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need to answer CIPD level 5 (People managment) Assignment questions
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5CO03
Professional behaviours and
valuing people
Learner Assessment Brief
Assessment ID / CIPD_5CO03_23_01
Level 5 Associate Diploma in
▪ People Management
▪ Organisational Learning and Development
•
•
Version 1 – Released June 2023
Expires June 2024
Level 5 Associate Diploma
Please write clearly in block capitals. (You MUST complete all highlighted fields)
Centre number:
8
Centre name:
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5
Oakwood International
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Membership number):
Learner surname:
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Declared total word count (You MUST
provide your wordcount for each
submission)
Unit code:
5CO03
Unit title:
Professional behaviours and valuing people
Assessment ID:
CIPD_5CO03_23_01
Assessment start date:
Assessment submission date:
First resubmission date for centre marking –
if applicable
Second resubmission date for centre
marking – if applicable
Assessor name (1st Submission):
Assessor Electronic signature:
Assessor name (2nd Submission):
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Assessor name (3rd Submission):
Assessor Electronic signature:
IQA name (if applicable):
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Level 5 Associate Diploma
5CO03
Professional behaviours and
valuing people
This unit focuses on how applying core professional behaviours such as ethical practice, courage and
inclusivity can build positive working relationships and support employee voice and well-being. It considers
how developing and mastering new professional behaviours and practice can impact performance.
CIPD’s insight
HR and standards (December 2022)
This factsheet explains what British and International standards in HR are and why they matter. It introduces
the British and International HR standards already published or under development and outlines the CIPD
involvement in their development. Whether or not organisations have a dedicated HR team, they will at
some point need guidance on ethical and effective human resource management practice in areas such as
workforce planning, recruitment, inclusion and diversity, learning and development, and human capital
reporting. British and International standards provide such guidance. International experts develop them, in
collaboration with key stakeholders. These standards advocate responsible people management practices
and support the organisations that adopt them to improve their organisational resilience and
sustainability.https://www.cipd.co.uk/knowledge/strategy/hr/standards-factsheet
Equality, diversity and inclusion (EDI) in the workplace (November 2022)
Promoting and delivering EDI in the workplace is an essential aspect of good people management. To reap
the benefits of EDI, it’s about creating working environments and cultures where every individual can feel
safe, a sense of belonging and is empowered to achieve their full potential. Whilst legal frameworks vary
across different countries, in the UK the Equality Act 2010 provides legal protection for nine protected
characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity,
race, religion or belief, sex and sexual orientation. However, an effective EDI strategy goes beyond legal
compliance and seeks to take an intersectional approach adding value to an organisation, contributing to the
wellbeing and equality of outcomes and impact on all employees. This includes: accent, age, caring
responsibilities, colour, culture, visible and invisible disability, gender identity and expression, mental health,
neurodiversity, physical appearance, political opinion, pregnancy and maternity/paternity and family status
and socio-economic circumstances amongst other personal characteristics and experiences. This factsheet
explores what workplace equality inclusion and diversity (EDI) means, and how an effective strategy is
essential to an organisation’s business objectives. It looks at the rationale for action and outlines steps
organisations can take to implement and manage a successful EDI strategy, from recruitment, selection,
retention, communication and training to addressing workplace behaviour and evaluating
progress.https://www.cipd.co.uk/knowledge/fundamentals/relations/diversity/factsheet#6428
Ethical practice and the role of people professionals (August 2022)
Scandals involving workplace harassment and poor treatment of workers have highlighted what can happen
when ethics aren’t integral to the way organisations operate. With unique access to staff throughout their
careers, as well as opportunities to influence an organisation’s strategy and the way it manages its workforce,
people professionals are uniquely placed to support embedding principled decision-making into daily
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Level 5 Associate Diploma
practice. Ethics are at the heart of professionalism. To create cultures of transparency and trust, practitioners
should demonstrate strong standards of integrity when advising business leaders. This factsheet explores
what ethical practice means and why it matters in an organisational context. It outlines the trade-offs
involved in upholding ethical values and the challenges faced by people professionals. Finally, it looks at the
profession’s role in creating ethical organisational cultures.
https://www.cipd.co.uk/knowledge/culture/ethics/role-hr-factsheet
Ethics at work: an employer’s guide
Ethical values provide the moral compass by which we live our lives and make decisions: ‘doing the right
thing’ because it’s the right thing to do. However, there are several reasons why unethical behaviour
continues to happen in the workplace, from individual actions and choice to industry-wide indiscretions and
compromising decisions.
In this guide, we discuss the red flags to watch out for, along with practical tips and resources to safeguard
your organisation and people against ethical breaches and misconduct. The guide draws on – and
complements – the latest CIPD research, and features nine areas of action employers can prioritise to ensure
they behave ethically. If you’re an employer or manager looking to foster and encourage ethical behaviour in
your organisation, you’ll find the practical advice you need in this
guide.https://www.cipd.co.uk/knowledge/culture/ethics/ethics-work-guide
Please note that the purpose of this insight is to link you to CIPD’s research and evidence within the subject area, so
that you can engage with the latest thinking. It is not provided to replace the study required as part of the learning or
as formative assessment material.
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Preparation for the Tasks:
▪
At the start of your assignment, you are encouraged to plan your assessment work with your
Assessor and where appropriate agree milestones so that they can help you monitor your progress.
▪
Refer to the indicative content in the unit to guide and support your evidence.
▪
Pay attention to how your evidence is presented, remember you are working in the People Practice
Team.
▪
Ensure that the evidence generated for this assessment remains your own work.
You will also benefit from:
▪
Completing and acting on formative feedback from your Assessor.
▪
Reflecting on your own experiences of learning opportunities and continuous professional
development.
▪
Reading the CIPD Insight, Fact Sheets and related online material on these topics as well as key
research authors on the subject.
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Task One –Professional and ethical behaviours
This task requires you to consider the significance of professional and ethical behaviours for a people
practitioner and the values that underpin the people practice profession.
To complete the task, you should provide a written response to each of questions below, making appropriate
use of academic theory and practical examples to expand your response and illustrate key points.
▪
With reference to typical activities and behaviours, appraise what it means to be a ‘people
professional’. (AC 1.1)
▪
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)
▪
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)
▪
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)
▪
Discuss two theories or models relating to the human and business benefits of people at work feeling
included, valued, and fairly treated, concluding your discussion with a summary of your own view of
these benefits. (AC 2.1)
▪
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)
Your evidence must consist of:
▪
▪
▪
▪
Written responses to each of the 6 instructions above.
Approximately 2250 words in total, refer to CIPD word count policy.
IMPORTANT NOTE: At Associate Level Referencing is mandatory – you must provide a reference
where you have drawn from a secondary source; Harvard referencing is preferable. Please use
the Reference box provided to record all your long references. Short references should be
included within the narrative. We advise you read the guidance on how to set out your
references on the Learner Hub.
Upload the completed Learner Assessment brief, with both tasks completed, through the
Assignments option in the Oakwood Learner Hub
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Task one – Questions
Appraise what it means to be a people professional. (AC 1.1)
Short references should be added into your narrative below. Please remember to only list your long references in
the reference box provided at the end of this section. Word count: Approximately 400 words
Type here…
Recognise how personal and ethical values can be applied in the context of people practice. (AC 1.2)
Short references should be added into your narrative below. Please remember to only list your long references in
the reference box provided at the end of this section. Word count: Approximately 300 words
Type here…
Consider the importance of people professionals contributing to discussions in an informed, clear and
confident way to influence others. (AC 1.3)
Short references should be added into your narrative below. Please remember to only list your long references in
the reference box provided at the end of this section. Word count: Approximately 350 words
Type here…
Recognise when and how you would raise matters which conflict with ethical values or legislation.
(AC1.4)
a) where you consider something to be unethical (whether or not it is illegal),
b) where you believe something contravenes legislation
Short references should be added into your narrative below. Please remember to only list your long references in
the reference box provided at the end of this section. Word count: Approximately 350 words
Type here…
Argue the human and business benefits of people feeling included, valued, and fairly treated at work
linking to (two) related theory. (AC2.1)
Short references should be added into your narrative below. Please remember to only list your long references in
the reference box provided at the end of this section. Word count: Approximately 400 words
Type here…
Discuss (two) strategies for designing and ensuring inclusive people practices. (AC 2.2)
Short references should be added into your narrative below. Please remember to only list your long references in
the reference box provided at the end of this section. Word count: Approximately 450 words
Type here…
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Level 5 Associate Diploma
References
Please provide your full long reference list here. The Harvard method is preferable. Please refer to the
guidance on the Learner HUB.
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Level 5 Associate Diploma
Task Two – Professional Review
This task requires you to demonstrate your commitment to professional development and performance
improvement.
To complete the task, you are asked to undertake some reflection, self-assessment, and consideration of
other’s feedback, leading to an identification of your strengths, weaknesses, and development areas.
Following this identification, you will formulate a range of formal and/or informal activities to address your
development needs and support your continuous development.
The task then shifts to a retrospective stance, where you are asked to reflect on the impact of development
activities already undertaken, in the last 12 months.
All five activities below must be completed.
▪
Reflect on your own approach to working inclusively and building positive working relationships with
others. (AC 2.3)
▪
Explore how the role of a people professional (specialist or generalist) is evolving and the
implications this has for your CPD. (AC 3.1)
▪
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)
▪
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)
(Note: If using the CIPD ‘My Learning Plan’, you may find it useful to self-assess against the
behaviours: ‘Working Inclusively’ and ‘Passion for Learning’ (along with other relevant areas) as this
will stimulate development ideas around the areas at Q1 and Q2 above. (However, there is no
requirement to provide copies of these self-assessment pages.) Your Learning Plan activities can be
‘copied and pasted’ into your assignment document, and edited so that you are not adding
unnecessarily to your word count.)
▪
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)
Present your reflections, attached to your assignment, as either:
▪ your own format CPD record, edited to include just the three selected activities, or
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Level 5 Associate Diploma
▪
a report (or reports) from the CIPD ‘My CPD Reflections’ tool.
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.)
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Level 5 Associate Diploma
Task Two – Professional Review Questions
Reflect on your own approach to working inclusively and building positive working relationships with
others. (AC2.3)
Short references should be added into your narrative below. Please remember to only list your long references in
the reference box provided at the end of this section. Word count: Approximately 200 words
Type here…
Explore how the role of a people professional is evolving and the implications this has for continuing
professional development. (AC 3.1)
Short references should be added into your narrative below. Please remember to only list your long references in
the reference box provided at the end of this section. Word count: Approximately 250 words
Type here…
Assess your strengths, weaknesses and development areas based on self-assessment and feedback from
others. (AC 3.2)
Short references should be added into your narrative below. Please remember to only list your long references in
the reference box provided at the end of this section. Word count: Approximately 250 words
Type here…
Formulate a range of formal and/or informal continuing professional development (CPD) activities to
support your learning journey. (AC 3.3)
Short references should be added into your narrative below. Please remember to only list your long references in
the reference box provided at the end of this section. Word count: Approximately 300 words
Type here…
Reflect on the impact of your continuing professional development activities on own behaviour and
performance. (AC 3.4)
Short references should be added into your narrative below. Please remember to only list your long references in
the reference box provided at the end of this section. NO WORD COUNT
Type here…
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Level 5 Associate Diploma
Assessment Criteria Evidence Checklist
You may find the following checklist helpful to make sure that you have included the required evidence to
meet the task. This is not a mandatory requirement as long as it is clear in your submission where the
assessment criteria have been met.
Task 1 – Professional, ethical, and inclusive
behaviours.
Assessment criteria
1.1
Appraise what it means to be a people
professional.
1.2
Recognise how personal and ethical values
can be applied in the context of people
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
Argue the human and business benefits of
people feeling included, valued, and fairly
treated at work linking to related theory.
2.2
Discuss strategies for designing and ensuring
inclusive people practices.
Evidenced
Y/N
Evidence reference
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Level 5 Associate Diploma
Task 2 – Professional Development
Evidenced
Y/N
Assessment criteria
2.3
Reflect on your own 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/or informal
continuing professional development (CPD)
activities to support your learning journey.
3.4
Reflect on the impact of your continuing
professional development activities on own
behaviour and performance.
Evidence reference
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Level 5 Associate Diploma
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:
Learner signature:
We cannot accept a typed or e-signature. You need to scan or photograph your handwritten
signature and inset the image here. You MUST add a new date for each submission. *This should
be the date on which you submit your assessment.
Submission Date 1:
Submission Date 2:
Submission Date 3:
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.
▪ The learner’s work was conducted under the conditions laid out by the assessment brief.
1 submission Assessor
name:
Assessor signature:
st
Date:
2 submission Assessor
name:
Assessor signature:
nd
Date:
3 submission Assessor
name:
Assessor signature:
rd
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5CO03
Professional behaviours and valuing
people
Assessment Criteria marking descriptors.
Assessors will mark in line with the following assessment criteria (AC) marking descriptors, and will indicate
where the learner sits within the marking band 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 comprehensive feedback that is developmental 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 making grading decisions.
The grid below shows the range for each unit assessment result based on total number of marks awarded
across all assessment criteria.
To pass the unit assessment learners must achieve a 2 (Low Pass) or above for each of the assessment
criteria.
The overall result achieved will dictate the outcome the learner receives for the unit, provided NONE of the
assessment criteria have been failed or referred.
Please note that learners will receive a Pass or Fail result from the CIPD at 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
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Marking Descriptors
Mark Range
1
Fail
Descriptor
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.
Insufficient or no evidence of the use of references to wider reading to help
inform answer.
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.
Sufficient evidence of the use of references to wider reading to help inform
answer.
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.
Good evidence of the use of references to wider reading to help inform
answer.
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.
Considerable evidence of the use of references to wider reading to inform
answer.
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20 Apr 2021
Ethical practice and the
role of people
professionals
Explore the role people professionals play in applying ethical values to organisational
practice
Introduction
Scandals involving workplace harassment and poor treatment of workers have
highlighted what can happen when ethics aren’t integral to the way organisations
operate. With unique access to staff throughout their careers, as well as opportunities to
influence an organisation’s strategy and the way it manages its workforce, people
professionals are uniquely placed to support embedding principled decision-making into
daily practice. Ethics are at the heart of professionalism. To create cultures of
transparency and trust, practitioners should demonstrate strong standards of integrity
when advising business leaders.
This factsheet explores what ethical practice means and why it matters in an
organisational context. It outlines the trade-offs involved in upholding ethical values and
the challenges faced by people professionals. Finally, it looks at the profession’s role in
creating ethical organisational cultures.
What is ethical practice in organisations?
Ethical practice is the application of ethical values in organisational behaviour. It applies in
all aspects of organisational conduct, including corporate governance, employment
practices, sales techniques, stakeholder relations, accounting practices, and issues of
product and corporate responsibility. It’s about the discretionary decisions that
organisations and the people who work for them make, and transparency with all
stakeholders about those decisions. Are colleagues treated with dignity and respect? Are
© Copyright Chartered Institute of Personnel and Development 2021, 151 The Broadway, London SW19 1JQ, UK
Incorporated by Royal Charter, Registered Charity no. 1079797 123
Page 1 of 9
customers treated fairly? Does the organisation acknowledge its responsibilities to wider
society?
People management decisions often involve trade-offs between different needs or
priorities. Being aware of and understanding the outcomes of alternative courses of
action will enable people managers to make sound judgements. Transparency means
being open with employees and stakeholders about decisions and the rationale behind
them. Such communication with builds trust.
Our Ethical-decision making research discusses eight different perspectives or ‘lenses’ to
consider when making workplace ethical decisions. These expand on ‘right’ or ‘wrong’
judgements giving alternative ways of seeing a situation. For example, the ‘fairness’ lens
considers that everyone should be able to agree to a decision regardless of their place in
an organisation, and the ‘handing down’ lens considers responsibilities to conserve and
maintain. The research informed our principles for the profession, reflected in our
Profession Map which has ethical practice as a core behaviour.
Ethical practice in the time of coronavirus
The COVID-19 pandemic has forced many organisations to make rapid changes to their
business model. It’s also bringing unique people management challenges as employees
adapt to workplace changes or personal challenges such as juggling caring
responsibilities or self-isolating.
In this unparalleled situation, having a principle-based approach to decision-making is
essential to make sure organisations behave ethically. There are many factors to be
considered; from employee wellbeing and safety, business finances and long-term
sustainability. A principle-based approach can help guide decisions as the situation
evolves.
People professionals need to champion ethical practice and work with the wider business
throughout the crisis to ensure the best possible outcomes for all. Find out more about
the role that people professionals should play in Coronavirus and the workforce: doing
the right thing in a crisis and how senior leaders have navigated decision making through
the pandemic in our report Responsible business through crisis.
There’s more on what employers should be doing in our Responding to the coronavirus
hub.
Why is ethical practice important?
Organisations should ‘do the right thing’ because it is the right thing to do. The Institute of
© Copyright Chartered Institute of Personnel and Development 2021, 151 The Broadway, London SW19 1JQ, UK
Incorporated by Royal Charter, Registered Charity no. 1079797 123
Page 2 of 9
Business Ethics’ research supports this view, and demonstrates the benefits to
organisations when they take their ethical values seriously:
An open culture improves morale.
Good relations with customers lead to an enhanced reputation.
Ethical companies outperform their peers financially in the long term.
Reputations are based not only on an organisation’s delivery of its products and services,
but on how it values its relationships with its staff and stakeholders, and how it
establishes responsibility and accountability towards them. Demonstrable ethical practice
is not only an effective insurance policy, mitigating risk; it gives organisations competitive
advantage. An organisation’s success depends on trustful relationships with employees,
customers, suppliers and the community.
Serious risks can occur when an organisation’s culture is at odds with its stated ethical
values. The ‘say/do gap’ – where leaders say one thing but do another – is harmful to their
credibility and leaves workers cynical and disengaged. As a result, the organisation is
susceptible to ethical lapses and damage to its reputation. Leaders should be clear on
what the organisation’s ethical values, demonstrate them day-to-day, and set
expectations that employees reflect these values in their own behaviours. In our
Purposeful leadership report, we investigate what business ethics means for leaders at
various levels of the organisational hierarchy, and the extent to which these leaders can
help organisations articulate and embed ethical values. Listen to a round-table discussion
in our podcast Ethics: a leadership imperative.
Establishing an ethical culture
The term ‘ethical culture’ is about how ethical values are brought to life in the day-to-day
running of the organisation. Aa company may have ‘excellence’ as a value, but how is
excellence defined in that organisation? How is it achieved? Is it with integrity, or is it at
the expense, for example, of child labour or poor working conditions?
An organisation’s ethical climate also matters. It’s about the social norms and values that
outline what ‘the right behaviour’ is and how ethics should guide behaviour. Ethical
climate is influenced by policies and practices, meaning businesses need to pay attention
to management practices and how they shape the ethical environment. Find out more
about organisational culture and climate.
To operate ethically, an organisation needs an ethics programme to support and bring its
values to life. This may be a formal or informal programme depending on the size of the
organisation, but it should include a code of ethics as the key element. If values are a
compass to guide behaviour at work, then a code of ethics is the map that helps people
© Copyright Chartered Institute of Personnel and Development 2021, 151 The Broadway, London SW19 1JQ, UK
Incorporated by Royal Charter, Registered Charity no. 1079797 123
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navigate ethical dilemmas in the workplace. When done well, a code articulates expected
behaviours and brings the organisation’s values to life – and isn’t seen just as a
compliance-driven initiative. To understand expectations and ensure they are achievable,
staff need guidance from their leaders. And once a code of ethics is launched,
organisations shouldn’t stop ethics activities as valuable insights can be fed back from
staff, customers and stakeholders.
Listen to our Creating ethical workplaces podcast which explores how organisations can
support ethical behaviour through their people management practices.
Embedding ethics
Core values exist in most organisations, whether they’ve been consciously created
practice or left to chance, and whether or not they are formally articulated. An
organisation’s values provide a framework for the company’s culture and decisionmaking.
In the rapidly changing world of work, there is not always a ‘golden rule’ or ‘best practice’
to help practitioners navigate workplace dilemmas. The ability to exercise situational
judgement is critical to making the best possible decisions, by drawing on both knowledge
and sensitivity to the ethical choices.
Ethical dilemmas can arise in many situations and at all levels within organisations, from
those related to strategy and policy in the boardroom to those faced by managers or
individuals in their daily work. While the boundaries of right and wrong as defined in law
are clear, behaving ethically is discretionary. Dilemmas arise when the best choice is not
clear; for example, when someone is faced with a choice between the least wrong options,
or when the needs of different stakeholders are in conflict.
To operate ethically, an organisation needs an ethics programme to support and bring its
values to life. This may be a formal or informal depending on the size of the organisation,
but it should include a code of ethics. If values are a compass to guide behaviour at work,
then a code of ethics is the map that helps people navigate workplace ethical dilemmas.
Done well, a code articulates expected behaviours and isn’t seen just as a
