7OS06 WELL-BEING AT WORK

7OS06 WELL-BEING AT WORK

This lesson will look at improving workplace well-being by delving into the CIPD’s key values in depth. For example, self-development, leadership, and management skills for promoting employee resilience; creating an inclusive environment that promotes diversity within and between teams/departments through workplace culture change (including positive reinforcement); goal setting with mindful processing techniques such as mindfulness meditation or yoga breathing exercises – all of this is designed specifically for the two-week timeline so you can get stamina.

This lesson emphasises the significance of workplace well-being to both employer and employee results in today’s workplace. It provides learners with comprehensive knowledge about how to work, healthcare provisions are linked together for better overall well-being, and understanding of social responsibilities organisations have towards their employees based on key theories within this area – all while developing critical thinking skills required when engaging with an agenda focused primarily on Wellness initiatives themselves.

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What you will learn

The student will investigate definitions of well-being and why this concept is important to companies and employees in this unit. As a learner in this subject, you will investigate basic theories related to workplace well-being and how businesses address it. You will also understand the connections between work, health, wellness, and people management practices and processes, as well as identify individual and group factors that influence workplace well-being as a learner. The learner will also look into the link between employee well-being and business outcomes, such as how it affects performance and productivity. You’ll also learn how organisational culture affects employee well-being, the impact of well-being programs, and the challenges managers may face when personalising initiatives for employees.

This unit is suitable for persons who:

This unit is necessary for the following individuals:

  • Individuals who work in a company are responsible for implementing human resource policies.
  • A person who wants to work in human resources has obtained the CIPD Foundation Diploma in Human Resource Practice.
  • An experienced people practitioner in a senior people practice position wants to expand and deepen their capacity, knowledge, and skills to have a greater impact on strategy, policy, and people.
  • A person is pursuing a professional qualification in human resources (HR) or learning and development (L&D) management to further their career.
  • A desire to expand their autonomy, influence, and judgment to strategically lead and drive organisations and their employees.

Learning outcomes

After finishing this module, learners will achieve the following key learning outcomes, which are further divided into sub-categories. The student will be able to comprehend the following learning outcomes:

  • Becoming aware of the importance of workplace wellness in today’s workplace (Learning Outcome 1)
  • Recognising the links between work, health, well-being, and people management tactics and processes (Learning Outcome 2).
  • Recognising how the employer’s and employees’ well-being affects the overall approach (Learning Outcome 3).
  • Recognise the significance of a well-being strategy in maintaining organisational performance (Learning Outcome 4).

What are the entry requirements?

The CIPD does not always regulate the legislative requirements institutions have for their candidates. Some of these criteria are unique to each institution, while others apply to all students enrolled in the unit. Institutions have developed these diagnostic tests to determine if candidates have the needed reading and numeracy skills to finish the Well-Being at Work program (7OS06). Most universities require candidates to have a working knowledge of the English language to enrol in any programme. For example, some universities require students to have a C/4 or better in English at the GCSE level. Other universities demand a 6.5 IELTS/ESOL Level 2 equivalent from applicants who speak English as a second language. The CIPD, on the other hand, has a policy for non-native English speakers that outlines appropriate English language entry requirements.

According to most schools, applicants should have a bachelor’s degree, CIPD level 5 certificates, and prior human resources experience. Significant strategic people practice experience may be substituted for a degree in extreme circumstances; however, this is subject to review. CIPD recognises previous learning policies that allow learners to demonstrate that they already possess the knowledge, understanding, or abilities required to meet the assessment requirements and do not need to acquire them through a course of study. For learners who have completed units from a previous CIPD certification, the CIPD, for example, has pre-defined transfer opportunities to this unit as scheduled exemptions. Learners who have completed units from non-CIPD qualifications that they believe will map to units in this qualification may submit an application form to the CIPD for verification, precise mapping, and proof of attainment. Finally, several institutions require students to enrol in the program at least 18 years old. However, candidates for this unit must be at least 21 years old, according to the CIPD.

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7os06 Assignment Example

7os06 assignment example

Assessment activity 1 for CIPD Level 7 Optional Module 6: Critically Evaluate The Key Theories And Definitions Related To Wellbeing At Work.

People go to work every day, but did you realise that it may also be one of the most significant aspects of their lives? Positive psychology studies how employees feel about their workplace or company culture (corporate social responsibility); P-E fit, which means having a suitable balance between personal time spent outside of working hours vs the total number of hours worked each week. When we understand psychological contracts that companies may have built up based on what they need from people with different personality types: hardiness vs resilience, we’ll dig deeper into all of these topics.

Assignment Activity 2 of the CIPD Level 7 Optional Module 6 is: Why Workplace Wellbeing Is Important to Employers and Employees.

Well-being has a strong commercial case. Employees in good physical and mental health have been demonstrated to be more productive than their less healthy counterparts, resulting in enhanced efficiency within a business. In addition, however, there is a positive influence on employee morale when employees are engaged at work and are healthier due to a more inclusive culture with lower absenteeism and presenteeism rates (inability-to-work). Finally, promoting organisational health improves long-term viability, which every business wants these days.

Assessment activity 3 for CIPD Level 7 Optional Module 6: Examine Organizations’ Responsibilities to Engage in Workplace Wellbeing.

Employers are required by law to have a duty of care for their employees, but they must also consider concerns such as corporate social responsibility and reputation. When looking at stakeholder interests in recruiting new hires or retaining current staff members, meeting minimum health/safety standards with an emphasis on minimising workplace injuries through education programs about what’s appropriate behaviour under different circumstances will provide the best results, so there aren’t any negligence suits filed against your business later down the road because someone acted negligently.

Assessment activity 4 in CIPD Level 7 Optional Module 6 examines the impact of individual and group factors on well-being at work.

Stress, shiftwork, social support systems in the office and lack of sleep are all factors that might impair your mental health at work. These pressures often lead to increased levels of anxiety, which causes an individual’s moods to change over time as a result of this continuous cycle affecting them physically as well as mentally, leading to depression or even full-blown illnesses like arthritis if left unchecked long enough for things not to get better soon enough with treatment options available today through medication prescribed by doctors if you need help coping and staying healthy.

Reference

For students interested in pursuing this course, there are a variety of publications available. Here are a few examples that institutions across the globe extensively utilise.

Afsar, B., & Umrani, W. A. (2019). Transformational leadership and innovative work behavior: The role of motivation to learn, task complexity and innovation climate. European Journal of Innovation Management.

Dhiman, S. (Ed.). (2021). The Routledge companion to mindfulness at work. Routledge, Taylor & Francis Group.

Foster, D. (2018). The health and well-being at work agenda: good news for (disabled) workers or just a capital idea? Work, employment and society32(1), 186-197.

Harvey, G. (2019). Corporate wellness: what, why not, and whither? Employee Relations: The International Journal.

Hesketh, I., & Cooper, C. (2019). Well-being at work: how to design, implement and evaluate an effective strategy. Kogan Page Publishers.

Manokha, I. (2020). The implications of digital employee monitoring and people analytics for power relations in the workplace. Surveillance & Society18(4), 540-554.

Marques, J. (Ed.). (2020). The Routledge Companion to Happiness at Work. Routledge.

Mitchell, D. (2018). 50 Top Tools for Employee Wellbeing: A Complete Toolkit for Developing Happy, Healthy, Productive and Engaged Employees. Kogan Page Publishers.

Newstead, T., Macklin, R., Dawkins, S., & Martin, A. (2018). What is virtue? Advancing the conceptualisation of virtue to inform positive organisational inquiry. Academy of Management Perspectives32(4), 443-457.

Timms, P. (2021). Transformational HR: How human resources can create value and impact business strategy. Kogan Page Publishers.

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