition to stimulate positive change.

In your capacity as a reward specialist practitioner, he asks you to put together a report for the senior management team that will give them knowledge and understanding of the principles and components of reward and pay, including how these might influence organisational, psychological and cultural factors. In addition, he would also like them to gain an understanding of job evaluation and market rates.

Report

To complete the report, you should include written responses to each of the 10 points below, making appropriate use of academic literature, legislation, surveys, data intelligence, research and good practical examples to substantiate your response and illustrate key points.  Please ensure that you use reputable sources as indicated on the unit reading list and that all cited sources are correctly acknowledged and presented in full in a bibliography at the end of your report.

With reference to the above scenario:

• Explain the principles of reward and its importance to organisational culture and performance management. (AC 1.1)
• Assess the contribution of extrinsic and intrinsic rewards to improving employee contribution and sustained organisational performance. (AC 1.2)
• Explain the differences between types of grade and pay structures. (AC 2.1)
• Explain how contingent rewards can impact individual, team and organisational performance. (AC 2.2)
• Explain the merits of different types of benefits offered by organisations. (AC 2.3)
• Explain the merits of different types of recognition schemes offered by organisations. (AC 2.4)
• Assess the business context of the reward environment. (AC 3.1)
• Evaluate the most appropriate ways in which benchmarking data can be gathered and measured to develop insight. (AC 3.2)
• Explain approaches to job evaluation. (AC 3.3)
• Explain the legislative requirements that impact reward practice. (AC 3.4)

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.

Declaration of Authentication

Declaration by learner

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 rangefor 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 ineveryassessment 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 abovefor each of the assessment criteria.

The overall result achieved will dictate the outcome the learner receives for the unit, providedNONEof the assessment criteria have been failed or referred.

Please note that learners will receive aPass or Failresult from the CIPD at unit level.Referral grades can be used internally by the centre.

Marking Descriptors

Marking grid and feedback for learner

Note to Assessor – Please enter a mark for each AC. You need only provide feedback where you have awarded a mark of 1. This feedback should be developmental.

This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten signature, or an e-signature. A typed signature is not acceptable.