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5CO03 Professional Behaviours and Valuing People Assessment Cover Sheet and Feedback Form
5CO03 Professional Behaviours and Valuing People
Assessment Cover Sheet and Feedback Form (Sections A and B)
Assessment ID / CIPD_5CO03_22_01
Level 5
Associate Diploma in
People Management
Organisational Learning and Development
This front cover and feedback form has two sections.
Section A is to be completed by the student {except for the areas in red}.
Section B and the red areas are to be completed by the Assessor.
The entire form {both Section A + Section B} must be attached to your work.
The Assessor cannot mark your work without these attachments.
Section A – To be completed by the student (except for the areas in red)
Please write clearly in block capitals.
Centre Number
5
5
1
Centre Name
Bradfield
CIPD Membership Number
8
7
4
9
7
8
5
4
Last Name
Jassim
First Name
Emaddahi
Unit code:
5CO02
Unit title:
Evidence-Based Practice
Assessment ID:
CIPD_5CO03_22_01
Assessment start date:
Assessment submission date:
22 April 2023
First resubmission date for centre marking – if applicable
Second resubmission date for centre marking – if applicable
Declared word count
Assessor Name
Remi Adeola
Assessor Electronic Signature
{this must be inserted as a photo or PDF}
Internal Quality Assurer Name
Internal Quality Assurer Electronic Signature {this must be inserted as a photo or PDF
Important Notes:
Word Count:
Students are required to follow the word count guidance for all assignments. There is 10 % leeway (each way).
In the event of a tutor receiving an assignment submission that is more that 10 % over the word count allowed; the tutor will read only up to this point in the assignment. If at this point the student’s work has not met the criterion the tutor will refer the work. This is regardless of if the referred criterion is met later in the work.
It is therefore essential that all criterion are met within the allocated word count + 10%
Until such time as your assessment grade has been ratified through the internal and external quality assurance processes it is not final.
Declaration of Authentication
Declaration by Learner
I can confirm that this assessment is all my own work and where I have used materials from other sources, they have been properly acknowledged.
Learner name:
Jassim Khalid J A Emaddahi
Learner signature: (PDF or Picture)
Date:
22 April 2023
Section B – To be completed by the Assessor
Marking Descriptors
Mark
Range
Descriptor
1
Submission 1 = Refer
Submission
2 = Fail
Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC.
Insufficient examples included, where required, to support answers.
Presentation and structure of assignment is not appropriate and does not meet the assessment brief.
2
Low Pass
Demonstrates an acceptable level of knowledge, understanding or skills (as appropriate) required to meet the AC.
Sufficient and acceptable examples included, where required, to support answers.
Required format adopted but some improvement required to the structure and presentation of the assignment.
Answers are acceptable but could be clearer in responding to the task and presented in a more coherent way.
3
Pass
Demonstrates good knowledge, understanding or skills (as appropriate) required to meet the AC.
Includes confident use of examples, where required, to support each answer.
Presentation and structure of assignment is appropriate for the assessment brief.
Answers are clear and well expressed.
4
High Pass
Demonstrates a wide range and confident level of knowledge, understanding or skill (as appropriate).
Includes strong examples that illustrate the point being made, that link and support the answer well.
Answers are applied to the case organisation or an alternative organisation.
Answers are clear, concise and well argued, directly respond to what has been asked.
The presentation of the assignment is well structured, coherent and focusses on the need of the questions.
Includes clear evidence of the use of references to wider reading to help inform answer.
Marking Grid
Assessor comments on First Submission to be in Black
Assessor comments on Second Submission (if required) to be in Blue
Assessor comments on Third Submission (if required) to be in Green
Task 1 – Assessment criteria
Mark
(1-4)
Tutor Feedback
1.1
Appraise what it means to be a people professional.
2
What it means to be a professional is explained. Applying this to the CIPD professional map would have further improved your score.
3.1
Explore how the role of a people professional is evolving and the implications this has for continuing professional development.
3
Changes in the people professional’s role is well discussed
1.2
Recognise how personal and ethical values can be applied in the context of people practice.
2
Discussion how corporate ethical values and personal ethical value s can be applied to PP is explained
1.3
Consider the importance of people professionals contributing to discussions in an informed, clear and confident way to influence others.
2
The need for people professionals to contribute to discussions to inform and influence others is discussed
1.4
Recognise when and how you would raise matters which conflict with ethical values or legislation.
2
When and how to raise issues, for example organisational policies and practices that conflict with ethical values etc is discussed. Other conflict that may arise could be in relation to whistle blowing etc.
2.1
Argue the human and business benefits of people feeling included, valued, and fairly treated at work linking to related theory.
1
2
This is a 2-part question. You have discussed some benefits of employee wellbeing but have not applied this to relevant theory such as Maslow, McLelland, Daniel Pink,
David Rock
Benefits of employee wellbeing is explained using Abraham Maslow hierarchy of needs theory
2.2 Discuss strategies for designing and ensuring inclusive people practices.
2
Strategies for engaging with others in the design of people practice initiatives are discussed. It would have been beneficial to apply this to a real life or hypothetical example. It would have been beneficial to apply
Task 1 – Assessment criteria
Mark
(1-4)
Tutor Feedback
this to a real life or hypothetical example.
Total for this task
14
Task 2 – Assessment criteria
Mark (14)
Tutor Feedback
Valuing people,pass2.3
Reflect on your own approach to working inclusively and building positive working relationships with others.
2
An acceptable reflection of your approach to working inclusively and building positive working relationships with others has been presented.
3.2
Assess your strengths, weaknesses and development areas based on selfassessment and feedback from others.
1
1
2
To answer this question correctly –
This is a 2-part question
In your appendix, you should include your assessment pages showing your assessment of your practice against each of the 5 CIPD Profession Map core behaviours. (you only did 2)
This question has not been answered completely you have written a short summary of what you used for assessment and how you completed the self-assessment however you have not shown the self-assessment conducted.
First – Complete the self-assessment at
ASSOCIATE level for ALL FIVE core
Behaviours and show this in your appendix. These are the 5 core behaviours:
Ethical Practice
Valuing People
Working Inclusively
Professional courage and influence
Passion for learning
You have only completed self-assessment for ethical practice and professional courage & influence.
– Ensure you include the evidence of self-assessment (in appendix).
Self-assessment against the 5 core behaviors have been conducted along with explanation on how this was conducted.
Good to see you identify your development areas and explain improvement steps you are taking.
3.3
Formulate a range of formal and/or informal continuing professional development (CPD) activities to support your learning journey.
1
2
Explanation on the different activities chosen to support learning & development has been written however you have not backed this up with a clear written CPD which should be placed in your Appendix. You may use the personal development plan template on the portal to draft your PDP
Relevant pages from development plan have now been included.
3.4
Reflect on the impact of your continuing professional development activities on own behaviour and performance.
3
Reflecting is made on the impact of CPD activities on own performance and behaviour.
Total for this task
7
Total marks for Unit
21 22
REFER REFER PASS
Total marks for Unit
21 22
REFER REFER PASS
Tutor Feedback
Thank you for your work.
Overall, an acceptable level of submission. However, you need to do some work on Task 1, with additional work is required on AC 3.2 AND 3.3 in Task 2.
Training Support will be in touch with you with a 2nd submission date. Please remember to
Update your submission in a different coloured font (only the ACs that are marked
1)
Update your word count on the submission page when you have re-addressed the ACs.
Please resubmit your work applying the feedback given above. I look forward to receiving your next submission.
A few corrections in required for AC 3.2. Kindly refer to feedback above. Remember to put the question number next to each answer for clarity and update your submission in a different colored font.
Self-assessment against the 5 core behaviors have been conducted along with explanation on how this was conducted and development plan and activities
Declaration of Authentication
Declaration by Assessor
I confirm that I am satisfied that to the best of my knowledge, the work produced is solely that of the learner.
Assessor name:
Remi Adeola
Assessor signature: (PDF or Picture)
Date:
1st August 2023 and 7th November 2023 and 21st May 2024
Table of Contents
Task One –Professional and Ethical Behaviours 11
Task Two – Professional Review 15
Assessment Criteria marking descriptors. 21
Marking Descriptors 22
Reference List 26
Task One –Professional and Ethical Behaviours
With reference to typical activities and behaviours, appraise what it means to be a ‘people professional’. (AC 1.1)
CIPD (2023) states that a professional “practices and uses knowledge and skills to perform their tasks and fulfil their duties.” This definition suggests that more is needed to be skilled in performing a task but not practice it or that one performs a task but does not have the proficiency to do it in ways that achieve its objective. To qualify as a professional, an individual must satisfy both criteria. An individual obtains the skill to perform a task through education and training. A license or certification may evidence this. Then again, it is also a requirement that one carries out the profession or actively performs the tasks at which he is skilled.
Meanwhile, people professionals are those who can influence and inspire people (CIPD 2023). They can guide the actions of others. This definition suggests that being a people professional is similar to being a leader because they are both concerned with influencing people. Leaders influence others to understand and agree about what needs to be done and how it should be done (Yukl & Gardner, 2019). Leaders facilitate working together to achieve a common goal. CIPD refers to the people profession as human resources (HR). It is a unit that consists of people professionals because it fosters the company’s goals and vision through people-oriented interventions (Peters, 2020). HR acknowledges that people, also called employees, are the foundation of organisational success. HR ensures that the organisation supports the employees’ growth and development, ensuring they have the skills they need to achieve their individual and organizational objectives. In this way, HR influences the employees to boost their performance and stay longer with the organization.
2) Discuss how ethical values underpin the work of a people professional, including two examples of how ethical values might be applied in a people practice context. (AC 1.2)
The role of a people professional has evolved significantly and is now more aligned and strategic with organizational objectives. In the past, their role merely encompassed recruitment and the management of employee salaries and benefits. People professionals today work side by side with management to direct and influence organizational culture and employee engagement. The group adds value to the attainment of the company’s strategic goals by ensuring competence and the employees’ commitment to these goals. They do this by influencing people to perform at their best through different measures, such as evaluating their training needs and giving employees the skills they need to achieve their career goals within the organization. In other words, people professionals have evolved from simply doing paperwork to becoming directly involved in the cultivation of employees to become assets of the organization.
Businesses intend to continue relying on expert knowledge involving their teams in the future. The group could face difficult decisions that challenge their professional principles (Peters, 2020). People professionals prove themselves to be valued business partners by helping to create innovative working approaches.
CPD remains a crucial term for describing the learning activities utilized during professional engagement. The approach would help enhance individual abilities. It is a holistic approach towards skill growth throughout a professional’s career. To put it simply, it is an ongoing commitment to learning. It encourages looking into the future and gearing oneself up for opportunities to improve their skills, learn new knowledge, or become up-to-date regarding emerging issues and concepts within the industry. CPD can be about participating in training, continuing education, or learning new aspects of a job. With people professionals becoming more involved in the professional development of the employees, this makes it their priority to become more responsive to the development needs of the employees, be it in terms of knowledge and information they must become familiar with, a skill they must hone or acquire, or a new technology they must learn to use.
3) Consider the importance of people professionals being able to influence others and ensure that the ‘people practice voice’ is heard in an organisation, through informed, clear and confident communication. (AC 1.3)
Ethical values provide the moral compass by which we live and make decisions: ‘doing the right thing’ because it is the right thing to do, not because of personal or financial gain. Ethical values can be subjective because what is suitable for one person may not be the same for others. They can also be interpreted by different people in different ways. Autonomy, for example, can mean that others give women the right to have an abortion when they believe that the child inside their womb will prevent them from living their lives meaningfully. The bottom line, however, is that by adhering to ethics, a person does what he believes is good for himself and the society to which he belongs.
Three of the ethical values that I most believe in are honesty, responsibility, and compassion. Every professional should be honest in the practice of their profession and their interactions with people. It is about more than just telling the truth because, at times, doing so will not benefit anybody. Honesty for a professional is about doing the job with the utmost quality, significantly when it will directly affect others. It will impact my career as a people professional because it will allow me to set aside my personal feelings and biases and focus more on doing my job the way my organization and colleagues expect me to.
Meanwhile, responsibility is about recognizing what you have to do and how you should do it because you know its consequences and impact on the people around you. Because of my sense of responsibility, I stay true to my word. Whenever I accept a job or tell someone that I will do it, I will not back out of it. I will do it regardless of whether I face obstacles along the way.
The third is compassion, an ethical value that every person should demonstrate. We belong to a society in which existence alone is not possible. We are interdependent on one another, and compassion reminds us of our duty to show kindness to others or help others whenever we can. These values will help me better understand where people are coming from, which is essential to the job of a people professional. I will make decisions based on my evaluation of the shortcomings of others. Instead, responsibility and compassion will enable me to see the needs of others, the underlying reasons for their behaviors, and what I can do to help solve the problem.
An informed discussion means that a people professional is able to make an employee understand the context of the issue, his or her role in the problem, and how the problem can best be dealt with. In an informed discussion, the individual receives the information he or she needs to make decisions for which he or she can take accountability. An informed discussion appears to be no different from the concept of informed consent. Under this scenario, a bank employee provides an investor with all the information the latter requires to make a decision that he believes will have the best return for his hard-earned money.
Likewise, people professionals must demonstrate fairness in their working relationships with employees. They have to give the employees an opportunity to explain their side and, at the same time, hear what the management has to say about an issue they are involved in. Then again, more is needed that people professionals merely engage the employees in an informed discussion. People professionals also have to make sure that the information is conveyed clearly to the employees concerned. They have to make sure that the employees understand the information provided to them through the use of a language that they all speak comfortably and by giving each of the employees a chance to ask questions or make clarifications.
Moreover, I agree that people and professionals should also be able to make the discussion engaging. Engaging means that professionals can get the employees’ full attention when they are discussing. If the discussion is not engaging, there is no guarantee that the message will get across and that the employees will support the decision that they come up with.
4) For each of the situations below (a & b), provide an example of an issue that would cause you to raise the matter to a manager (or other authority) – and describe how you would do this.
a) where you consider something to be unethical (whether or not it is illegal),
b) where you believe something contravenes legislation. (AC 1.4)
An organization needs to foster a culture of ethicality because if the employees perceive that their leaders and the management are not treating them fairly or doing their jobs ethically, they are likely to act unethically (CIPD, 2019). When a leadership approach or organizational policy conflicts with ethical values or legislation, professionals must raise their concerns with “a no-blame culture ” (CIPD, 2019).” This means that their intention in dealing with the problem should not be to pinpoint the person or persons at fault and have them punished. Instead, it should make the person in charge aware of the problem and give the leaders a chance to explain themselves. The initial action should have the goal of resolving the issue internally. It should be kept between the leaders and the employees involved if possible. People professionals should take the time to investigate the issue and gather enough evidence to determine their following action. If, for some reason, these leaders refuse to deal with the problem or at least acknowledge that there is a problem, escalating the matter to a higher authority may be necessary.
6) Discuss two ways in which a people professional can build inclusivity into a people practice initiative at the design stage, and two ways of checking inclusivity after a people practice initiative is implemented. (AC 2.2)
There are multifarious benefits to having employees feel included, valued, and fairly treated at work. What the employees feel towards the management and the company they work for directly influences their work morale and, consequently, their work performance. Research indicates that when employees are happy, they are more likely to do their jobs well, to be less tardy, and to stay longer with the company (Comaford, 2018). They also tend to believe in the competence and trustworthiness of their leaders when they feel that they see their worth as employees. This happiness comes from the perception that they have a voice in the company and that the management gives importance to their ideas, opinions, and contributions to organizational success.
The overall success of a company depends on the well-being of its employees. Treating employees fairly and involving them in all activities of the company is part of improving their well-being. In return, this increases their productivity as they are satisfied with their job and feel a sense of belonging to the company due to the inclusion (Komninos, 2017). According to Maslow’s theory, individuals start by meeting their basic physiological and safety needs. This helps them get satisfied more when offered with self-actualisation needs. The need for self-actualisation contributes significantly to their self-esteem and a sense of belongingness (Komninos, 2017). Therefore, including the employees in the company, for instance, when making decisions and valuing their well-being, meets their self-actualisation needs, which boosts their overall self-esteem and self-worth. In return, their morale and engagement in the company are improved.
People Practice Solution
A people-practice solution should be developed for the good of the organisation and the employees. The strategies for doing it should include holding surveys and events designed to obtain a deeper understanding of the needs and motivations of the employees and providing opportunities for the employees to speak their minds about the various issues relevant to work. For example, an organization that plans to reduce the tardiness level of its employees must involve the employees in that plan by asking for their opinion about how it can be best resolved. It may be easier for management to devise a new policy to address the problem, such as implementing a punishment and reward system. However, without their involvement in developing the punishment and reward system, the employees will likely resist it. Employees tend to resist change when they are not aware of how it will affect them and their work (Damawan and Azizah 49). It can also happen when they do not have a good working relationship with their managers.
The management should, instead, discuss the problem with the employees and give them a clear picture of how it impacts the organization, the workers, and all the other company stakeholders. Together, they will develop solutions that consider the good of all the stakeholders and what will have the best results for all those involved. This will enable the employees to see how the proposed change will benefit them and their work organisation. Moreover, since they contributed to the development of the new policy, there will be no reason for them to oppose it. The fact that they were asked about how they feel toward the issue could mean to the employees that the management considers their welfare in their decision-making.
TASK ONE
Your evidence must consist of:
Written responses to each of the six instructions above.
(Approximately 2250 words in total, refer to CIPD word count policy)
Task Two – Professional Review
1. Reflect on your own approach to working inclusively and building positive working relationships with others. (AC 2.3)
The role aligned with building positive relationships prioritizes working inclusively and building positive relationships with colleagues and stakeholders. My approach to inclusivity involves actively listening to diverse perspectives and valuing each team member’s input. The approach further includes ensuring that everyone has an opportunity to contribute. An example includes considerations during team meetings. The model requires a conscious effort to invite quieter team members to share their ideas, ensuring a balanced discussion.
Building positive relationships is fundamental to the above role. Achieving the outcomes requires open communication channels and a genuine interest in professional and personal well-being. The model must further offer support whenever needed. Addressing conflicts requires a fair approach, understanding all viewpoints, and working towards a collaborative resolution. The above approach should foster a trusting and cohesive team environment. The teams would enhance the existing business objectives.
2. Explore how the role of a people professional (specialist or generalist) is evolving and the implications this has for your CPD. (AC 3.1)
The role of people professionals requires notable transformation. The key drivers for the above changes include technological advancements and shifts in workplace dynamics. Another core factor includes increasing emphasis on diversity and inclusion. As a business analyst, an observation of the changes must include notable implications for continuous professional development (CPD).
Key Trends:
Technology Integration: The adoption of HR technologies reshaping how HR professionals operate. The above technologies include HRIS and data analytics tools. The above technologies would support decision-making and strategic planning.
Remote Work: The rise of remote work demands new skills in virtual team management. Other skills include digital communication and remote employee engagement.
Diversity and Inclusion: A notable focus involves the creation of inclusive workplaces. HR professionals must understand DEI best practices and policies.
Employee Well-being: The approach involves prioritising employee well-being. The approach has become essential and requires HR to develop programs and initiatives that support mental and physical health.
3. With reference to your responses for Q1 & Q2, and feedback on your behaviours or performance obtained from (at least) one other person, assess your current strengths, weaknesses, and development needs. Your response should include an explanation of the feedback received and how it has informed your self- assessment. (AC 3.2)
I recently received feedback from my supervisor and a colleague regarding my performance. The feedback focused on solid communication skills and building positive relationships within the team. The remarks further highlighted areas for improvement. The critical focus included enhancing technical skills related to HRIS and data analytics.
A reflection of the feedback included individual recognition of my strengths. My Intentions included the need to foster inclusivity and effective communication. The above skills could build a cohesive team and ensure all voices remain audible. The feedback underscores a gap in my technical expertise. The above issue includes a leverage on HR technology for data-driven decision-making. The above gap represents a significant need for development. The essential supporting area included the evolving role of HR relying on technological proficiency.
Strengths:
Strong communication and interpersonal skills.
Ability to foster an inclusive work environment.
Effective conflict resolution and mediation.
Weaknesses:
Limited proficiency in HRIS and data analytics
Need for further development in remote team management skills
Development Needs:
Enhance technical skills related to HRIS.
Improve strategies for managing remote teams.
4. In follow-up to your self-assessment, identify a range of formal or informal development activities you will undertake to support your ongoing professional development. Your response should include a brief description of your chosen activities and your reasons for selecting them. (AC 3.3)
Addressing emerging development needs requires formal and informal activities. A critical formal activity includes an HR Analytics Certification Course. Enrollment in the above course seeks to provide in-depth knowledge of HR data analysis. The approach would further shape strategic decision-making. Another critical issue involves workshops on digital communication and remote team management. The above workshops would facilitate the development of skills necessary to manage remote teams and enhance digital communication.
The informal activities include adopting professional networks industry publications, and webinars. The approach includes joining HR professional networks. The model allows for updated industry trends, sharing best practices, and learning from peers. HR publications and participate in webinars focused on DEI, employee well-being, and emerging HR technologies. The approach further includes mentorship from experienced HR professionals. The group can provide guidance and insights into advanced HR practices and technologies.
5. Reflect on the impact of three previous learning activities (i.e., not the activities planned at Q4 above) on your behaviour and performance. The selected activities may be any formal/planned or informal/unplanned activities undertaken in the last 12 months, which you consider to have impacted your behaviour and performance. (AC 3.4)
Over the past 12 months, I have engaged in several learning activities. The above models include impacts on my behaviour and performance:
Activity 1: HR Analytics Workshop
The above concept included a comprehensive workshop on HR data analytics. The impact includes an improved ability to analyze and interpret HR data. The outcome includes more informed and strategic HR decisions. The outcomes have enhanced my contribution to data-driven projects and initiatives within my team.
Activity 2: Conflict Resolution Training
The activities further included participation in a training program. The actions focused on advanced conflict resolution techniques. The impacts focused on enhancing my mediation skills. Other key issues included enabling me to resolve workplace conflicts and maintain a harmonious team environment. The above training has increased my confidence in handling complex interpersonal issues.
Activity 3: DEI Webinar Series
I attended a series of webinars on diversity, equity, and inclusion best practices. Impact: Deepened my understanding of DEI principles and how to implement inclusive practices in the workplace. This knowledge has informed my approach to team management and contributed to creating a more inclusive work culture.
These activities have collectively improved my technical skills, interpersonal abilities, and understanding of critical HR areas, supporting my continuous professional development and overall performance.
TASK TWO
Your evidence must consist of:
Written responses to questions 1-4,
(Approximately 1000 words in total, refer to CIPD word count policy)
Either:
an own-format CPD record, edited to include just the three selected activities, or
a report (or reports) covering the three selected activities, from the CIPD My CPD Reflections tool.
(Not included in word count.)
TASK TWO
Your evidence must consist of:
Written responses to questions 1-4,
(Approximately 1000 words in total, refer to CIPD word count policy)
Either:
an own-format CPD record, edited to include just the three selected activities, or
a report (or reports) covering the three selected activities, from the CIPD My CPD Reflections tool.
(Not included in word count.)
Assessment Criteria Evidence Checklist
You may find the following checklist helpful in making sure that you have included the required evidence to meet the task. This is not a mandatory requirement as long as it is evident in your submission that the assessment criteria have been met.
TASK 1 – PROFESSIONAL, ETHICAL, AND INCLUSIVE BEHAVIOURS.
ASSESSMENT CRITERIA
EVIDENCED
Y/N
EVIDENCE REFERENCE
1.1
Appraise what it means to be a people professional.
Y
e.g., Answer to Q1, page 2
1.2
Recognise how personal and ethical values can be applied in the context of people’s practice.
1.3
Consider the importance of people professionals contributing to discussions in an informed, clear and confident way to influence others.
1.4
Recognise when and how you would raise matters which conflict with ethical values or legislation.
2.1
The human and business benefits of feeling included, valued, and fairly treated at work are linked to related theory.
2.2
Discuss strategies for designing and ensuring inclusive people practices.
TASK 2 – PROFESSIONAL DEVELOPMENT
ASSESSMENT CRITERIA
EVIDENCED
Y/N
EVIDENCE REFERENCE
2.3
Reflect on your approach to working inclusively and building positive working relationships with others.
3.1
Explore how the role of a people professional is evolving and the implications this has for continuing professional development.
3.2
Assess your strengths, weaknesses and development areas based on self-assessment and feedback from others.
3.3
Formulate a range of formal and informal continuing professional development (CPD) activities to support your learning journey.
3.4
Reflect on the impact of your continuing professional development activities on your behaviour and performance.
5CO03
Professional behaviours and valuing people
Assessment Criteria marking descriptors.
Assessors will mark in line with the following assessment criteria (AC) marking descriptors and indicate where the learner sits within the marking band range for each AC.
Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors should use the mark descriptor grid as guidance so they can provide developmental feedback for learners. Please be aware that not all the mark descriptors will be present in every assessment criterion, so assessors must use their discretion in grading decisions.
The grid below shows the range for each unit assessment result based on the total number of marks awarded across all assessment criteria.
To pass the unit assessment, learners must achieve a 2 (Low Pass) or above for each assessment criterion.
The overall result will dictate the learner’s outcome for the unit, provided NONE of the assessment criteria have been failed or referred.
Learners will receive a Pass or Fail result from the CIPD at the unit level. Referral grades can be used internally by the centre.
Overall mark
Unit result
0 to 21
Fail
22 to 28
Low Pass
29 to 35
Pass
36 to 44
High Pass
Marking Descriptors
Mark
Range
Descriptor
1
Fail
Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC.
Insufficient examples are included, where required, to support answers.
The assignment’s presentation and structure are inappropriate and do not meet the assessment brief.
Insufficient or no evidence of the use of references to more comprehensive reading to help inform the answer.
2
Low Pass
Demonstrates an acceptable level of knowledge, understanding or skills (as appropriate) required to meet the AC.
Sufficient and acceptable examples are included, where required, to support answers.
The required format was adopted, but some improvement was required to the structure and presentation of the assignment.
Answers are acceptable but could be more apparent when responding to the task and presented more coherently.
There is sufficient evidence to support references to more comprehensive reading to help inform the answer.
3
Pass
Demonstrates sound knowledge, understanding or skills (as appropriate) required to meet the AC.
Includes confident use of examples, where required, to support each answer.
The presentation and structure of the assignment are appropriate for the assessment brief.
The answers are clear and well-expressed.
Good evidence exists for references to more comprehensive reading to help inform the answer.
4
High Pass
Demonstrates a wide range and confident level of knowledge, understanding or skill (as appropriate).
It includes strong examples that illustrate the point and link and support the answer well.
Answers are applied to the case organisation or an alternative organisation.
Answers are clear, concise, and well-argued, and they directly respond to what has been asked.
The presentation of the assignment is well structured and coherent, and it focuses on the needs of the questions.
Considerable evidence of the use of references to broader reading to inform answers.
DECLARATION OF AUTHENTICATION
DECLARATION BY LEARNER
I can confirm that this assessment is all my work, and where I have used materials from other sources, they have been appropriately acknowledged.
LEARNER NAME:
LEARNER SIGNATURE:
DATE*
*This should be the date on which you submit your assessment
Reference List
CIPD, 2019. Ethics at work: An employer’s guide. https://www.cipd.co.uk/Images/7919-ethicsguide_tcm18-66759.pdf.
CIPD, 2023, Introduction to 5CO03 Unit, CIPD Modules. https://cipdmoduleshelp.com/5co03professional-behaviours-and-valuing-people-task-one-guideline/.
https://peopleprofession.cipd.org/insights/articles/why-people-profession#gref.
Jerome, N. 2013. Application of the Maslow’s hierarchy of need theory; impacts and implications on organizational culture, human resource and employee’s performance. International journal of business and management invention, 2(3), 39-45.
Journal of Applied Management and Technology, vol. 16, no. 1, pp. 50-67.
Osborne, S and Hammoud, M, 2017, Effective employee engagement in the workplace, International
Peters, R, 2020, Why we call it the people profession, CIPD.
Yukl, G and Gardner, W L, 2019, Leadership in organizations, Pearson Education.
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