Author: PAPERLINK

This unit introduces the fundamentals of people practice, ranging from the employee lifecycle to policies, regulation, and law. It further explores a diverse array of specialist subjects such as recruitment, talent management, reward and learning and development, essential to a career in people practice. Importantly, this unit enables practitioners to apply their knowledge and skills, building their confidence and ability to practice progressively.

Case study

Inter Luxe Hotel Group is a multi-national hotel chain with 800 properties in 25 countries. The hotels are based in coastal resorts and cities. In coastal resorts, customers are mainly those on holiday. In cities, the customer base is more diverse and includes sightseers and business customers. Both groups of customers have high expectations. You work as a People Advisor in the People Function of a cluster of eight hotels. Inter Luxe Hotel Group employs graduate trainees who spend time in different functions to enable them to develop knowledge and understanding of the whole business. A graduate trainee will soon be starting their placement in your function, and you are responsible for their learning during this placement.

Task one – Written advice (recruitment and selection)

• You feel a good starting place is to learn about the employee lifecycle. You decide to explain the stages of the employee lifecycle and how a people practitioner could contribute to each stage. (AC 1.1)

Employee turnover is high for Food and Beverage Assistants, and you are about to recruit and select new employees for this role. You decide to advise the graduate trainee on how to recruit and select Food and Beverage Assistants.

• Explain the purpose and key content of a job description and person specification. Explain how job analysis can be used to decide on the content of these documents. (AC 1.2)
• Explain two different recruitment methods that Inter Luxe Hotel Group could use for the Food and Beverage Assistant vacancies and why the two methods are appropriate for the role. (AC 1.3)
• Explain factors to consider when deciding on the content of copy used in the recruitment methods you have explained above. You could consider factors such as budget, balance between providing an accurate and positive image, space available, corporate image. (AC 1.4)
• Explain two different selection methods that Inter Luxe Hotel Group could use for the Food and Beverage Assistant vacancies and why the two methods are appropriate for the role. (AC 2.1)
• Explain what selection records Inter Luxe Hotel Group should retain and why they should retain these records. (AC 2.4).
• Write letters of appointment and non-appointment for the Food and Beverage Assistant role. (AC 2.5)

Task two – Simulated interview

• Devise selection criteria for the post of Food and Beverage Assistant using the job description already written (Appendix A). Use the selection shortlisting matrix (Appendix B) to shortlist applications against the selection criteria to determine candidates to be interviewed. Your assessor will provide you with completed, sample application forms. (AC 2.2)
• Interview one applicant and decide whether they meet the criteria for the post. The interview could be a panel or one-to-one interview (as determined by your centre). The interview could be conducted face-to-face or by web conferencing. (AC 2.3)

[If working as a panel, it is essential that each member of the team actively takes part in devising the criteria, shortlisting, interviewing and decision-making.

A copy of CIPD STARR Model Interview Questions (Appendix C) has been included, that can be used when developing interview questions.]

Task three – Guidance document (legislation and employment relations)

After meeting the graduate trainee, you realise that their knowledge of employment legislation and employment relations is limited. As part of their development, you develop a guidance document.

The guidance document must include:

• an explanation of the importance of achieving work-life balance within the employment relationship with an overview of the legislation relevant to working time. (AC 3.1)
• an explanation of what is meant by, and the importance of, wellbeing in the workplace. (AC 3.2)
• a summary of the main points of discrimination legislation. (AC 3.3)
• an explanation of what diversity and inclusion mean and why they are important. (AC 3.4)
• an explanation of the difference between fair and unfair dismissal. (AC 3.5)

Task four – Guidance document (performance management and reward)

The second part of the guidance document contains essential knowledge and understanding of performance management and reward. You need to ensure that your explanation includes:

• the purpose and typical components of performance management. (AC 4.1)
• twofactors that need to be considered when managing performance. (AC 4.2)
• different methods of performance review. (AC 4.3)
• key components (financial and non-financial) that are required to achieve an effective total reward system. (AC 5.1)
• how reward can motivate employees to perform. (AC 5.2)
• at least two reasons for treating employees fairly in relation to pay. (AC 5.3)

Task five – Written answers (learning and development)

Your manager is keen that being responsible for the development of the graduate trainee is also a development opportunity for you. Your manager asks you to:

• explain why learning and development activities are of benefit to the graduate trainee andInter Luxe Hotel Group. (AC 6.1)
• describe different types of learning needs and reasons why they arise for the graduate trainee andInter Luxe Hotel Group. (AC 6.2)
• summarise different face-to-face and blended learning and development approaches, including facilitation; training; coaching; and mentoring that you could use when developing the graduate trainee. (AC 6.3)
• explain how, in the design and delivery of learning and development initiatives, individual requirements and preferences of the graduate trainee must be accommodated. (AC 6.4)
• discuss at least twomethods of evaluating the graduate trainee’s learning and development and its impact. (AC 6.5)

Assessment Criteria

Task 1 – Written advice

1.1 Explain each stage of the employee life cycle and the role of the people professional in it.

1.2 Explain different ways in which you can prepare information for specified roles.

1.3 Explain different recruitment methods and when it is appropriate to use them.

1.4 Explain factors to consider when deciding on content of copy used in recruitment methods.

2.1 Explain different selection methods and when it is appropriate to use them.

2.4 Explain the selection records that need to be retained.

2.5 Write letters of appointment and non-appointment for an identified role.

Task 2 – Simulated interview

Assessment criteria

2.2 Develop selection criteria and shortlist candidate applications for interview for an identified role.

2.3 Participate effectively in a selection interview and the decision-making process for an identified role.

Task 3 – Guidance document

Assessment criteria

3.1 Explain the importance of work-life balance within the employment relationship and how it can be influenced by legislation.

3.2 Explain the concept of wellbeing in the workplace and why it is important. 3.3 Summarise the main points of discrimination legislation.

3.4 Explain what diversity and inclusion mean and why they are important.

3.5 Explain the difference between fair and unfair dismissal.

Task 4 – Guidance document

Assessment criteria

4.1 Explain the purpose and components of performance management.

4.2 Explain factors that need to be considered when managing performance.

4.3 Explain different methods of performance review.

5.1 Explain the key components of an effective total reward system

. 5.2 Explain the relationship between reward and performance.

5.3 Explain the reasons for treating employees fairly in relation to pay.

Task 5 – Written answers

Assessment criteria

6.1 Explain why learning and development activities are of benefit to individuals and organisations.

6.2 Describe different types of learning needs and reasons why they arise for individuals and organisations.

6.3 Summarise different face-to-face and blended learning and development approaches including:

• facilitation
• training
• coaching
• mentoring.

6.4 Explain how individual requirements and preferences must be accommodated in the design and delivery of learning and development.

6.5 Discuss how learning and development can be evaluated.

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This unit looks at how people professionals make both straightforward and complex choices as they perform their roles. It focuses on how utilising a diverse range of analytics and evidence is essential to the rationalisation and enhancement of working practices and situational decision making to create value.

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.

Task – Information sheet

Your manager has asked you to prepare an information sheet to give to an intake of new practitioners to the people practice team as part of their induction. The aim is to showcase how evidence-based practice and analytics are used by the people function to inform and assure sound decision-making.

She has asked for the information sheet to have two sections.

Section One

In section one she has asked you to:

• Explain what evidence-based practice is and how it might be applied within an organisation. (AC 1.1)
• Explain the importance of using data in organisations and why it is necessary to ensure that data is accurate when determining problems and issues. (AC 1.2)
• Explain the different types of data measurements used by people professionals. (AC 1.3)
• Explain how the application of agreed policies and procedures informs decisions. (AC 1.6)
• Explain how people professionals create value for people, organisations and wider stakeholders. (AC 2.1)
• Summarise the ways in which you can be customer-focused, and standards-driven in your own context. (AC 2.2)

Section Two

In section two, your manager has asked you to provide practical working examples of how the people practice team examines, interprets and presents the findings of data in different diagrammatical formats so it can be easily understood. She has asked you to use the information in Table 1 below, about turnover rates, as an example. The table shows the number of employees leaving different departments over a three-year period.

Table 1 – Review of turnover rates 2020 – 23 – (please double click on the icon to open the table)

To make the data more easily understood:

• show as a percentage the number of employees leaving each department, each year
• present the overall total leaving rate for the whole organisation as a percentage, for each year.  (AC 1.4)

Present your findings using at least two appropriate diagrammatic forms so it can be easily understood by end users.

Having analysed your findings, comment on any issues that the data has revealed and propose potential solutions. (AC 1.5)

Assessment Criteria

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: Information sheet – section one

1.1 Explain what evidenced-based practice is and how it is applied within an organisation.

1.2 Explain the importance of using data in organisations.

1.3 Explain different types of data measurements that people professionals use.

1.6 Explain how the application of agreed policies and procedures informs decisions.

2.1 Explain how people professionals create value for people, organisations and wider stakeholders.

2.2 Summarise ways in which you can be customer-focused, and standards-driven in your own context.

Task: Information sheet– section two

1.4 Conduct common calculations to interpret data.

1.5 Present findings in different formats to enable informed decision making.

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Assignment Task

By using 1-D simulation software “GT POWER v 2023”, the aim of this coursework is to study the engine performance characteristics by changing design parameters. A written report addressing the results from the following tasks:

Task 1. 10% of the assignment mark

Simulate a GT-POWER engine model “v2023_TASK1_5013FTE1cylSI” provided in AULA to produce baseline results. Plot and discuss relevant engine performance indicators of your choice such as Volumetric Efficiency, BMEP, BSFC and discuss links between them. The engine must be simulated from 1000rpm through to 8000rpm. Discussion of the results including links between the various engine performance indicators should be also included in the report.

Task 2. 20% of the assignment mark

Modify the engine intake runner length to 400mm and exhaust runner length to 100mm. Name the model as “v2023_TASK2_5013FTE1cylSI”. You must keep the rest of components of the model as standard this includes the runner diameter and other parameters. Then run simulation from 1000rpm through to 8000rpm and compare performance with baseline in Task1. Discuss the relation between the modification applied and overall engine performance characteristic changes.

Task 3. 20% of the Assignment 1 coursework mark

In the model “v2023_TASK2_5013FTE1cylSI”, alter combustion duration (def=10 to 90%) to 20deg and Anchor angle (def = 50% burn) to 6deg. Name the model as v2023_TASK3_5013FTE1cylSI”. You must keep the rest of components of the model same as the TASK2 model. Then run simulation from 1000rpm through to 8000rpm and compare with TASK2. Discuss the performance changes using relevant engine performance indicators (additional performance indicators may be required to suitably discuss the changes).

Task 4. 20% of the Assignment 1 coursework mark

Change the TASK3 model to Direct Injection fuelling system. Name the model as “v2023_TASK4_5013FTE1cylSI”. You must keep the rest of components of the model same as the TASK3 model. Then run simulation from 1000rpm through to 8000rpm and compare with TASK3. Discuss the performance changes using relevant engine performance indicators (additional performance indicators may be required to suitably discuss the changes).

Task 5. 30% of the Assignment 1 coursework mark

Tasks 1-4 rely on simulation to predict engine performance. In the real world simulation predictions are also tested with single cylinder engines on an engine dynamometer (test bed) to give empirical validation to the results. As a powertrain development engineer you would be required to inform the applications group how and what you specifically want to test and what data you require. Analyse and discuss what modifications to the base hardware and software would be required to create these empirical dyno tests and what would be required to measure the performance indicators you have discussed above to validate your simulations. This should include a description of all the required sensors and actuators (including type and some reasoning why) and a discussion of which aspects of engine control strategy should be modified for each task above

Assessed Module Learning Outcomes

The Learning Outcomes for this module align to the marking criteria which can be found at the end of this brief. Ensure you understand the marking criteria to ensure successful achievement of the assessment task. The following module learning outcomes are assessed in this task:

1. Develop and apply knowledge and understanding of scientific principles and methodology necessary to underpin their education in vehicle systems and related engineering disciplines, to enable appreciation of its scientific and engineering context and to support their understanding of future developments and technologies.

2. Apply a systems approach to vehicle engineering problems.

3. Apply knowledge of characteristics of particular equipment, processes or products and the use of technical literature and other information sources.

4. Demonstrate engineering workshop and laboratory skills.

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E FEMALE CRIMINALS
Aileen Wuornos was a female serial killer. The Learning
Resources focus on Wuornos’ lengthy criminal history
leading up to the murders. Her history provides insight
as to why she was a career criminal and ultimately, a
serial killer.
For this Assignment, you will focus on a female serial
killer of your choice. The Assignment requires you to
answer a series of questions regarding your chosen
female serial killer’s background and significant life
events, tracing them through childhood and into
adulthood. Taking this into account, you must also
select three criminological theories that might explain
her crimes.
Create a 14 slide PowerPoint presentation using the
Walden University presentation template. E In
addition, include audio narration that addresses the
following:
1. Provide a chronological overview of the female
serial killer’s family background and identify
significant life events that occurred from birth to
teenage years (3 slides).
2. Provide a chronological overview of the female
serial killer’s crimes and significant life events that
occurred from teenage years through the serial
murders she committed (5 slides).
3. Select three criminological theories and describe
how each theory explains her crimes (6 slides – 2

Write a three-page paper discussing an incident, object, image, and so on, which demonstrates the power of literacy or, conversely the weakness of illiteracy in one of the works we read. You may want to define literacy in sense that it is usually used—as the ability to read and write—or you may wish to consider an idea of folk literacy and illiteracy. In this idea of folk literacy, a protagonist who is illiterate in the normal sense is literate in a folk sense, and is able to best his enemy who is folk illiterate. A WORD (OR TWO) TO THE WISE: it is better to be focused and specific rather than cosmic and universal (and over-general). Less is usually more. Required text Jarrett, Gene Andrew, editor, Wiley Blackwell Anthology of African American Literature, Volume I, 1746-1920

Instructions: –

Please follow the rubric below:

You are going to write a simple Digital Circuit Design program that electronics engineers could use to design and test simple digital circuits. It will allow you to create various kinds of logic gates (AND/OR/NOT etc.), input sources and output lamps, move them around the design window, add wires to connect them together, and so on. Each logic gate and wire will be represented in the program by an object with methods like Draw, and properties like Left and Top. You are given a very simple working version of this digital circuits program, which only handles AND gates and wires. Your first task will be to refactor this program to use inheritance, so that it is easier to add new kinds of logic gates. After you have done this, and added several new kinds of logic gates, you will add evaluation methods to the gates, so that each gate behaves like a real digital gate and computes its output signal based on what inputs it is connected to. The final step will be to add support for compound circuits – so that an engineer can design a small circuit, then group all the gates in that circuit into one “uber-gate”, which can be moved around, copied and reused as a single object. For example, this could be used to create a half-adder gate from several simple gates, then two copies of that half-adder could be combined to give a 1-bit full adder.

Step 1: Becoming familiar with the example program Download the example Circuits.zip file from Moodle and unzip it in your COMPX102 directory. Open up the CircuitsCircuits.sln file with Visual Studio and explore the code and run the program until you understand how it works. Read the documentation at the top of each class to get an overview of the program.

Step 2: Creating an abstract Gate superclass (1 mark) This is the most important step of this project. You must create a new Gate class, then move some of the AndGate methods, properties and variables up into your new Gate class. Which ones should you move up? The ones that seem to be useful for all kinds of Gates, and are not specific to AND gates. Then change your AndGate class so that it inherits from Gate. Don’t forget to make methods virtual. [Note: It would also be possible to change the Wire class to be a subclass of Gate if you want, but the advantages of doing this seem reasonably minor to me.] Next change all the references to AndGate in the Form1 class so that they use Gate objects instead. (The only call to AndGate that you will need to keep is the one in the buttonAnd_Click handler, where a new AndGate object is created and put into the currentGate variable, which will now be of type Gate). Make sure that your program runs correctly, and test its behaviour. If you find that your Gate class needs to define a method (like Draw), so that Form1 can call it, but the implementation code inside that method is obviously specific to AND gates, then make it an abstract method in the Gate class and override it with the correct implementation in the AndGate subclass. For example: public abstract void Draw(..); //in Gate class public override void Draw(..) { … } //in AndGate class Once you have done this successfully, you have generalized your Form1 program so that it can work on all kinds of Gates, not just AND gates! In the rest of this assignment, we will be adding lots of interesting kinds of new Gates by implementing new subclasses. However, your Form1 code must not change very much as these subclasses are added. Assignment 1: Digital Circuit Design 3 Typically, you will have to just add one button click handler for each new subclass, which creates an instance of that subclass and assigns it to the newGate variable. The goal is to make as few changes to Form1.cs as possible throughout the rest of this assignment. This shows how a good object-oriented design allows us to add new functionality to a program by just adding new subclasses to it.

Step 3: New Logic Gates (1 mark each) Now implement two new kinds of Gates: OR gates and NOT gates. Each of these will be a subclass of Gate, so must override various Gate methods and maybe add some extra methods. Each of these subclasses is worth one mark. Note that your new gates should turn red when selected, just like an AndGate does. As well as OR and NOT gates, you could implement a PAD gate, which is just a small rectangle with one input pin and one output pin. For each subclass you create, you should add a button to the toolbar with a handler that creates a new instance of your subclass, and assigns it to the newGate variable. This allows the engineer to drag it into the circuit and position it with a click.

Step 4: Input Sources and Output Lamps (1 mark each) Add a new subclass of Gate called InputSource. This should have no input pins and just one output pin. It should contain a boolean variable that says whether the output pin is currently high voltage (which represents a true value being output) or a zero voltage (which represents a false value being output). An InputSource gate should look different when its boolean value is high. For example, the inside of the gate might be a different colour (avoid red), or it might display a “1” or “0” to show its on/off status. Each time an InputSource gate is selected, its boolean value should toggle. That is, selecting it once should change the boolean value from false (the default) to true, then selecting it again should change it from true back to false. Similarly, create another subclass of Gate called OutputLamp. This will have one input pin and no output pins. Like the InputSource, it contains a boolean variable that records its current on/off status. It should glow like a small coloured lamp when that variable is true, and be dark when it is false. Add buttons for both of these new subclasses of Gate, and then test that you can add them to circuits and use wires to connect them to other gates.

Step 5: Evaluation Facilities (2 marks) Now extend your Gate class by adding an abstract Evaluate() method that returns a boolean result. Each subclass will implement this method in a different way, so that it computes the correct logical result for that kind of gate. For example, the Evaluate() method of an InputSource will just return its internal on/off boolean variable. The Evaluate() method of the AndGate class will return true if both the input pins evaluate to true, COMPX102 4 or false otherwise. (If an input pin is not connected to a wire, you should display an error message and assume that the pin is false.) The code to do this will look something like this (you should extend this to handle notconnected pins): Gate gateA = pins[0].InputWire.FromPin.Owner; Gate gateB = pins[1].InputWire.FromPin.Owner; return gateA.Evaluate() && gateB.Evaluate(); The Evaluate() method of an OutputLamp will evaluate its input pin (like gateA of the AndGate code) and set its internal on/off boolean variable to the result of this evaluation. So the output lamps trigger a series of Evaluate() calls to other gates in the circuit, then they display and remember the boolean results of the evaluations. Add a toolbar button, “Evaluate”, whose handler loops through all the gates and asks each OutputLamp to evaluate itself. (Use the C# is or as operators to find out which gates are OutputLamps). To test your evaluation functions, use your program to design an exclusive-or circuit with two InputSources and one OutputLamp.

Step 6: Copy and Paste of Gates (1 mark) Now extend your Gate class by adding an abstract Clone() method that returns a fresh copy of the gate. Each subclass will implement this in a different way, by making a copy of itself. Note that it will also need to make a clone of each of its pins. Add a “Copy” button to the toolbar, that calls the Clone() method of the currently selected gate (if a gate is selected) and assigns it to the newGate variable. This will allow engineers to copy a single gate. Not very useful, but this feature can become much more useful once you’ve implemented compound gates.

Step 7: Compound Gates (6 marks) A very powerful and useful feature of most digital circuit editors is that they allow a collection of Gates to be grouped together into one compound Gate. The resulting compound Gate can then be treated as a new primitive Gate, selected as one whole group, moved around together, and maybe copied and pasted etc. Implement a Compound class, which will be another subclass of Gate, but will contain a list of Gate objects and an AddGate method that adds a Gate to that list. Add a “Start Group” button to the toolbar, whose handler creates a new empty Compound gate and stores it in a new instance variable of Form1, called newCompound. If a Gate is selected while newCompound is non-null, that gate is added into the newCompound object. Then add an “End Group” button to the toolbar, with a handler that moves newCompound into newGate and resets newCompound to null.

Task

For this assignment, you will record a PowerPoint presentation with audio or video presenting your business report. Please note that you are encouraged to record yourself on video for practice, but you can choose to only record an audio presentation without it impacting your grade.  

Here are a couple of tips to consider that will help make your presentation successful:

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• Use your executive summary to help you determine the content for your presentation.
  Writing that summary has already helped you determine the key points of your report. Putting together your PowerPoint presentation then becomes a matter of translating the summary into PowerPoint slides.
• Remember, a good PowerPoint presentation doesn’t try to put too much information on a single slide. It’s okay to have more than ten slides. Think of your PowerPoint presentation as a visual equivalent of your executive summary.
• While it’s okay to have more than ten slides, too many slides can kill the effectiveness of a presentation. Fifteen slides may be acceptable, but more slides than that include perhaps too much detail for a presentation.

INTERIOR ENVIROMENTS PERSUASIVE PROPOSAL

Task: Craft a proposal for a persuasive, 1200 – 1500 word essay, that includes a thesis statement (your main argument) and an outline. Your paper will dive into the topic Art and the History of Interior Design Environment BEFORE 1900 as covered in the History of Interiors course.

Submission Requirements

Submit a brief proposal that includes your thesis statement and an outline of the critical points you will explore in your paper.

Learning Objectives

Critical Thinking:

·        Analyze historical movements in interior environments and connect them to broader cultural, social, or technological themes.

·        Formulate a compelling argument related to the course material.

 Research Skills:

·        Conduct preliminary research to find credible sources and historical evidence.

·        Synthesize information to support your thesis.

Thesis Development:

·        Create a clear and specific thesis statement reflecting your stance on the topic.

·        Focus on broad topics into manageable research questions.

 Organizational and Writing Skills:

·        Develop a logical outline that supports your thesis.

·        Write a concise and persuasive proposal that communicates your research plan.

 Persuasive Techniques:

·        Apply logical reasoning and evidence-based arguments, and address counterarguments to strengthen your position.

Course Engagement:

·        Deepen your understanding of the history of interior environments by exploring connections to more significant historical trends.

·        Contribute original insights to class discussions.

STEPS TO COMPLETE THE ASSIGNMENT

1)     Preliminary Research

a.     Explore textbooks, academic journals, and reputable websites.

b.     Identify controversies or debates within your area of interest.

c.      Find connections between your topic and historical movements discussed in class.

2)     Generate Potential Directions

a.     List different angles or perspectives on your topic.

b.     Organize ideas into categories to help narrow your focus.

3)     Select Your Focus

a.     Choose the most intriguing angle.

b.     Ensure there are sufficient resources to support your research.

4)     Narrow Down Your Topic

a.     Focus on a specific issue within your topic.

b.     Develop a thesis statement that clearly states your argument.

5)     Create an Outline

a.     Structure your argument with a detailed outline.

b.     Consider using a mind map to organize your thoughts.

6)     Submission Requirements

a.     Submit a brief proposal that includes your thesis statement and an outline of the critical points you will explore in your paper.

DUE DATE: SEPT 17