Research Methods and Use of

Technology for Business

Effectiveness

HR70082E
Credits: 20

Level 7

Academic Year 2024-25

Copyright © 2024 University of West London

Permission granted to reproduce solely for the purpose of teaching and learning at the University of West
London and its approved academic partners.

You are provided with study materials for your personal use only. You must not share these with others or
upload them to websites. Any student who is found to have shared materials, particularly for personal gain,
will be subject to disciplinary action if appropriate.
Table of contents
1 Team contact details ......................................................................................................... 3
2 Module overview ............................................................................................................... 3
3 Preparing for your Assessment ....................................................................................... 5
4 Summative Assessments ................................................................................................. 6
5 Learning materials .......................................................................................................... 10
6 Maintaining Academic Honesty and Integrity ............................................................. 132
7 Meeting Deadlines ......................................................................................................... 132
8 Getting Support ............................................................................................................... 12
9 Glossary and Acronyms ............................................................................................... 133

Page 2 of 27
1 Team contact details

Module Leader Samantha Atanda

Email [email protected]
Module Tutors Samantha Atanda & Digby Ingle
Email [email protected]
Subject Librarian Sarah Simpson
Email [email protected]
External Examiner TBC

2 Module overview
This module aims to enable you to:

• Develop an evidence-based approach to people practice underpinned by the use of data

• Develop insight focus and key competencies based on problem-solving people issues
within the workplace.
• Gain an in-depth understanding of the psychology behind people behaviour to support
evidence-based practice.

The study of this module will also encourage and enable learners to gain new skills and core
behaviours in line with the CIPD Profession Map to support their development as People
Practitioners.

Module content
• Introduction to research
• Formulating research aims and objectives
• Developing a conceptual framework and a research proposal
• Critically reviewing literature
• Research philosophy and approaches to theory development
• Sampling strategies
• Data collection methods – qualitative and quantitative
• Obtaining secondary and primary data
• Measurement and scaling (questionnaires)
• Data collection instruments (interviews and observation)
• Analysing qualitative and quantitative data
• Negotiating access and ethical issues in research
• The concept and methods of evidence-based practices
• Evidence-based practice in people management
• Major technological developments and their impact upon people management practices.
Including Technology for Business effectiveness
• The role of data in improving the effectiveness of organisational and people management
practices
• The role of data protection legislation for people management practice and the importance
of data integrity

Please ensure you refer to their Course Handbook for a detailed outline of how this module forms
part of your course.

Page 3 of 27
Learning outcomes to be assessed

On completion of the module, you should be able to achieve the below learning outcomes and
demonstrate the core behaviours of the CIPD Profession Map i.e., situational decision making,
insights focused etc:
1. LO1: Demonstrate an ability to perform all the stages of the research process.
2. LO2: Write a critical literature review that deals effectively with relevant
concepts/theories/models
3. LO3: Critically evaluate the use of varied quantitative and qualitative data analysis
procedures in research projects
4. LO4: Critically assess the different approaches and strategies for developing evidence-
based people management practice.
5. LO5: Critically evaluate the importance of organisational data in supporting evidence-based
practice and decision making.
6. LO6: Demonstrate how to effectively use evidence-based practice to support organisational
performance and problem solving for people practitioners
7. LO7: Critically examine the importance of accurate data collection in supporting evidence-
based practise within organisations to drive business performance.

Expectations

Specific expectations students can have of tutors:

• Constructive formative feedback for assessment 1 and one assignment draft for assessment 2.
• Lecture slides made available on Blackboard 3 days prior to lecture.
• Seminar activities made available on Blackboard 3 days prior to the first seminar group session
in a week.
• Assessment marks and summative feedback given within 3 working weeks from the
assessment submission deadline.
• Illustrative examples of group presentation PowerPoint slides and reflective writing reports.

Specific expectations tutors will have of students:

• Attend all classes and arrive at classes punctually.
• Read articles and signposted resources provided prior to seminars and prepare answers to
questions as per instructions given.
• Communicate with tutors in a professional manner.
• Behave professionally in classes and not to cause any disruption that might affect other
students’ learning.
• Actively participate and engage in class activities.
• Inform tutor via email when not able to attend any classes.
• Communicate with tutors in a professional manner.
• Attempt all assessments by the submission deadline unless there is extenuating
circumstances (in which case please contact your Course Leader for extension request or
mitigation claim).

Page 4 of 27
3 Preparing for your Assessment
A key part of your learning will be preparation for your summative assessment. You will be
provided feedback on your formative assessments, and this will help you to better understand
what is required of you when you submit your summative assessment. Please see below guidance
on your formative assessment and how to access your feedback.

Formative assessments are generally defined as ongoing evaluations during a module or learning
period to monitor student progress and provide feedback. Their purpose is to improve learning and
teaching by identifying areas for improvement before final (summative) assessments. Examples
include quizzes, drafts, presentations, group discussions, peer reviews.

Feedback from formative assessments can be used to support completion of your summative
assessments by:

1. Reviewing comments carefully: Analysing instructor feedback to understand strengths and

weaknesses.
2. Identifying patterns: Looking for recurring themes in feedback across multiple assessments.
3. Creating an action plan: Developing specific steps to address areas needing improvement.
4. Seeking clarification: If feedback is unclear, ask your Module Tutor for elaboration.
5. Applying feedback broadly: Using insights from one assignment to improve performance on
others.
6. Tracking progress: Monitoring how you've incorporated feedback over time.
7. Reflecting on learning: Consider how formative feedback relates to course learning
outcomes.

The principles of scaffolding will be applied to the formative assessment. Some elements of the
tasks related to the summative assessment will be given to the students in the class to work on in
groups and feedback will be provided in class to shore up student confidence and knowledge.

Assessment Support

Assessment Teaching Weeks in Outline of Type Student How will the

which Assessment and Form of Preparation Support
Support Takes Assessment Required Prior to Session to be
Place Support to be or After the Delivered
Provided Support Session

A1 (Parts a & b): Week 1 Assessment A1 & A2: During lecture

guidance and familiarisation of the and seminar
explanation of assessment – see
assessment parts guidance notes in
(a) and (b) the MSG.

A1 (Part a) Weeks 2-7 Summative feedback Students should During seminars

on seminar tasks review their
assignment Feedback for
One draft copy of preparation in the assignment draft
Part (a) to be light of summative copy delivered by
submitted by Week 7 feedback email & one-to-
for feedback one session

Page 5 of 27
 A1 (Part b) Weeks 8-14 Summative feedback Students are During lectures
on seminar tasks required to submit and seminars
their draft by email and via email
to the Module Tutor feedback

4 Summative Assessments

Summative Assessment A1 (Part a)

Assessment title Written Report

Submission date and time Week 7: Sunday 30th March 2025, 11.59pm
Word Count (or equivalent) 1000 words
Where to submit Blackboard Turnitin
Feedback date 15 working days after submission
Assessment Weighting 40%

Submitting, feedback & grades online using Blackboard

Background
Quantum Talent Management, an HR consulting firm with 2,500 employees across five countries,
has invested significantly in a new EDI training program. The program combines online modules,
workshop sessions, and practical scenarios delivered over three months. While the company has
received positive initial feedback, senior leadership needs a rigorous evaluation of the training's
impact on workplace behaviours, attitudes, and organisational culture. The HR Director has
specifically expressed interest in understanding whether the training translates into measurable
behavioural changes and improved inclusive practices across different departmental and
geographical contexts.

Task
You are a research consultant hired to design and conduct a comprehensive study evaluating the
effectiveness of Quantum Talent Management’s EDI training program. You have been requested
by Quantum’s Board to produce a report (1000 words) outlining the evaluation study. Your report
should address the following components:

1. Research Proposal (250 words):

Develop a clear research question and, supporting research objectives and questions that will
guide your investigation. Consider how you will measure both immediate training outcomes and
longer-term behavioural changes. Your proposal should explain why this research is significant
and how it will contribute to both organisational practice and academic understanding of EDI
training effectiveness.

2. Literature Review (300 words):

A succinct critical review of the key literature relating to EDI training evaluation, behavioural
change theories, and organisational culture assessment. Your review should synthesise existing
knowledge about what makes EDI training effective and identify relevant gaps in current
understanding. Consider including perspectives from psychology, organisational behaviour, and
cultural change management.

Page 6 of 27
3. Methodology (250 words):

Design a mixed-methods approach that will capture both quantitative and qualitative data about
training impact. Consider how you will:

• Measure pre- and post-training attitudes and behaviours

• Gather longitudinal data about cultural change
• Account for potential confounding variables
• Ensure data reliability across different cultural contexts
• Address potential response biases

4. Data Analysis Framework (200 words):

Detail your planned approach for analysing both quantitative and qualitative data, including:

• Statistical methods for measuring change

• Qualitative analysis techniques for interview/focus group data
• Integration of different data sources
• Validation strategies

5. References
6. Appendices (must include a Gantt chart)

Main objectives of the Assessment

No. Learning Outcome Marking Criteria

LO1 Demonstrate an ability to perform all the stages of the See marking grid below
research process.
LO2 Write a critical literature review that deals effectively with See marking grid below
relevant concepts/ theories/ models
LO3 Critically evaluate the use of varied quantitative and See marking grid below
qualitative data analysis procedures in research projects

Marking Criteria Marks

1. Research aim, objectives and questions are clear, focused and sets overall 20%
direction for the research. Scope is realistic and achievable within constraints.
Research context and research problem is defined.

2. Literature review demonstrates clear understanding of purpose and value of 20%

literature within the field. Identifies a range of current and informative sources to
review. Discusses how review will inform project approach.

3. Research methods are identified and aligned to each objective. Provides a 20%
rationale for why chosen methods will achieve objectives and how they are aligned.
Discusses strengths and limitations of chosen methods. Thorough ethical
considerations are presented

4. Data analysis framework shows clear data collection plan and appropriate 20%
analysis techniques for quantitative and qualitative data collection methods.

Page 7 of 27
 5. Feasibility and research project management includes a Gantt chart to show 05%
logical sequencing of key stages and milestones. Timeframes for each stage are
realistic. Brief rationale provided for activities within each stage.

6. Overall communication where ideas are expressed clearly and professionally. 10%
Logical flow and structure. Grammar, spelling and formatting are proofed and
checked.

7. Referencing in which sources are cited appropriately within text. Includes properly 05%
formatted reference list using Harvard style.

Total 100%

NB Assessment A1 (part a) has been designed to support the development of your

Consultancy Project proposal which will be submitted on completion of your taught
sessions the following semester.

Summative Assessment A1 (Part b)

Assessment title Workforce Planning Data Report

Submission date and time Week 15: Sunday 25th May 2025, 11.59pm
Word Count (or equivalent) 2500
Where to submit Blackboard Turnitin
Feedback date 5th February, 2025
Assessment Weighting 60%

Assessment 1 (Part b): Primary Care Workforce Analysis

People Analytics Ltd, UK, has been commissioned by NHS England to conduct a multi-phase
review of primary care provision in England, aiming to reduce A&E waiting times (specifically, the
percentage of patients waiting over 4 hours). This review will inform a strategic plan focused on
workforce optimisation, skill mix configuration, and technology integration within primary care
settings.

You are the Head of the Workforce Data Team at People Analytics Ltd, and your team is
responsible for leading the review of the primary care workforce across NHS England, Integrated
Care Boards (ICBs), and Sub-ICB Locations (local healthcare planning and delivery
organizations). Your analysis will directly inform policy decisions regarding resource allocation and
service delivery transformation.

Task:

Using the workforce data provided on Blackboard for the period 2015-2025, prepare a report for
the Senior Management Board of NHS England that includes:

1. Provide a critical analysis of General Practitioners, Nurses, and Administrative and

Clerical Staff, focusing on workforce distribution patterns including headcount by gender
and role, Full-Time Equivalent (FTE) and age demographics.
a. Identify key trends and themes, using statistical methods including time series, trend
analysis and employ data visualisation techniques (charts and graphs) to effectively

Page 8 of 27
 communicate key findings.
b. Critically evaluate potential causes underlying identified trends and address any data
quality limitations.

2. Conduct a comparative analysis of ad-hoc locum GP use between:

a. North West London region and the rest of London.

b. London and Midland regions.

▪ Discuss the reasons and implications of differences in locum use (e.g. operational
and financial implications of varying locum dependency) and the potential impacts on
service quality, continuity of care and patient outcomes.

3. Analyse workforce data by age bands and gender, including intersectional analysis.

▪ Identify thematic trends related to recruitment, retention, and career progression.

▪ Analyse retirement trends that is evident from the data.

4. Provide evidence-based recommendations that are SMART-driven to inform NHS

England's Strategic Workforce Plan, directly linked to the findings of the data analysis.

▪ Propose targeted interventions to address identified workforce challenges

▪ Consider resource implications and the impact of technology and the changing
healthcare landscape.
▪ Present a clear implementation framework with defined metrics for success
evaluation.

Main objectives of the Assessment

No. Learning Outcome Marking Criteria

Critically assess the different approaches and strategies for See marking grid below
LO4 developing evidence-based people management practice.
Critically evaluate the importance of organisational data in See marking grid below
LO5 supporting evidence-based practice and decision making.
Demonstrate how to effectively use evidence-based practice See marking grid below
LO6 to support organisational performance and problem solving for
people practitioners
LO7 Critically examine the importance of accurate data collection See marking grid below
in supporting evidence-based practise within organisations to
drive business performance

Marking Criteria

Marking Criteria Marks

1. Clarity and Coherence: exceptional writing control, knowledge and understanding 10%
appropriate to assignment, which enhances the argument and comprehension.
Strong logical organisation and coherence that enhances fulfilment of the
assignment objectives. Clarity, coherence, and organisation of the content

Page 9 of 27
 2. Data analysis: thorough analysis of staff groups, workforce to identify insightful 30%
trends and themes. Spotlights most significant or problematic trends based on
evidence. Draws logical conclusions from data.
3. Comparative analysis of GP ad-hoc locums detailing reasons and implications of 25%
differences in locum use.
4. Strategic recommendations: provides realistic, feasible recommendations to 15%
address identified issues. Recommendations are supported by analysis and
aligned to support strategic planning.
5. Communication: professional report writing style and logical structure. Uses data 10%
effectively to support analysis. Clear visual presentation and design.
6. Referencing: cites sources appropriately within text. Includes properly formatted 10%
reference list using Harvard style.
Total 100%

Employability Skills

This assessment covers the following employability skills, which you could demonstrate on your
CV and at job interviews if you successfully pass the assessment:

Advanced Research and Analysis

• Systematic literature review capabilities
• Critical evaluation of academic papers and industry reports
• Advanced database search techniques
• Research design and methodology development
• Qualitative and quantitative data analysis
• Data visualisation and presentation
• Research ethics and compliance knowledge

Research Project Management

• Research project planning and execution
• Timeline development and management
• Resource allocation and budgeting
• Risk assessment and mitigation
• Stakeholder analysis
• Project documentation

Technical Skills
• Survey design and implementation
• Interview techniques (structured/semi-structured)
• Data collection methods
• Descriptive statistical analysis
• Data management and organisation
• Academic writing and reporting

Critical Thinking
• Problem identification and definition
• Methodology evaluation and selection
• Data interpretation
• Analytical reasoning
• Evidence-based decision making
• Research validity assessment
• Bias recognition and mitigation

Communication

Page 10 of 27
 • Academic writing
• Research presentation
• Technical report writing
• Data visualisation
• Stakeholder communication
• Research findings dissemination

CIPD Core Behaviours

• Ethical practice
• Professional courage and influence
• Valuing people
• Working inclusively
• Commercial drive
• Passion for learning
• Insights focused
• Situational decision-making

5 Learning materials
The reading list for this module is available on Blackboard in the module area and online by
searching readinglists. This shows real-time availability of books in the library and provides direct
links to digital items, recommended by your lecturer.

Remember to log into Blackboard daily to receive all the latest news and support available
at your module information sites!

Subject guides are also available to help you find relevant information for assignments, with
contact details of the Subject Librarian for your School.

CIPD Web Resources

Full Reading List can be found on: https://uwl.rl.talis.com/index.html

These references are arranged chronologically.

a) Reports and surveys (some resources require setting up a free account with CIPD)

CIPD (Aug 2024) Learning evaluation, impact and transfer Learning evaluation, impact and transfer |
Factsheets | CIPD
CIPD (Aug 2024) Equality, diversity and inclusion (EDI) in the workplace factsheet Equality, diversity and
inclusion in the Workplace | Factsheets | CIPD
CIPD (Feb 2024) Neuroinclusion at work report 2024 Neuroinclusion at work report 2024 | CIPD

Page 11 of 27
CIPD (April 2023) Fair selection. An evidence review. Fair selection: An evidence review: Scientific
summary
CIPD (2019) Diversity Management that works. An evidence-based review
https://www.cipd.org/globalassets/media/knowledge/knowledge-hub/reports/7926-diversity-and-inclusion-
report-revised_tcm18-65334.pdf

b) CIPD Podcasts and Webinars (requires setting up a free account with CIPD)

Evidence-based L&D – The gift of artificial intelligence (Apr, 2024)

https://www.cipd.org/uk/knowledge/podcasts/artificial-intelligence-learning-and-development/

Evidence-based L&D – Asking the right questions (Dec, 2023)

https://www.cipd.org/uk/knowledge/podcasts/ld-asking-questions/

Could using AI for interviews impact the diversity of your talent pool? (Jul, 2021)
https://www.cipd.org/uk/knowledge/bitesize-research/diversity-talent/

Other Resources

Independent UK Report (2024) Report on the Inclusion at Work Panel’s recommendations for improving diversity
and inclusion (D&I) practice in the workplace https://www.gov.uk/government/publications/inclusion-at-work-
panel-report-on-improving-workplace-diversity-and-inclusion/c281303b-e075-483d-940f-456c92942bec

Devine, P. & Ash, T. (2022) Diversity Training Goals, Limitations, and Promise: A Review of the Multidisciplinary
Literature. National Library of Medicine. https://pmc.ncbi.nlm.nih.gov/articles/PMC8919430/

Nathoo, Z. (2021) Why ineffective diversity training won't go away

https://www.bbc.com/worklife/article/20210614-why-ineffective-diversity-training-wont-go-away

Fitzgerald, C. et al (2019) Interventions designed to reduce implicit prejudices and implicit stereotypes in real
world contexts: a systematic review. BMC Psychology volume 7, Article number: 29
https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-019-0299-7

Chang, E. et al (2019) The mixed effects of online diversity training PNAS (Proceedings of the National Academy
of Sciences of USA) https://www.pnas.org/doi/10.1073/pnas.1816076116

Chang, E. et al (2019) Does Diversity Training Work the Way It’s Supposed To? https://hbr.org/2019/07/does-
diversity-training-work-the-way-its-supposed-to

Bezrukova, K. et al (2016) A meta-analytical integration of over 40 years of research on diversity training

evaluation.

Page 12 of 27
6 Maintaining Academic Honesty and Integrity
Academic Integrity means avoiding plagiarism and cheating and owning your own work, the use of
essay mills and AI content is also considered academic misconduct. This is when you submit a
piece of work which is not completely your own, but which you are presenting as your own without
acknowledging the author or properly referencing the original source. All your work must
demonstrate Academic Integrity; it must be an honest and fair submission, complying with all the
requirements of the assessment. Failure to meet these standards of behaviour and practice is
academic misconduct, which can result in penalties being applied under the Academic Offences
Regulations. You can get support with your academic writing by speaking to our Study support
team.

7 Meeting Deadlines
You should always try your best to submit your work on time. If your circumstances mean that you
are not able to submit on time or are unable to attend an in-person assessment like an exam or in-
class test, then you can request Exceptional circumstances for the assessment. An extension
allows you to submit coursework up to 10 calendar days late without penalty, (calendar days
include all weekends and bank holidays where the University is open). Without an extension, the
maximum mark you will be able to get for that work will be the pass mark. Mitigation allows you a
further attempt without penalty if you fail an assessment or do not submit.

You can apply for an extension or mitigation by self-certifying that you have exceptional
circumstances which affected your ability to undertake the assessment. Self-certifying means
that evidence does not have to be provided, although the University reserves the right to request
evidence. All self-certified requests must be made before the deadline and detail the exceptional
circumstances that have prevented you from submitting by the original submission deadline. You
can only self-certify three assessments per academic year. If you have used all your self-
certification opportunities, or requested mitigation after the deadline, you will need to provide
evidence of your exceptional circumstances for your request to be granted.

8 Getting Support
There may be times when you experience circumstances outside of your control and talking to
your Module Leader/Tutor and seeking help from other support services in the university will keep
you on track with your studies. You can access support and guidance and confidential help at our
Support for current students page and by vising the Student Hub. It is equally important to
consider your safety and the safety of others around you, especially how to stay safe online and
ensure your communications are secure and appropriate. You should also familiarise yourself with
the University Safeguarding Policy, process, and procedure.

Your Students’ Union Advice Team can help you to obtain the right support.

9 Glossary and Acronyms

Action research: is “learning by doing” - a group of people identify a problem, do something to
resolve it, see how successful their efforts were, and if not satisfied, try again. Action research is
known by many other names, including participatory research, collaborative inquiry, emancipatory
research, action learning, and contextual action research, but all are variations on a theme.

Alternative hypothesis: an educated guess by a researcher that there is a relationship between

Page 13 of 27
the independent variable and the dependent variable (or in the case of an observational study, that
there is a relationship between two or more factors being studied). An alternative hypothesis can
predict a general outcome that differs from the null hypothesis (such as ‘there will be a difference
between scores from the intervention group and the control group’) or a set outcome (such as
‘scores for the intervention group will be higher than for the control group’). Studies that involve
hypothesis-testing are usually seeking to disprove a null hypothesis in favour of an alternative
hypothesis.

Analytic induction: A form of qualitative analysis that involves a researcher reviewing a dataset
and developing hypotheses. During the process, the researcher collects more data and looks for
any cases that do not fit the hypotheses. If there are cases that do not fit, the hypotheses are
reformulated. The researcher then collects more data and looks for any cases that do not fit the
reformulated hypotheses. This process continues until there are no cases that do not fit the
hypotheses.

Attrition: a reduction in the number of participants during the course of a study. If more
participants withdraw from one group than another group, this can introduce bias and threaten the
internal validity of the research.

Attribution: the association or disassociation of a particular attribute with a particular population

unit.

Bias: a loss of balance and accuracy in the use of research methods. It is also any influence on a
research study that could affect or distort the results or interpretation of results. It can creep into
research via sampling, while interviewing, in the design of questions, or in the way data are
analysed and presented. Bias means that the research findings will not be representative of, or
generalisable to, a wider population.

Categorical variable: a variable with discrete values (e.g. a person’s gender or a person’s marital
status).

Causal relationship: a relationship where variation in one variable causes variation in another.
Causation is the proven effect of one factor on another. Causation is not the same as correlation,
which is a potential relationship between two factors. Only experiments and non-equivalent groups
designs can attempt to prove causation.

Chi-square: a family of distributions commonly used for significance testing. The most common
variants are the Pearson chi-square test and the likelihood ratio chi-square test.

Citation bias: The tendency for people to cite work with positive results more than studies without
positive results.

Cluster randomised controlled trial: Also known as group-randomised trial or place-randomised

trial. A type of randomised controlled trial where randomisation happens at a group level. In a
cluster randomised controlled trial, individuals are already in groups (such as schools, local
councils, hospitals etc.) and these groups are randomly assigned to be control or intervention
groups.

Cluster sampling: A way of sampling participants for a study based on their geographical
location. For example, a cluster sample might involve recruiting participants from 10 out of 25
offices within an organisation to take part in a study. Cluster sampling is a simple and cost-
effective way to recruit lots of participants. However, because the sample is only drawn from one
location, it may not be representative of the larger population.

Page 14 of 27
Coded data (coding): refers to a way of recording material at data collection, either manually or
on computer, for analysis. The data are put into groups or categories, such as age groups, and
each category is given a code number.

Cohort study: one in which subjects who presently benefit from an activity are followed over time
and compared with another group who are not benefiting from the activity or intervention under
investigation. It is a longitudinal study that collects data at set intervals from a sample of
participants who share a specific characteristic, such as year of birth (birth cohort study).

Confidence interval: identifies a range of values that includes the true population value of a
particular characteristic at a specified probability level (usually 95%).

Confidence level: the confidence level tells you how sure you can be that this inference is correct

Confirmation bias: A cognitive bias where individuals tend to seek out, interpret and remember
evidence that supports their pre-existing viewpoints.

Construct: something that exists theoretically but is not directly observable.

Continuous variable: a variable that can take on an infinite range of values along a specific
continuum (e.g. weight, height).

Control group: In experiments and some quasi-experiments, a control group is used for
comparison with the intervention group. The control group receives no treatment or a standard
treatment that is already being used (such as the standard medication used for a certain
condition).

Controlled variables: researchers may control some variables in order to allow the research to
focus on specific variables without being distorted by the impact of the excluded variables.

Correlation coefficient: a measure of the degree of relationship between two variables. A

correlation coefficient lies between +1 (indicating a perfect positive relationship), through to 0
(indicating no relationship between two variables)to -1.0 (a perfect negative relationship).

Cross-tabulating: the process of analysing data according to one or more key variables. A
common example is to analyse data by the gender of the research subject or respondent, so that
you can compare findings for men with findings for women. Also known as cross-referencing.

Cross-sectional research: used to gather information on a population at a single point in time.

Data saturation: the point at which data collection can cease, when data becomes repetitive and
contains no new ideas, the researcher can be reasonably confident that the inclusion of additional
participants is unlikely to generate any new ideas. (Sometimes simply referred to as saturation.)

Demand characteristics: Indications (either explicit or implied) in studies for participants to

behave in a certain way, which can bias results. Studies that measure behaviour are particularly
prone to demand characteristics.

Demographics: information about a population sample that includes data such as age, sex, social
class, number of children, etc.

Dependant variables: in a research project which seeks to establish cause and effect between
variables, the potential causal variable is known as the independent variable, and the variable(s)
where effects are under scrutiny is dependent.

Page 15 of 27
Descriptive statistics: Statistics that are numerical summaries of quantitative data. They can
include measures of central tendency (the average of the dataset) and measures of variability
(how much most of the data differs from the average of the dataset). From these statistics alone,
researchers cannot be sure whether the data match their educated guesses (hypotheses) as
hypothesis-testing requires inferential statistics. They also cannot be used to make predictions
from data about a larger population as this also requires inferential statistics.

Determinism: the belief that everything is caused by specified factors in a predictable way rather
than haphazardly; a key assumption within the positivist paradigm.

Deviation: the difference of a score from the mean.

Discrete variable: a variable which can only have whole numbers (integers).

Emancipatory research: conducted on and with people from marginalised groups/communities

and is conducted largely for the purpose of empowering members of that community and
improving services for them.

Empirical research: research conducted ‘in the field’, where data are gathered first hand. Case
studies and surveys are examples of empirical research.

Ethical validity: A measure of quality for qualitative research that considers the extent to which
the research outcomes and resulting changes are appropriate and fair.

Ethnography: uses fieldwork to provide a descriptive study of human societies. It is the collection
of qualitative data by observing and experiencing the behaviour of individuals from within the
group being researched (for example, by documenting the behaviour of managers in SMT
meetings by joining the SMT group).

Evaluation: a form of research used to assess the value or effectiveness of interventions or

programmes.

Experiment: A study that has two key features that are designed to reduce the influence of an
extraneous variable. First, the independent variable is manipulated by the researcher. Second,
participants are randomly assigned to the groups, so they have an equal chance of being in the
control or intervention group.

Environmental generalisability: Related to the concept of external validity, environmental

generalisability is the extent to which the findings of a study could be applied to a different area.
For example, a person may consider how generalisable the findings of an individual study are to
different local areas, different regions or different countries.

Experimental group: the group that receives the treatment is called the experimental group and
the other group is called the control group.

External validity: The extent to which the conclusions of a study can be applied to different
circumstances such as other populations (population generalisability), locations (environmental
generalisability) or time periods (temporal generalisability).

Extraneous variables: these are variables that influence the outcome of research, though they
are not the variables that are actually of interest. These variables are undesirable because they
add error to an analysis.

Factor: anything that contributes causally to a result; “a number of factors determined the

Page 16 of 27
outcome”.

Filter: when only a section of the total sample are required to answer the question.

Focus groups: Discussions with several people at the same time on a specific topic or issue (for
example, talking with a small group of people about their experience of using an organisation’s
employer assistance programme). The interaction between participants in the focus group is used
to reveal areas of consensus and disagreement. Focus groups produce qualitative data (that may
later be quantified, depending on the purpose and approach of the study).

Frequency distribution: a visual display of numerical values ranging from the lowest to the
highest, showing the number of times (frequency) each value occurs.

Frequency tables: a set of data, which provides a count of the number of occasions on which a
particular answer/response has been given across all of those respondents who answered the
question.

Gaussian distribution: a theoretical frequency distribution for a set of variable data, usually
represented by a bell-shaped curve symmetrical about the mean. Statisticians and
mathematicians uniformly use the term “normal distribution” while physicists sometimes call it a
Gaussian distribution.

Generalisable: The extent to which the findings of a study can be applied to other situations.
Generalisability can be divided into population generalisability, environmental generalisability and
temporal generalisability.

Grey literature: grey literature comprises any research that is not published in an academic
journal or academic book. It includes reports or other documents produced by industry,
government departments, regulators and charities.

Hard data: precise data, like dates of birth or income levels, which can reasonably be subjected to
precise forms of analysis, such as statistical testing.

Hierarchy of evidence: A type of standard standard-of-evidence of evidence where research is

ranked on the quality and strength of its evidence from high to low, usually based on study type.

Hypothesis: a theory or prediction made about the relationship between two variables. Can also
be seen as educated guesses made by a researcher around what the data will reveal about a
certain phenomenon. Researchers can use inferential statistics to test their hypotheses. There are
two main types of hypothesis: the null hypothesis and the alternative hypothesis.

Independent variables: The causal variable is known as the independent variable, and the
variable(s) where effects are under scrutiny are dependent variables.

Inference: The reasoning involved in drawing a conclusion or making a logical judgment.

Inferential statistics: Statistics that allow a researcher to make inferences about whether
relationships observed in a sample are likely to occur in the wider population from which that
sample was drawn. They are mathematical ways of forming conclusions from quantitative data. In
research studies, they are used for three main purposes: seeing which educated guesses
(hypotheses) made by a researcher at the start of the study were accurate, estimating from a
small dataset how much a certain phenomenon would be present in a larger population and
exploring the relationship between factors.

Page 17 of 27
Informed consent: The process of obtaining voluntary participation of individuals in research
based on a full understanding of the possible benefits and risks.

Interval level: See confidence level

Internal validity: How appropriate a study design was for answering a research question and how
well the study was carried out. Aspects of internal validity include the way in which participants
were selected, the reliability and validity of any measurements taken, and how well extraneous
variables were controlled for.

Interval variable: An interval variable is similar to an ordinal variable, except that the intervals
between the values of the interval variable are equally spaced.

Interview: A data collection method where an interviewer asks a participant questions (for
example, interviewing individuals who have experienced bullying at work). Structured interviews
have set questions that are asked of each participant in the same order. Semi-structured
interviews are more flexible and questions, and the order in which they are asked, may vary and/or
be led by the discussion with each participant. Unstructured interviews tend to have no set
questions and the conversation is led by the interviewee, although the interviewer usually has an
idea of the sort of topics they want to cover. Interviews produce qualitative data that can later be
quantified, if needed.

Likert scale: A measure commonly used in questionnaires where participants are asked to rate
their experiences or opinions with a numerical value on a set scale. For example, a frequently
used Likert scale asks participants how much they agree with a statement on a five-point scale
from 1 ‘strongly disagree’ to 5 ‘strongly agree’.

Literature review: Brings together a range of information on a topic to develop an awareness of

the current state of knowledge in the subject. It is commonly used to set the scene for introducing
new research or a new perspective on the research. It is a type of secondary research where
primary research is synthesised in a non-systematic way. Literature reviews do not have set
methods for how they are conducted and can be at risk of unconscious or conscious bias from the
researcher carrying out the review. This is because the researcher can choose what to
include/exclude based on their pre-existing opinions or may only search for literature that confirms
their pre-existing beliefs (confirmation bias).

Longitudinal research: A study that measures factors in a group over a period of time, revisiting
the same participants at different points. The key aim of such research is to monitor changes over
time.

A study that measures factors in a group over a period of time, revisiting the same participants at
different points

Mean: The average of your sample, computed by taking the sum of the individual scores and
dividing them by the total number of individuals. (2,6,9,32,74 = 123/5 = 24.6).

Median: If you rank the observations according to size, the median is the observation that divides
the list into equal halves. (2,6,9,32,74 = 9).

Method/Methodology: While ‘method’ describes what you as a researcher have done,

methodology is about your reasons for doing it.

Meta-analysis: A statistical technique for combining and integrating the data derived from a
number of experimental studies undertaken on a specific topic. It is a type of secondary research.

Page 18 of 27
which uses data collated from primary research and are often performed alongside a systematic
review. Meta-analyses extract data from the studies found during a systematic review and
reanalyse the results as part of a larger dataset.

Mixed methods: A research study that combines quantitative research methods and qualitative
research methods. For example, a study could collect qualitative data in an ethnographic study
and quantitative data through a survey.

Mode: The observation that occurs most frequently.

Modelling: A way of using data to predict the effect of a particular factor on a system by creating a
simplified computer simulation of the system being investigated. Some instances when models
can be used include: if a researcher is interested in the effect of a small factor on a very large
system, if a researcher is interested in the effect of a particular event but creating a situation
where the event occurs would be unethical, or if a researcher is interested in the effect of
something that has not yet happened (and may not happen). .

Multivariate analysis: Techniques used to analyse data that arises from more than one variable.

Naturalistic observation: The collection of qualitative data by observing the behaviour of

individuals as covertly as possible in a natural environment (for example, watching the behaviour
of employees in high stress situations). The qualitative data collected can be quantified (for
example, by counting the number of instances of a certain behaviour).

Nominal scale: A nominal scale is one that allows the researcher to assign subjects to certain
categories or groups. For example, with variable of gender, respondents can be grouped into two
categories male and female. These two groups can be assigned code numbers 0 and 1.

Normal distribution: A theoretical frequency distribution for a set of variable data, usually
represented by a bell-shaped curve symmetrical about the mean.

Null hypothesis: The prediction that there is no relationship between your treatment and your
outcome. It’s an educated guess made by a researcher that there is no relationship between the
independent variable and the dependent variable (or in the case of an observational study, that
there is no relationship between two or more factors being studied). Studies that involve
hypothesis-testing are often seeking to disprove the null hypothesis in favour of an alternative
hypothesis.

Observational study: A study that does not meet either of the criteria of an experiment, meaning
that it does not randomly assign an independent variable and does not have a traditional control
group. Observational studies are so-called because researchers are not intervening but are
instead observing phenomena. Observational studies can indicate correlation but cannot infer
causation.

Open access: Research available in full for free online.

Open access advantage: The bias where more easily available research (open access) is cited
more frequently than research that is less easily available (subscription only).

Ordinal Variable: variables with an ordered series, e.g. “very poor, poor, no opinion, good, very
good”. Numbers assigned to such variables indicate rank order only, the “distance” between the
numbers has no meaning.

Outlier: Any value that is far outside of an expected range, making it very different from the others

Page 19 of 27
(for example, an individual who scores 20% higher on a test than any other person).

Panel studies: Panel studies measure the same sample of respondents at different points in time.

Paradigm: A philosophical and theoretical framework of a scientific school or discipline within

which theories, laws, and generalisations and the experiments performed in support of them are
formulated.

Parameter: A quantity (such as the mean or variance) that characterises a statistical population
and that can be estimated by calculations from sample data.

Participation bias: The influence of participants who have been invited to be part of a study
choosing not to be involved. Participants who choose not to be involved may share common
characteristics and missing them from a sample of the population could mean a study’s results are
biased.

Phenomenology: A research methodology which has its roots in philosophy and which focuses
on the lived experience of individuals.

Population generalisability: Related to the concept of external validity, the extent to which the
findings of a study could be applied to a wider population than just those individuals who took part
in the research.

Positivism: A paradigm that assumes human behaviour is determined by external stimuli and that
it is possible to use the principles and methods traditionally employed by the natural scientist to
observe and measure social phenomena.

Primary source: A primary source is a document, speech, or other sort of evidence written,
created or otherwise produced during the time under study.

Publication bias: The tendency for researchers and academic journal editors to favour publishing
research where the findings have shown a positive result (meaning that they have shown an
intervention works or have confirmed what the researchers initially predicted).

Qualitative research: Concerned with a quality of information, qualitative methods attempt to gain
an understanding of the underlying reasons and motivations for actions and establish how people
interpret their experiences and the world around them. Qualitative methods provide insights into
the setting of a problem, generating ideas and/or hypotheses. It uses qualitative data analysis to
explore concepts. Qualitative research is usually less concerned than quantitative research with
the generalisability and replicability of research findings to other contexts is more concerned with
the data being an authentic and trustworthy reflection of the circumstances in which it was
collected.

Qualitative data: Information that is in a non-numerical form. For example, qualitative data could
be the written account of a person who has experienced redundancy or disciplinary action at work.

Qualitative data analysis: requires a qualitative dataset (such as diaries, collections of pictures or
transcripts of interviews). It can be used to test or develop hypotheses. Some of the most common
forms of qualitative analysis include analytic induction, thematic analysis, discourse analysis and
narrative analysis.

Quantitative research: As the name suggests, is concerned with trying to quantify things; it asks
questions such as ‘how long’ or ‘how many’. Quantitative methods look to quantify data and
generalise results from a sample of the population of interest. They may look to measure the

Page 20 of 27
incidence of various views and opinions in a chosen sample, for example. Research that usually
collects quantitative data uses statistical or modelling to answer research questions. Quantitative
research is generally concerned with the generalisability and replicability of research findings and
strives for objectivity.

Quantitative data: Information that is in a measurable, numerical/countable form. For example,

measures of temperature, time and weight are quantitative data. Other quantitative data can be
generated by counting or categorising occurrences. For example, quantitative data could be
assigning individuals positions on a scale representing their level of anxiety.

Randomisation: A procedure (like a lottery) where all participants have the same likelihood of
being assigned into an intervention or control group and that assignment is entirely down to
chance. Randomisation helps researchers control for extraneous variables (for example, the age,
weight, height or sex of individuals).

Random sample: A sample of a population where each member of the population has an equal
chance of being in the sample. It can be considered likely to reflect the variety of characteristics in
the population it was drawn from, making a representative sample.

Range: A measure of variability indicating the difference between the highest and lowest values in
a distribution of scores.

Rapid evidence assessment: A type of secondary research similar to systematic reviews, in that
they have a structured methodology in how they find and present primary research. However, they
are run over a shorter timescale (usually 3 to 9 months) and are, therefore, not as exhaustive as a
systematic review. The process for a rapid evidence assessment is less well-defined than that for
a systematic review as there are different ways that the review process is shortened.

Ratio scale: Ratio scales are like interval scales except they have a zero point. A good example is
height or temperature. These have a scale with an absolute zero. Thus, a height of 2 metres is
twice as high as a height of 1 metre.

References: A reference is a formal system for drawing attention to a literature source, usually
published, both in the report itself and in the bibliography or reading list at the end of the report.
There are two main methods of referencing articles in journal and book publications. These are
known as the Harvard (author-date) and Vancouver (author-number) reference systems.

Regression to the mean: The phenomenon of an extreme measure (one that is particularly high
or particularly low) most likely being followed by a measure that is closer to average. For example,
say the average height in a population is 5'10". In a sample, you may get people who are 6'2" or
5'5". But if you measure them again, they are likely to be closer to the actual mean of 5'10". The
extremes regress towards the true mean. This happens because the extreme values were likely
partly due to random chance or other factors that caused a one-time deviation from the true mean.
The law of averages kicks in over time to pull the outliers back towards the centre. Regression to
the mean indicates that outstanding performance or poor performance tends to gravitate back
towards average. In statistics, this phenomenon needs to be accounted for so that data is not
misinterpreted. It plays a role in many areas including performance trends,

Relevance: Is about the closeness with which the data being gathered feeds into the aims of the
study.

Reliability: The extent to which the same result will be repeated/achieved by using the same
measure. It’s how consistent a measure is. For example, if the same object is placed on weighing
scales, they would be considered reliable if they showed the same weight each time.

Page 21 of 27
Research ethics: The principles that researchers follow, including protecting participants from
harm and giving them the information, they need to decide whether to take part in a study.

Research plan: This is the researcher’s guidebook for the project, and the yardstick against which
the various stages of progress can be judged. It states the outputs to be delivered and the
timescale.

Research population. The total number of potential subjects for your research.

Respondent: An individual or organisation that responds to research questions.

Response bias: The effect of participants behaving in a way that they believe a researcher wants
them to, possibly influencing the results of a study.

Response rate: The proportion of people asked to take part in research who actually take part.

Sampling: The process by which you reduce the total research population for a research project
to a number which is practically feasible and theoretically acceptable (the sample).

Sampling non-random: means that the principle of randomness has not been maintained in the
selection of a sample. Often it involves structured sampling whereby the sample group is carefully
matched to the overall population on key variables.

Sampling random: Each individual is chosen entirely by chance and each member of the
population has a known, but possibly non-equal, chance of being included in the sample.

Sampling stratified: is obtained by taking samples from each stratum or sub-group of a

population.

Sampling frame: The listing of the accessible population from which you’ll draw your sample is
called the sampling frame.

Secondary research: The analysis and synthesis of primary research. A secondary data source
is that collected by other people, so for example the Census.

Selection bias: The potential effect of participants not being chosen randomly from the population
being studied. Without randomisation in selection, it is possible that a biased sample of
participants has been chosen and that the results of the study are affected by extraneous
variables.

Semi-structured interview: An interview data collection method where the questions asked, and
the order in which they are asked, may vary and/or be led by the discussion with each participant
(unlike structured interviews).

Significance level: A significance level indicates the probability that an observed difference or
relationship would be found by chance.

Snowball sampling: A method of recruiting individuals to take part in a study by getting

participants to recruit people that they know. This sampling method may mean the sample is not
representative as the characteristics of a group who all know each other may differ from the wider
population.

Soft data: A characteristic of qualitative research. Data such as people’s ideas and opinions.

Page 22 of 27
Standard deviation: A descriptive statistic used to measure the degree of variability within a set
of scores.

Standard of evidence: Guidelines for individuals to use when making decisions on the quality,
strength or applicability of particular research studies.

Statistical analysis: Statistical analysis refers to a collection of methods used to process large
amounts of data and report overall trends. There are two main types of statistics: descriptive
statistics and inferential statistics. Descriptive statistics are numerical summaries of a dataset.
Inferential statistics can be used to see which educated guesses (hypotheses) made by a
researcher at the start of the study were accurate or can estimate from a small dataset how much
a certain phenomenon would be present in a larger population.

Statistical power: In inferential statistics, the likelihood that a study will be able to detect an
effect. The more statistical power a study has, the less likely there is to be a type II error. Power is
based on the level of statistical significance, the potential effect size and the number of
participants/measurements in the study (the sample size). An underpowered study is one where
the combination of these three factors means it is likely that the null hypothesis will be rejected
when the alternative hypothesis is correct. Increasing the power of a study generally means one or
more of: setting a less stringent statistical significance level, having a greater effect size or
increasing the sample size. As the first two factors are usually not adjustable by the researcher,
the most common way to increase the power of a study (and reduce the likelihood of a type II
error) is to increase the sample size.

Statistical significance: Tests of statistical significance, of which the best known is probably the
Chi-square, which is a measure of probability. Where a research sample has been used, it is
important to know, whether the findings are valid or came about by chance. The lower the
likelihood that they happened by chance, the higher the likelihood that the null hypothesis can be
disproved and an alternative hypothesis accepted. Results are statistically significant when they
disprove the null hypothesis and are unlikely to have been caused by chance. Researchers set a
level of probability (p-value) at which they consider a result statistically significant. For many areas
of research, results are considered significant if the likelihood that they occurred by chance is less
than 5% (which is written as p<0.05). Some research (such as clinical research) may set more
stringent levels, with results only being considered significant if the likelihood that they occurred by
chance is less than 1% (written as p<0.01).

Stratified sampling: A type of sampling that divides a population of interest into different sub-
populations based on certain characteristics (such as age group, sex or income level). Participants
in each of the sub-populations are then randomly chosen and invited to be part of the study until
there are enough people recruited from each of the sub-populations. Because there is
randomisation in this sampling method, it increases the likelihood that various population
characteristics are reflected in the overall sample.

Structured interview: An interview data collection method where an interviewer asks a participant

Page 23 of 27
set questions. Questions are asked of each participant in the same order.

Survey: A research method that uses questionnaires to gather, aggregate and analyse data from
a group. Examples of surveys include opinion polls and national censuses.

Survey design: Survey design covers the definition of all aspects of a survey from the
establishment of a need for data to the production of final outputs.

Systematic review: Systematic reviews are a way of finding and reporting as much existing
evidence as possible in an area in a structured, replicable way. They provide readers with an
overview of a topic area and a general understanding of what the quality and quantity of primary
research is in that area. The areas they review tend to be relatively narrow.

Tabulations: A set of data, which provides a count of the number of occasions on which a
particular answer/response has been given across all of those respondents who tackled the question.

Temporal generalisability: Related to the concept of external validity, temporal generalisability is

the extent to which findings of a study could be applied to a different time period.

Textual analysis: A form of qualitative analysis that identifies, analyses and interprets patterns
within data. It involves working on a text in depth, looking for keywords and concepts and making
links between them. The term also extends to literature reviewing. One of the ways that thematic
analysis does this is through coding the data. Coding is a multi-step process where data (such as
written autobiographical statements) are reviewed by a researcher and concepts and phrases that
appear key to the researcher are highlighted and moved into sub-categories and categories. After
initial coding and categorising, researchers identify the themes and relationship between
categories and begin to develop hypotheses relating to them. More data may be collected at this
stage to test or give weight to hypotheses. Data collection and coding will usually stop when the
researcher believes they have reached theoretical saturation (the point at which more coding/data
collection is unlikely to further develop the hypotheses). Increasingly, much textual analysis is
done using computer programs such as NVivo, ATLAS.ti, NU*DIST.

Trend studies: establish a pattern over time to detect shifts and changes and are valuable in
describing long-term changes in a population.

Triangulation: A multi-method approach, using different methods in order to focus on the

research topic from different viewpoints and to produce a multifaceted set of data. Also used to
check the validity of findings from any one method.

Unstructured interviews: An interview data collection method where there no set questions and
the conversation is led by the interviewee, although the interviewer usually has an idea of the sort
of topics they want to cover.

Type I Error: Rejecting the null hypothesis when it is true.

Type II Error: Accepting the null hypothesis when it is false.

Validity: Concerns the extent to which your research findings can be said to be accurate and
reliable, and the extent to which the conclusions are warranted.

Variable: Any factor, which may be relevant to a research study. For example, the age and gender
of respondents would be variables. See also Standard Variables, Dependent/Independent
variables, and Controlling variables.

Page 24 of 27
Variation (variance): A measure of the spread of the variable, usually used to describe the
deviation from a central value (e.g, the mean).

Weighting: The process of weighting involves emphasising some aspects of a phenomenon, or of

a set of data – giving them ‘more weight’ in the final effect or result.

Training assessment and evaluation

Assessment - the ongoing process of gathering data and providing feedback on learner
performance and outcomes to improve learning.

Benchmarking - comparing performance against an expected standard or benchmark goal.

Criterion-referenced assessment - compares learner performance to pre-set standards and

learning objectives.

Evaluation - periodic determination of the quality or value of a program, product, project, process
or curriculum.

Formative assessment - assessment conducted during the learning process to identify strengths
and weaknesses and improve learning.

Grading - system of assigning scores to a learner’s work based on objective criteria and desired
learning outcomes.

Norm-referenced assessment - compares and ranks learners to the performance of peers in a

reference group.

Rubric - scoring tool that lists assessment criteria and performance standards in a matrix.

Standardised test - formal assessment where all students answer the same questions under
similar conditions for comparison.

Summative assessment - evaluation conducted at the conclusion of a program to measure

outcomes against objectives.

NHS workforce planning - is this still needed for your data set?

Bank and agency staff: Temporary staff employed on an ad hoc basis to cover absences, peak
periods, or unexpected vacancies.

Capacity: The number of healthcare professionals and support staff available to deliver services.

Clinical Commissioning Service (CCS): A CCS is a service that is responsible for planning,
commissioning, and paying for healthcare services for patients in a specific geographic area. The
CCS brings together clinicians, patients, and healthcare providers to decide how best to meet the
health needs of the local population.

Clinical Workforce: Healthcare professionals involved in direct patient care, such as doctors,
nurses, therapists, and allied health professionals.

Demand: The quantity and type of healthcare services required by the population.

Elective surgeries: Are medical procedures that are not emergency procedures but are still

Page 25 of 27
medically necessary. They are typically planned in advance and may include procedures such as
joint replacements, cataract removals, and hernia repairs.

e-Rostering: Electronic systems for creating and managing staff rosters, helping to optimize staff
deployment, reduce costs, and improve work-life balance.

Establishment: The approved number of posts within a department or organisation, including

both filled and unfilled positions.

Flexible working: Policies and practices that allow staff to adapt their working patterns, hours,
and locations to meet their needs and the needs of the organisation.

International recruitment: Initiatives aimed at attracting healthcare professionals from abroad to

fill staffing gaps in the NHS.

NHS Commissioning Team: A team of professionals who work within the NHS to plan,
commission, and monitor healthcare services. Their goal is to ensure that patients receive high-
quality, effective, and efficient care

Non-clinical Workforce: Staff members who provide support services but are not directly
involved in patient care, such as administrative, managerial, and technical staff.

Pay bands: Bands used to determine salaries based on skills, experience, and responsibilities,
ranging from Band 1 (entry level) to Band 9 (senior management).

Provider organisations: Entities that deliver healthcare services to patients. These organisations
can include hospitals, clinics, general practitioner surgeries, and other healthcare facilities.

Skill mix: The distribution of staff across different professions, grades, and specialties within a
given department or organisation. The combination of different healthcare professionals with
varied skills and qualifications working together to provide comprehensive care.

Staffing levels: The number of staff members required to meet patient demand and provide
adequate care, taking into account factors such as skill mix, shift patterns, and leave entitlements.

Succession planning: Identifying and developing potential future leaders within the organization
to ensure a smooth transition in key roles.

Turnover: The rate at which staff leave a department or organisation and need to be replaced.

Vacancy rate: The percentage of unfilled posts within a department or organisation.

Whole Time Equivalent (WTE): WTE represents the total number of hours worked by an
employee, usually expressed as a percentage of a full-time workload. It is a measure that
standardises the workforce by converting part-time hours into their equivalent in full-time hours.
Illustrative Example: Consider a department with the following staff:
• 3 full-time employees, each working 40 hours per week
• 2 part-time employees, each working 20 hours per week
WTE Calculation:

• Full-time employees: 3 employees * 1.0 WTE each = 3.0 WTE

• Part-time employees: 2 employees * (20 hours / 40 hours) = 1.0 WTE
• Total WTE = 3.0 + 1.0 = 4.0 WTE

Page 26 of 27
Workforce analytics: The use of data and analysis to understand and optimise workforce
performance, including predicting future workforce needs.

Workforce redeployment: The movement of staff within an organisation to address changing

needs or temporary imbalances in workload.

Workforce development: The process of enhancing the skills, knowledge, and capabilities of the
workforce to meet current and future demands.

Workforce intelligence: data analysis and forecasting techniques used to understand current and
projected workforce trends, informing strategic decision-making around staffing and talent
management.

Workforce planning: The process of predicting and managing the supply and demand for staff in
the NHS to ensure that there are enough skilled and qualified employees to meet patient needs.

Page 27 of 27