Greetings,
This is CIPD Level 5 in people management assignment. See the attached documents they are containing with all of the informations that you need. Just to clarify, this assignment should have two sections the first section is a report (2900 words), and for the second section Quantitative and qualitative analysis review (1000 words). Also, for the report there are two tables attached. Please let me know if you need more an explanation.
5CO02
Evidence-based practice
Learner Assessment Brief
Assessment ID / CIPD_5CO02_23_01
Level 5 Associate Diploma in
People Management
Organisational Learning and Development
Level 5 Associate Diploma
2
Level 5 Associate Diploma
5CO02
Evidence-based practice
This unit assignment addresses the significance of capturing robust quantitative and qualitative
evidence to inform meaningful insight to influence critical thinking. It focuses on analysing evidence
through an ethical lens to improve decision-making and how measuring the impact of people
practice is essential in creating value.
CIPD
i
igh
Technology and data use in HR functions (March 2023).
Is there an ideal ratio when it comes to the size of HR teams in organisations? There are plenty of
variables to consider. These include HR s role in the business, the e tent to hich HR
responsibilities are delegated else here, the capabilit and capacit of those ith said
responsibilities, and of course, how technology and data are used to support HR functions.
In this article, we outline the findings from our survey of 1,174 UK-based HR bosses to shed light
on HR s operating model from a technolog and data perspective. Respondents ere from
organisations with 50 or more employees worldwide the si e e d expect technology like HR
information systems (HRIS) to become crucial for keeping track of employee records.
https://www.cipd.co.uk/knowledge/work/technology/workplace-peoplemanagement/technology-data-hr-functions
Evidence-based practice for effective decision-making (April 2022)
Evidence-based practice is about making better decisions, informing action that has the desired
impact. An evidence-based approach to decision-making is based on a combination of using
critical thinking and the best available evidence. It makes decision makers less reliant on
anecdotes, received wisdom and personal experience sources that are not trustworthy on their
o n. It s important that people professionals to adopt this approach because of the huge impact
management decisions have on the working lives and wellbeing of people in all sorts of
organisations worldwide. This factsheet outlines the four sources of evidence considered key to
effective evidence-based practice, before highlighting the importance of combining these to
ensuring actions have the greatest chance of success. It outlines and refutes a number of
misconceptions about evidence-based practice, before looking at literature which demonstrates the
effectiveness of evidence-based practice. Finally, the factsheet explains the practical implications
of applying evidence-based practice to real-life organisational scenarios.
https://www.cipd.co.uk/knowledge/strategy/analytics/evidence-based-practice-factsheet
People analytics (May 2021)
People analytics is about analysing data about people to solve business problems. You can find
people data from HR systems, from other departments like IT, and from external sources such as
salary surveys. You can use insights from people data to drive organisational change.
In this factsheet, e e plain hat people anal tics is, h it s important and ho it s used. We
introduce key terms such as correlation, causation, predictive and prescriptive. We also discuss
who is responsible for people analytics as well as the strategy and process for doing people
analytics.
https://www.cipd.co.uk/knowledge/strategy/analytics/factsheet
Please note that the purpose of this insight is to link ou to CIPD s research and evidence ithin 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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Level 5 Associate Diploma
Preparation for the Tasks:
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 draft 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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Level 5 Associate Diploma
Scenario
Your manager has just returned from the monthly Senior Management meeting where all
departmental heads have been asked to present a report that showcases how they contribute to
business performance. As someone who has experience in evidence-based practice and data
analytics, she has asked if you would produce a report for Senior Management that explains what
evidence-based practice is and its relevance to people professionals. She would also like you to
include practical examples of the types of data analysis that people practitioners use to gain insight
into people practices.
In readiness for this you are required to complete a report comprising two sections.
Section One –Report
For section one, you are to produce a report that provides the Senior Management team with
knowledge and understanding of what evidence-based practice is and the approaches that can be
taken for effective critical thinking and decision-making that ensures integrity and value is upheld.
You must ensure that you:
Evaluate the concept of evidence-based practice and assess how approaches to
evidence-based practice can be used to provide insight that supports sound decisionmaking across a range of people practices and organisational issues. (AC 1.1)
Evaluate one appropriate analysis tool and one appropriate analysis method that might
be applied by organisations to recognise and diagnose issues, challenges, and
opportunities. (AC 1.2)
Explain the main principles of critical thinking and describe how these might apply to
your own and others ideas to assist objective and rational debate. (AC 1.3)
Explain three decision-making processes that can be applied to ensure that effective
outcomes are achieved. (AC 1.4)
Assess three different ethical perspectives and explain how understanding of these
can be used to inform and influence moral decision-making. (AC 1.5)
Appraise two different ways organisations measure financial and non-financial
performance, providing one example of each. (AC 3.1)
Explain how people practices add value in an organisation and identify two methods
that might be used to measure the impact of people practices. (AC 3.2)
You should relate to academic concepts, theories and professional practice throughout your report
to ensure that your work is critical and informed by using key academic texts, articles and relevant
publications. All cited references used should be correctly acknowledged and presented in full in a
bibliography at the end of your report.
Section Two – Quantitative and qualitative
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Level 5 Associate Diploma
analysis review
For section two, you are to provide a quantitative and qualitative analysis review using the two sets
of data provided.
Firstly, review the Equality, Diversity, Inclusion and Salary data that is presented in Table 1 and
provide analysis of it to show the:
a)
b)
c)
d)
e)
percentage of each gender by type.
ethnicity as a percentage per team.
disability percentage as an organisational whole and by teams.
salary difference across genders.
overall average salary paid by the organisation.
Present your findings using appropriate diagrammatical forms and make justifiable
recommendations based on your evaluations.
Table 1
table)
Equality, Diversity and Inclusion Salary Data
(please click on the icon to open the
Table 1
General employee
data.xlsx
Secondly, Table 2 gives the rating feedback scores for a sample of 300 employees taken from a
recent survey on hybrid working practices. Provide scrutiny of the applied scores, present written
commentary on any themes or patterns that might be occurring, and present recommendations
based on your findings.
Table 2
Feedback scores from a recent employee survey on hybrid working practices
Table 2
Feedback scores
from a recent employee survey on hybrid working practices.xlsx
Completion of the above two activities will address the following ACs:
With reference to a people practice issue, interpret analytical data using appropriate
analysis tools and methods. (AC 2.1)
Present key findings for stakeholders from people practice activities and initiatives. (AC 2.2)
Make justified recommendations based on evaluation of the benefits, risks and financial
implications of potential solutions. (AC 2.3)
6
Level 5 Associate Diploma
Your evidence must consist of:
Task One
Task Two
Report (2900 words)
Quantitative and qualitative analysis review (1000 words)
Refer to CIPD word count policy
7
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.
Section 1
Report
Assessment criteria
1.1
Evaluate the concept of evidence-based
practice including how it can be applied
to decision-making in people practice.
1.2
Evaluate a range of analysis tools and
methods including how they can be
applied to diagnose organisational
issues, challenges and opportunities.
1.3
Explain the principles of critical thinking
including how you apply these to your
o n and others ideas.
1.4
Explain a range of decision-making
processes.
1.5
Assess how different ethical
perspectives can influence decisionmaking.
3.1
Appraise different ways organisations
measure financial and non-financial
performance.
3.2
Explain how to measure the impact and
value of people practice using a variety
of methods.
Evidenced
Y/N
Evidence reference
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Level 5 Associate Diploma
Section 2 Quantitative and qualitative
analysis review
Evidenced
Y/N
Assessment criteria
2.1
With reference to a people practice
issue, interpret analytical data using
appropriate analysis tools and methods.
2.2
Present key findings
stakeholders from people practice
activities and initiatives.
2.3
Make justified recommendations based
on evaluation of the benefits, risks and
financial implications of potential
solutions.
Evidence reference
for
5CO02
Evidence-based practice
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.
9
Level 5 Associate Diploma
Overall mark
Unit result
0 to 19
Fail
20 to 25
Low Pass
26 to 32
Pass
33 to 40
High Pass
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Level 5 Associate Diploma
Marking Descriptors
Mark Range
Descriptor
1
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.
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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Level 5 Associate Diploma
12
Forename
Aayla
Aberforth
Adi
Agen
Ahsoka
Alastor
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Albus
Albus Severus
Alecto
Alexsandr
Alice
Alicia
Amelia
Amilyn
Amos
Amycus
Anakin
Andromeda
Anthony
Antioch
Antonin
Arabella
Argus
Ariana
Arihnda
Armitage
Arthur
Asajj
Astoria
Augusta
Augustus
Aurora
Aurra
Babu
Bail
Baron
Barriss
Barty
Bathilda
Baze
Bellatrix
Ben
Ben
Bertha
Beru Whitesun
Surname
Secura
Dumbledore
Gallia
Kolar
Tano
Moody
Runcorn
Dumbledore
Potter
Carrow
Kallus
Longbottom
Spinnet
Bones
Holdo
Diggory
Carrow
Skywalker
Tonks
Goldstein
Peverell
Dolohov
Figg
Filch
Dumbledore
Pryce
Hux
Weasley
Ventress
Greengrass
Longbottom
Rookwood
Sinistra
Sing
Frik
Organa
Papanoida
Offee
Crouch
Bagshot
Malbus
Lestrange
Quadinaros
Solo
Jorkins
Lars
Date of Birth Ethnicity
5/12/1972 White British
11/4/1985 White British
9/26/1965 White Other
4/10/1986 White British
11/17/1999 White British
5/31/1964 White British
8/7/1956 White British
5/27/1985 White British
10/18/1993 White Irish
4/20/2001 White British
10/23/1964 White and Black Caribbean
5/29/1984 White British
3/23/1984 White British
1/9/1986 Indian
5/7/1979 Mixed – Other
10/3/1985 White British
4/28/1977 White British
1/25/1990 Chinese
9/6/1988 Pakistani
2/14/1998 Pakistani
11/26/1988 White British
8/14/1984 White British
11/10/1982 White British
10/18/1983 White British
11/12/1979 White British
2/19/1971 White British
9/20/1980 White British
4/19/1960 White British
12/3/1978 White British
3/2/1985 White British
10/5/1993 White British
5/10/1968 White British
4/25/1972 White British
3/4/1974 White British
7/5/1971 Indian
11/25/1993 White British
7/22/1979 White British
1/28/1981 White British
4/1/1989 White British
3/8/1985 Indian
6/20/1987 White British
4/6/1959 White British
1/16/1970 White British
9/19/1993 White British
5/8/1969 White British
10/18/1989 White British
1
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Bib
Biggs
Bill
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Blaise
Bob
Boba
Bodhi
Bo-Katan
Breha
Cad
Cadmus
Cal
Caleb
Cara
Carson
Cassian
Cedric
Cere
Cham
Charity
Charlie
Chew
Chirrut
Cho
Cikatro
Cin
Cliegg
Cobb
Colin
Corban
Cormac
Cornelius
Cornelius
Crix
Cut
Cuthbert
Dak
Darth
Darth
Darth
Dean
Dedalus
Dedra
Delphi
Demelza
Fortuna
Darklighter
Weasley
Caleen
Krrsantan
Zabini
Ogden
Fett
Rook
Kryze
Organa
Bane
Peverell
Kestis
Dume
Dune
Teva
Andor
Diggory
Junda
Syndulla
Burbage
Weasley
Bacca
Îmwe
Chang
Vizago
Drallig
Lars
Vanth
Creevey
Yaxley
McLaggen
Evazan
Fudge
Madine
Lawquane
Binns
Ralter
Bane
Maul
Sidious
Thomas
Diggle
Meero
Riddle
Robins
1/30/1995 Black – Other
7/17/1986 White British
11/9/1971 White British
5/12/1967 Indian
7/8/1991 White British
3/21/1980 White British
6/6/1975 White British
10/4/1966 White British
2/12/1979 White British
5/6/1971 White British
4/11/1964 White British
12/22/1979 White British
8/12/1992 White British
5/4/1995 White British
10/13/1986 White British
5/10/1978 White Other
7/16/1975 White British
10/20/1976 White British
5/17/1955 White British
2/12/1982 White British
1/28/1969 White British
8/5/1989 White British
5/26/1976 White British
7/29/1982 White British
7/13/1996 White British
6/2/1977 White British
11/20/1996 Asian – Bangladesh
5/15/1976 White and Black Caribbean
3/24/1986 White British
2/25/1962 White British
8/15/1979 White British
6/17/1980 White British
8/17/1987 White British
9/10/1971 White British
11/5/1987 White British
4/5/1962 White British
2/25/1989 White British
8/2/1975 White British
8/6/1988 White British
9/22/2005 White Irish
12/28/1971 White British
7/21/1963 White British
7/29/1986 White British
1/16/1962 White British
4/27/1977 White British
2/24/1993 White British
4/4/1959 White British
2
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Dennis
Depa
Dexter
Din
Dirk
Dolores
Draco
Dryden
Dudley
Eeth
Eloise
Elphias
Emmeline
Enfys
Eno
Enric
Ernie
Even
Ezra
Fenn
Fennec
Fenrir
Figrin
Filius
Finis
Firmus
Fleur
Frank
Frank
Fred
Gabrielle
Galen
Gar
Garazeb
Garrick
Garsa
Garven
Gellert
George
Gial
Gilderoy
Ginny
Godric
Graham
Greef
Gregar
Gregory
Creevey
Billaba
Jettster
Djarin
Cresswell
Umbridge
Malfoy
Vos
Dursley
Koth
Midgen
Doge
Vance
Nest
Cordova
Pryde
Macmillan
Piell
Bridger
Rau
Shand
Greyback
D’an
Flitwick
Valorum
Piett
Delacour
Bryce
Longbottom
Weasley
Delacour
Erso
Saxon
Orrelios
Ollivander
Fwip
Dreis
Grindelwald
Weasley
Ackbar
Lockhart
Weasley
Gryffindor
Montague
Karga
Typho
Goyle
5/7/1982 White British
7/9/1985 White British
5/10/1990 White British
11/8/1968 White Other
7/31/1995 White British
3/21/1968 White British
1/6/1951 White British
7/9/1982 White British
3/11/1976 Black – Other
2/17/1964 White British
9/28/1967 White British
10/24/1994 White British
11/19/1968 White British
9/10/1994 White British
7/26/1962 White British
9/13/1961 White British
11/8/1982 White British
1/18/1994 White British
2/23/1965 White British
2/23/1965 White British
1/10/1990 White British
6/16/1963 White British
4/22/1992 White British
3/8/1985 White British
10/27/1955 White British
10/15/1974 White British
9/26/1962 White British
10/14/1971 White British
1/28/1990 White British
7/2/1994 White British
4/19/1958 White British
6/10/1988 White British
3/31/1993 White British
7/16/1970 White British
9/22/1972 White British
11/15/1990 White British
8/27/1982 White British
5/24/1978 Chinese
6/17/1980 White British
3/23/1957 White British
2/17/1996 White British
8/5/1984 White British
4/13/1998 White British
2/20/1980 White British
11/29/1989 White British
6/5/1964 White British
8/4/1998 White British
3
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Griselda
Han
Hannah
Harry
Helena
Helga
Hera
Hermione
Hondo
Horace
Hugo
Iden
Ignotus
Igor
Irma
Jabba
James
James Sirius
Jan
Jango
Jar Jar
Jaro
Jek
Jocasta
John
Jun
Justin
Jyn
Kanan
Kassius
Katie
Kaydel Ko
Kelleran
Kendra
Ketsu
Kingsley
Kino
Kit
Kylo
Lama
Lando
Lavender
Leia
Lily
Lily Luna
Lom
Lor San
Marchbanks
Solo
Abbott
Potter
Ravenclaw
Hufflepuff
Syndulla
Granger
Ohnaka
Slughorn
Weasley
Versio
Peverell
Karkaroff
Pince
the Hutt
Potter
Potter
Dodonna
Fett
Binks
Tapal
Porkins
Nu
Dawlish
Sato
Finch-Fletchley
Erso
Jarrus
Konstantine
Bell
Connix
Beq
Dumbledore
Onyo
Shacklebolt
Loy
Fisto
Ren
Su
Calrissian
Brown
Organa
Potter
Potter
Pyke
Tekka
8/29/1991 White British
4/6/1967 White British
10/13/1961 White British
7/13/1990 White British
1/28/1981 White British
12/7/1967 White British
6/26/1982 White British
11/1/1963 Pakistani
4/26/1953 White British
12/24/1990 White British
1/13/1967 White British
12/13/1976 White British
11/6/1989 White British
2/19/1992 White British
10/11/1965 White British
4/20/1970 White British
11/8/1980 White British
6/4/1974 White British
10/13/1970 White British
4/14/1963 White British
9/17/1984 White British
2/7/1967 White British
9/1/1962 White British
1/3/1963 White British
7/14/1961 White British
3/2/2003 White British
11/19/2001 White British
1/25/2004 White British
5/28/1997 White British
8/10/1988 White British
1/30/1982 White British
4/3/1976 White British
12/12/1986 White British
7/25/1980 White British
7/23/1972 White British
6/1/1982 White British
10/2/1954 White British
9/27/1977 White British
4/24/1963 White British
10/16/1956 White British
9/2/1965 White British
11/30/1983 White British
10/20/1993 White British
12/12/1989 White British
8/13/1980 White British
5/20/1975 White British
4/6/1989 White British
4
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Lott
Lucius
Ludo
Luke
Luminara
Luna
Luthen
Lux
Mace
Mafalda
Marg
Marge
Marietta
Mart
Marvolo
Mary
Mas
Max
Maximilian
Maz
Mee
Meena
Merope
Migs
Millicent
Minerva
Moff
Molly
Mon
Morfin
Morgan
Mundungus
Myrtle
Nala
Narcissa
Neville
Newt
Nicolas
Nien
Nossor
Nute
Nymphadora
Obi-Wan
Ody
Oliver
Olympe
Onaconda
Dod
Malfoy
Bagman
Skywalker
Unduli
Lovegood
Rael
Bonteri
Windu
Hopkirk
Krim
Dursley
Edgecombe
Mattin
Gaunt
Riddle
Amedda
Rebo
Veers
Kanata
Deechi
Tills
Gaunt
Mayfeld
Bulstrode
McGonagall
Gideon
Weasley
Mothma
Gaunt
Elsbeth
Fletcher
Warren
Se
Malfoy
Longbottom
Scamander
Flamel
Nunb
Ri
Gunray
Tonks
Kenobi
Mandrell
Wood
Maxime
Farr
9/7/1983 White British
10/28/1960 White British
2/6/1964 White British
6/13/1974 White British
1/18/1984 White British
8/18/1960 White British
10/11/1968 White British
8/8/1991 White British
3/27/1970 White British
7/13/2000 White British
8/14/1981 White British
5/5/1951 White British
8/4/1967 White British
10/18/1993 White British
3/15/1988 White British
1/23/1988 White British
2/10/1970 White British
11/11/1993 White British
4/19/1995 White British
2/11/1991 White British
4/15/1974 White British
6/25/1957 White British
4/9/1990 White British
8/20/1989 White British
9/6/1962 White British
1/25/1976 White British
12/12/1988 White British
8/1/1969 White British
10/14/1982 White British
5/30/1974 White British
5/30/1974 White British
10/15/1987 White British
7/7/1968 White British
9/29/1979 White British
1/6/1992 White British
3/29/1952 White British
2/7/1984 White British
12/25/1978 White British
6/6/1992 White British
9/29/1989 White British
1/8/1966 White British
6/2/1983 White British
6/12/1973 White British
9/29/1986 White British
9/6/1986 White British
8/31/1990 White British
9/25/1978 White British
5
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Female
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Female
Male
Male
Female
Male
Male
Male
Male
Male
Male
Male
Male
Female
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Oppo
Orn Free
Orson
Osi
Owen
Padma
Padmé
Pansy
Parvati
Paz
Peli
Penelope
Penn
Peppi
Percival
Percy
Peter
Petunia
Phineas
Pius
Plo
Poe
Poggle
Pomona
Ponda
Pong
Rancisis
Taa
Krennic
Sobek
Lars
Patil
Amidala
Parkinson
Patil
Vizsla
Motto
Clearwater
Pershing
Bow
Dumbledore
Weasley
Pettigrew
Dursley
Black
Thicknesse
Koon
Dameron
the Lesser
Sprout
Baba
Krell
10/26/1955 White British
5/18/1979 White British
9/26/1967 White British
8/20/1959 White British
9/30/1986 White and Black Caribbean
11/12/1975 White British
6/9/1993 White British
8/7/1996 White British
5/24/1997 White British
12/20/1976 White British
5/25/1985 White British
10/3/1962 White British
1/2/1993 White British
10/12/1974 White British
2/8/1990 White British
8/15/1966 White British
7/1/1976 White British
11/29/1961 White British
11/5/1981 White British
9/7/1970 White Other
5/20/1993 White British
5/31/1978 White Other
1/7/1971 White British
11/5/1959 White British
8/3/1966 White British
10/14/1980 White British
6
Female
Female
Female
Female
Female
Female
Female
Female
Male
Female
Female
Female
Female
Female
Male
Female
Female
Female
Female
Female
Male
Female
Male
Female
Male
Female
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Not disabled
Team
Business Services
Business Services
Business Services
Business Services
Business Services
Business Services
Business Services
Business Services
Business Services
Community Engagement and Partnerships
Community Engagement and Partnerships
Community Engagement and Partnerships
Community Engagement and Partnerships
Community Engagement and Partnerships
Community Engagement and Partnerships
Community Engagement and Partnerships
Customer Services
Customer Services
Customer Services
Customer Services
Customer Services
Customer Services
Customer Services
Customer Services
Customer Services
Customer Services
Customer Services
Customer Services
Customer Services
Customer Services
Customer Services
Directors
Directors
Directors
Directors
Directors
Facilities
Facilities
Finance
Finance
Finance
Finance
Finance
Finance
Finance
Finance
Role
Administrator
Administrator
Complaints and Compliments Manager
Governance Manager
Head of Business Services
Performance Officer
Performance Officer
Procurement Manager
Procurement Officer
Engagement Administrator
Engagement Assistant
Engagement Assistant
Engagement Manager
Engagement Officer
Engagement Officer
Engagement Officer
Customer Services Administrator
Customer Services Advisor
Customer Services Advisor
Customer Services Advisor
Customer Services Advisor
Customer Services Advisor
Customer Services Advisor
Customer Services Advisor
Customer Services Advisor
Customer Services Advisor
Customer Services Advisor
Customer Services Manager
Head of Customer Services
Receptionist
Receptionist
Chief Executive
Director of Customer Service
Director of Finance
Director of People Services
Executive Assistant
Building and Facilities Manager
Facilities Officer
Finance Administrator
Finance Assistant
Finance Assistant
Finance Assistant
Finance Business Partner
Finance Manager
Head of Finance
Management Accountant
7
Salary FTE
£21,500.00
£21,500.00
£38,850.00
£39,465.00
£62,500.00
£28,500.00
£38,500.00
£43,000.00
£25,600.00
£21,800.00
£23,000.00
£23,000.00
£44,000.00
£26,500.00
£26,500.00
£26,500.00
£22,000.00
£23,685.00
£23,685.00
£23,685.00
£23,685.00
£23,685.00
£23,685.00
£23,685.00
£23,685.00
£23,685.00
£23,685.00
£42,565.00
£65,000.00
£23,000.00
£23,000.00
£140,500.00
£98,500.00
£98,500.00
£102,500.00
£28,955.00
£41,555.00
£25,600.00
£22,555.00
£26,895.00
£26,895.00
£26,895.00
£37,455.00
£46,895.00
£65,000.00
£35,000.00
Finance
Finance
Governance
Governance
Governance
Green Spaces
Green Spaces
Green Spaces
Green Spaces
Green Spaces
Green Spaces
Green Spaces
Green Spaces
Green Spaces
Green Spaces
Green Spaces
Green Spaces
Housing
Housing
Housing
Housing
Housing
Housing
Housing
Housing
Housing
Housing
Housing
Housing
Housing
Housing
Housing
Housing
Housing
Housing
Income Team
Income Team
Income Team
Income Team
Income Team
Income Team
Income Team
Income Team
Income Team
Income Team
Income Team
Income Team
Management Accountant
Project Accountant
Audit Assistant
Audit Manager
Performance Manager
Cleaning Operative
Cleaning Operative
Green Space Operative
Green Space Operative
Green Space Operative
Green Space Operative
Green Space Operative
Green Space Operative
Green Space Operative
Green Space Operative
Green Space Operative
Green Space Team Leader
Extra Care Activities Co-ordinator
Extra Care Activities Co-ordinator
Extra Care Manager
Extra Care Officer
Extra Care Officer
Extra Care Supervisor
Head of Housing
Independent Living Co-ordinator
Independent Living Co-ordinator
Independent Living Manager
Independent Living Officer
Independent Living Officer
Independent Living Officer
Independent Living Officer
Independent Living Officer
Independent Living Officer
Independent Living Officer
Independent Living Officer
Head of Income
Income Administrator
Income Administrator
Income Administrator
Income Apprentice
Income Manager
Income Officer
Income Officer
Income Officer
Income Officer
Income Officer
Income Officer
8
£35,000.00
£35,000.00
£25,500.00
£35,000.00
£34,500.00
£21,030.00
£21,030.00
£21,030.00
£21,030.00
£21,030.00
£21,030.00
£21,030.00
£21,030.00
£21,030.00
£21,030.00
£21,030.00
£21,030.00
£24,000.00
£24,000.00
£34,000.00
£28,900.00
£28,900.00
£31,000.00
£65,000.00
£22,600.00
£22,600.00
£42,500.00
£27,500.00
£27,500.00
£27,500.00
£27,500.00
£27,500.00
£27,500.00
£27,500.00
£27,500.00
£62,000.00
£21,500.00
£21,500.00
£21,500.00
£17,500.00
£41,255.00
£30,210.00
£30,210.00
£30,210.00
£30,210.00
£30,210.00
£30,210.00
Income Team
Income Team
Income Team
Income Team
Income Team
Income Team
Income Team
IT
IT
IT
IT
IT
IT
IT
IT
IT
Lettings
Lettings
Lettings
Lettings
Lettings
Lettings
Lettings
Lettings
Lettings
Lettings
Marketing
Marketing
Marketing
Marketing
People Services
People Services
People Services
People Services
People Services
People Services
People Services
People Services
People Services
People Services
People Services
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Income Officer
Income Officer
Income Officer
Income Officer
Tenancy Support Officer
Tenancy Support Officer
Tenancy Support Officer
Data Analyst
Head of IT Services
IT Analyst
IT Analyst
IT Helpdesk Administrator
IT Helpdesk Administrator
IT Helpdesk Lead
IT Systems Manager
IT Trainer
Lettings Assistant
Lettings Assistant
Lettings Assistant
Lettings Assistant
Lettings Assistant
Lettings Co-ordinator
Lettings Co-ordinator
Lettings Co-ordinator
Lettings Manager
Lettings Team Leader
Events Officer
Graphic Designer
Marketing Assistant
Social Media Lead
Head of People Services
Health and Safety Manager
Health and Safety Officer
Health and Safety Trainer
HR Systems Lead
Learning and Development Manager
People Services Advisor
People Services Business Partner
People Services Business Partner
People Services Co-ordinator
Wellbeing and Engagement Lead
Administration Assistant
Administration Assistant
Commercial Manager
Development Administrator
Development Manager
Development Officer
9
£30,210.00
£30,210.00
£30,210.00
£30,210.00
£29,855.00
£29,855.00
£29,855.00
£45,000.00
£72,000.00
£46,000.00
£46,000.00
£24,000.00
£24,000.00
£29,000.00
£42,000.00
£29,900.00
£26,750.00
£26,750.00
£26,750.00
£26,750.00
£26,750.00
£22,300.00
£22,300.00
£22,300.00
£41,500.00
£34,500.00
£26,900.00
£34,000.00
£26,500.00
£24,750.00
£72,000.00
£48,950.00
£33,500.00
£29,600.00
£33,200.00
£39,950.00
£27,500.00
£40,500.00
£40,500.00
£25,690.00
£28,000.00
£21,500.00
£21,500.00
£48,000.00
£24,000.00
£46,200.00
£26,540.00
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Electrical Manager
Electrical Supervisor
External Works Manager
Gas Manager
Gas Supervisor
Head of Property
Operations Manager
Planner
Planner
Planner
Planner
Planner
Planner
Planner
Quantity Surveyor
Quantity Surveyor
Repairs Co-ordinator
Repairs Co-ordinator
Repairs Co-ordinator
Surveyor
Surveyor
Surveyor
Surveyor
Cleaning Operative
Cleaning Operative
Trades Apprentice
Trades Apprentice
Trades Apprentice
Trades Operative (Electrical)
Trades Operative (Electrical)
Trades Operative (Electrical)
Trades Operative (Electrical)
Trades Operative (Electrical)
Trades Operative (Electrical)
Trades Operative (Electrical)
Trades Operative (Electrical)
Trades Operative (Electrical)
Trades Operative (External Works)
Trades Operative (External Works)
Trades Operative (External Works)
Trades Operative (External Works)
Trades Operative (External Works)
Trades Operative (External Works)
Trades Operative (External Works)
Trades Operative (External Works)
Trades Operative (External Works)
Trades Operative (External Works)
10
£41,000.00
£32,000.00
£38,500.00
£41,000.00
£38,500.00
£72,000.00
£46,000.00
£22,500.00
£22,500.00
£22,500.00
£22,500.00
£22,500.00
£22,500.00
£22,500.00
£48,000.00
£48,000.00
£23,750.00
£23,750.00
£23,750.00
£33,500.00
£33,500.00
£33,500.00
£33,500.00
£21,030.00
£21,030.00
£17,500.00
£17,500.00
£17,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Property Team
Regeneration
Trades Operative (External Works)
Trades Operative (External Works)
Trades Operative (Gas)
Trades Operative (Gas)
Trades Operative (Gas)
Trades Operative (Gas)
Trades Operative (Gas)
Trades Operative (Gas)
Trades Operative (Gas)
Trades Operative (Gas)
Trades Operative (Gas)
Trades Operative (Gas)
Trades Operative (Joinery)
Trades Operative (Joinery)
Trades Operative (Joinery)
Trades Operative (Joinery)
Trades Operative (Joinery)
Trades Operative (Joinery)
Trades Operative (Joinery)
Trades Operative (Joinery)
Trades Operative (Joinery)
Trades Operative (Joinery)
Trades Operative (Joinery)
Trades Operative (Joinery)
Trades Operative (Joinery)
Trades Operative (Painting)
Trades Operative (Painting)
Trades Operative (Painting)
Trades Operative (Painting)
Trades Operative (Painting)
Trades Operative (Painting)
Trades Operative (Painting)
Trades Operative (Painting)
Trades Operative (Painting)
Trades Operative (Plastering)
Trades Operative (Plastering)
Trades Operative (Plastering)
Trades Operative (Plastering)
Trades Operative (Plastering)
Trades Operative (Plastering)
Trades Operative (Plastering)
Trades Supervisor
Trades Supervisor
Trades Supervisor
Trades Supervisor
Trades Supervisor
Development Manager
11
£29,500.00
£29,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£32,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£29,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£28,500.00
£33,950.00
£33,950.00
£33,950.00
£33,950.00
£33,950.00
£42,500.00
Regeneration
Regeneration
Regeneration
Regeneration
Supported Housing
Supported Housing
Supported Housing
Supported Housing
Supported Housing
Supported Housing
Supported Housing
Supported Housing
Supported Housing
Supported Housing
Supported Housing
Tenancy Team
Tenancy Team
Tenancy Team
Tenancy Team
Tenancy Team
Tenancy Team
Tenancy Team
Tenancy Team
Tenancy Team
Tenancy Team
Tenancy Team
Regeneration Co-ordinator
Regeneration Manager
Regeneration Officer
Regeneration Paralegal
Assistant Project Worker
Assistant Project Worker
Assistant Project Worker
Assistant Project Worker
Project Worker
Project Worker
Project Worker
Project Worker
Project Worker
Project Worker
Project Worker
Community Safety Co-ordinator
Community Safety Co-ordinator
Community Safety Co-ordinator
Community Safety Manager
Community Safety Officer
Community Safety Officer
Community Safety Officer
Community Safety Officer
Community Safety Officer
Community Safety Officer
Community Safety Administrator
12
£25,000.00
£44,000.00
£27,090.00
£42,000.00
£21,750.00
£21,750.00
£21,750.00
£21,750.00
£23,500.00
£23,500.00
£23,500.00
£23,500.00
£23,500.00
£23,500.00
£23,500.00
£24,500.00
£24,500.00
£24,500.00
£46,800.00
£33,425.00
£33,425.00
£33,425.00
£33,425.00
£33,425.00
£33,425.00
£22,500.00
Table 2.
Feedback scores from a recent employee survey on hybrid working practices.
1
2
3
The ratings shown represent statements on a scale of 1-5 where:
1 = fully agree, 2 = agree, 3 = not sure, 4 = disagree, 5 = strongly disagree
Feedback from 300 employees
I enjoy working for home on some days of the week
Hybrid working practices support my work-life
balance and well-being.
I miss engaging with my colleagues in the workplace
I feel fully supported when working at work
I find working remotely a challenge
I find it difficult to separate work from my personal
life when working from home
Hybrid working practices make me more productive
Working from home does not affect cross functional
communication and collaboration with my team
Since hybrid working has been in place, I feel more
connected to our company culture.
Working from home allows me to meet my targets
I can easily access resources at home
Working from home removes conflict
I feel less stressed when away from the workplace
I get the same amount of recognition about my work
when working from home
1
112
57
19
161
7
22
10
86
14
20
63
11
30
18
101
98
69
95
79
23
5
62
54
5
8
40
47
90
41
178
60
100
87
4
3
1
6
7
0
70
69
2
hybrid working practices.
4
5
94
18
34
155
138
53
8
94
102
73
70
82
14
65
78
101
39
57
35
27
5
72
142
112
89
250
71
88
2
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5CO02 – Evidence-based practice
Unit Guide
Contents
Contents
Contents …………………………………………………………………………………………………………………….. 2
1.
Unit Aims and Outcomes …………………………………………………………………………………………. 3
2.
Learning Outcomes and Assessment Criteria ……………………………………………………………….. 4
3.
How To Approach The Unit………………………………………………………………………………………. 5
4.
Support ……………………………………………………………………………………………………………….. 6
5.
Assessment Questions and Guidance …………………………………………………………………………. 7
6.
Marking Descriptors and Marking Grid……………………………………………………………………… 18
7.
Submitting Your Assessment ………………………………………………………………………………….. 20
8.
Unit Disclaimer and Updates ………………………………………………………………………………….. 21
9.
Appendix ……………………………………………………………………………………………………………. 22
1. Unit Aims and Outcomes
About This Unit
This unit addresses the significance of capturing robust quantitative and qualitative evidence to inform
meaningful insight and influence critical thinking. It focuses on analysing evidence through an ethical
lens to improve decision-making and how measuring the impact of people practice is essential in
creating value..
Unit Information
Unit Credits:
Guided Learning Hours (GLH):
Additional Learning Time:
Version:
6
25 hours
35 hours
(23)
Guided learning hours represent viewing recordings, attending live sessions, completing your
eLearning, and support from tutors. Additional learning time includes self-study, research and
assessment preparation and completion.
What You Will Learn
You will develop understanding of the concepts of evidence-based practice and the tools and
methods that are applied to diagnose issues, challenges and opportunities. You will explain the
principles of critical thinking and assess how different ethical perspectives can influence decision
making. Key insights and analysis tools and methods will be covered, and you will interpret data
relating to a people practice issues before presenting your findings and evaluating the benefits, risks
and financial implications of solutions. Finally, you will be able to explain how to measure the impact
and value people practice contributions make to the organisation.
2. Learning Outcomes and Assessment Criteria
Learning Outcome 1
Learning Outcome 2
Understand strategies for effective critical
thinking and decision-making.
Understand the importance of decisionmaking strategies to solve people practice
issues.
Assessment Criteria 1.1
Evaluate the concept of evidence-based
practice including how it can be applied to
decision-making in people practice.
Assessment Criteria 1.2
Evaluate a range of analysis tools and
methods including how they can be
applied to diagnose organisational issues,
challenges and opportunities..
Assesment Criteria 1.3
Assesment Criteria 1.4
Assesment Criteria 1.5
Assess how different ethical perspectves
can influence decion-making
Be able to measure the impact and value
of people practice to the organisation.
Assessment Criteria 2.1
With reference to a people practice issue,
interpret analytical data using
appropriate analysis tools and methods.
Assessment Criteria 3.1
Appraise different ways organisations
measure financial and non-financial
performance.
Assessment Criteria 2.2
Present key findings for stakeholders
from people practice activities and
initiatives.
Explain the principles of critical thinking
including how you apply these to your
own and others’ ideas.
Explain a range of decision-making
processes
Learning Outcome 3
Assesment Criteria 3.2
Assessment Criteria 2.3
Make justified recommendations based
on evaluation of the benefits, risks and
financial implications of potential
solutions.
Explain how to measure the impact and
value of people practice using a variety
of methods.
3. How To Approach The Unit
Inside each unit you will find various sections, such as, Unit Introduction, Your Learning and Your
Assessment. Following these sections will allow you to systematically work through the unit. By taking
your time and reading each resource in the section, it gives you a greater chance of achieving success.
In the unit you will find the following sections:
Unit Introduction
Before tackling the assessment, you should plan how you are going to approach it. The Unit
Introduction will give you some information on what the unit is about and what is involved. Starting
here will give you a good foundation on which to build your understanding.
Your Learning
Now you have planned how to tackle the assessment, you should complete each Learning Topic and
the Chapters and Activities within them. This is how you will learn the key knowledge and skills
required to complete the assessment. You should also carry out further reading to support your work.
Your Assessment
Write your assessment as you complete Learning Topics. Keep checking with your Programme Tutor
if you have any questions and don’t forget you can submit a draft (ensuring you follow the draft
regulations). You will find the Draft submission link and Assessment submission link in this section
along with the Assessment Guidance recording and the Front Cover Sheet.
We suggest that you follow the stages in order. Always start with the Unit Introduction first before
you commence your learning and assessment. When you have completed all your learning and
written your assessment, you should begin your preparations to submit it. Check that your work is fit
for submission before uploading into the Assessment submission link.
4. Support
For this unit you will have access to the following support:
•
•
•
Course Site Content
Videos and Live Communications
Contacting Your Programme Tutor
Information around this process can be found in your programme guide and on the course site.
Course Site Content
You should read the assessment brief, use this guide for support and work
your way through each learning topic writing your assessment as you go.
Don’t forget to carry out further reading to support your work.
Videos and Live Communications
If you feel you have a question or want to seek further advice, you should
watch the video walkthroughs and attend live sessions.
You can also post in forums. Your programme tutors will check this each
day, so you won’t have to wait too long for a response to your queries.
Contact Your Programme Tutor
Your Programme Tutor is a subject matter expert and can provide you
with expert advice around the assessment, knowledge of HR and L&D
theory and how you can practically apply that in your assessment and
workplace.
5. Assessment Questions and Guidance
Assessment
Type
Task 1
Report
Style of
Writing
Word
Count
Submit
CIPD Insight Links
Formal –
Aimed at
Managers
2,900
words
(+/10%)
Written responses to each of the 7
instructions
Technology and data use in HR functions (March 2023)
Formal –
Aimed at
Managers
1,000
words
(+/10%)
Response in the form of data tables/graphs
etc and narrative to instructions
Evidence -based practice for effective decision making (April
2022)
Task 2
Quantitative
and
qualitative
analysis
review
People Analytics
Assessment Questions and Guidance
Answer the below questions in your assessment. They have been taken directly from the Assessment Brief.
Section 1
For section one, you are to produce a report that provides the Senior Management team with knowledge and understanding of what evidence-based
practice is and the approaches that can be taken for effective critical thinking and decision-making that ensures integrity and value is upheld.
AC
Assessment Criteria
Assessment Question
Indicative content
Assessment Guidance
1.1
Evaluate the concept of
evidence-based practice
including how it can be
applied to decisionmaking in people
practice.
Evaluate the concept of evidencebased practice and assess how
approaches to evidence-based
practice can be used to provide
insight that supports sound decisionmaking across a range of people
practices and organisational issues.
Concept of evidence-based practice:
making decisions based on ‘effective
thinking’ and sound evidence,
decisions that can be justified to
others. Making use of strategies,
including critical thinking and
analysis in decision-making. Models
of decision-making, for example the
rational model and its limitations,
bounded rationality, individual vs
group decision making, group think
and group polarisation.
Evaluate how evidence-based practice
can support decision-making and
judgments across a range of issues.
Application of evidence-based
practice: effective selection and
interpretation of evidence. Effective
analysis of situations and issues,
critical review of theory,
The issues could include both people
practice and organisational issues.
Evaluate at least 2 evidence-based
practice approaches and how they
impact decision making.
Strategies and Models can be taken
from the indicative content.
1.2
1.3
Evaluate a range of
analysis tools and
methods including how
they can be applied to
Explain the principles of
critical thinking
including how you apply
these to your own and
others’ ideas.
Evaluate one appropriate analysis tool
and one appropriate analysis method
that might be applied by organisations
to recognise and diagnose issues,
challenges, and opportunities.
Explain the main principles of critical
thinking and describe how these
might apply to your own and others’
ideas to assist objective and rational
debate.
propositions, and opinion. Assessing
evidence from a variety of sources;
identifying bias. Forming judgements
and conclusions; developing and
testing
Range of analysis tools used in people
practice: for example environmental
analysis tools, strategic review, future
state analysis, Porter’s five forces,
force field analysis, Ansoff matrix,
fishbone analysis, critical incident
analysis, cause and effect, target
operating model, balanced scorecard,
McKinsey 7S; uses and applications
within different areas of people
practice.
Range of analysis methods: for
example interviews, observations, job
analysis questionnaires, work
sampling, examination of
organisation metrics, comparison
with sector metrics.
Principles of critical thinking: for
example objective rational thinking
and well-reasoned argument.
Questioning and checking validity of
sources and validity of ‘evidence’;
awareness of bias – conscious and
Answers should include 1 tool and 1
method.
Evaluate how they can be applied to
diagnose issues, challenges, and
opportunities.
Answers should evaluate the chosen
methods and their application when
diagnosing issues, challenges, and
opportunities.
The aim here is to evaluate the models
and their effectiveness
Explain at least 2 of the main principles
of critical thinking.
One example should link to individual
ideas, and one to others’ ideas and how
they assist objective and rational
debate.
1.4
1.5
Explain a range of
decision-making
processes.
Explain three decision-making
processes that can be applied to
ensure that effective outcomes are
achieved
Assess how different
ethical perspectives can
influence decisionmaking.
Assess
three
different
ethical
perspectives and explain how
understanding of these can be used to
inform and influence moral decisionmaking.
unconscious, yours and others’. How
to apply to own and others’ ideas:
comparing ‘like with like’ and
recognising different methodologies,
approaches and contexts; ensuring
clarity of terminology and
differentiating between fact and
opinion; awareness of personal
agendas and ‘fake news’, not taking
information at ‘face value’; managing
ambiguity and complexity of
information; triangulation and testing
out of conclusions.
Decision-making processes: for
example best fit, future pacing,
problem-outcome frame, action
learning approaches, De Bono (six
thinking hats).
Ethical perspectives: theories of
ethics for example utilitarianism,
deontology/ Kantianism,
communitarianism, altruism; ethical
values, for example democracy,
fairness, honesty, equality; ethics and
religion; ethics and business;
examples of ethical dilemmas and
outcomes
Does not need to be work example,
could be study, social, volunteer etc.
Three approaches must be explained.
Approaches must focus on how people
practitioners identify solutions to
issues that impact PP.
Assess three different ethical theories
that inform and influence moral
decision-making.
Should include what is good and bad
about the theories.
3.1
Appraise different ways
organisations measure
financial and nonfinancial performance
Appraise two different ways
organisations measure financial and
non-financial performance, providing
one example of each
How they influence decision-making:
examples of ethical dilemmas and
outcomes and the underlying
rationales; examples of how different
perspectives might result in certain
decisions, for example utilitarianism,
deontology, the impact of religious
and personal beliefs on workplace
decision-making. Different
approaches to dealing with capability
and performance issues based on
ethical values, compassionate and
punitive responses to work issues.
How ethics can impact on
management and leadership styles
and consequently on organisation
culture.
Measurements of financial and
nonfinancial performance: for
example revenue, gross and net
profit, cash flow, return on
investment, productivity, key
performance indicators, service level
agreements, balanced scorecard, or
similar performance management
tools; stakeholder benefits and
feedback, customer satisfaction, legal
compliance, compliance with
Answers must appraise two different
ways financial and non-financial
performance are measured.
Answers could evaluate cash flows vs
ROI vs customer satisfaction and look at
the positives and negatives of using
each one of those approaches
3.2
Explain how to measure
the impact and value of
people practice using a
variety of methods.
Task 2
Explain how people practices add
value in an organisation and identify
two methods that might be used to
measure the impact of people
practices
environmental standards, sector
ratings.
Impact and value: concepts and
definitions of impact and value; how
people practice creates value.
Impacts: for example short and long
term, positive and negative, direct
and indirect impacts. Reasons for
measuring: for example check and
ensure that objectives being
achieved, ensure a people practice
contribution, justify spend on people
practice, continuously improve
people practice activities, identify
further needs, identify gaps, enable
informed business decisions.
Methods: for example cost-benefit
analysis, evaluation, validation, ROI,
ROE. Models of evaluation;
evaluation methods, determining
evaluation scope and criteria; types
of information and evidence for
evaluation; evaluation tools (for
example staff satisfaction surveys,
absence data, wellbeing).
Answers should define the concept of
people practice adding value.
Answers should also explain why value
should be measured and include an
explanation of two methods for
measuring the value people practice
delivers.
For section two, you are to provide a quantitative and qualitative analysis review using the two sets of data provided.
AC
Assessment Criteria
Assessment Question
2.1
With reference to a
people practice issue,
interpret analytical data
using appropriate
analysis tools and
methods.
For section two, you are to provide a Interpretation of raw data
quantitative and qualitative analysis (quantitative – numerical and
review using the two sets of data qualitative – narrative feedback)
provided.
derived from the analysis, for
Firstly, review the Equality, Diversity, example causes, effects, trends,
Inclusion and Salary data that is patterns, themes, anomalies, further
presented in Table 1 and provide questions. For example, process
analysis of it to show the:
documentation, records of errors,
complaints, shortfalls, successes.
a)
percentage of each gender by Evidence relating to outcomes
type.
(tangible/intangible); evidence
b)
ethnicity as a percentage per
relating to new or unmet
team.
c)
disability percentage as an requirements.
organisational whole and by teams.
d)
salary
difference
across
genders.
e)
overall average salary paid by
the organisation.
Present
your
findings
using
appropriate diagrammatical forms and
make justifiable recommendations
based on your evaluations.
Indicative content
Assessment Guidance
We are not assigning any wordcount
for this A.C., the evidence will be the
range of charts, graphs & tables the
learner produces.
Answers must include:
a) percentage of each gender by type.
b) ethnicity as a percentage per team.
c) disability percentage as an
organisational whole and by teams.
d) salary difference across genders.
e) overall average salary paid by the
organisation.
Secondly, Table 2 gives the rating
feedback scores for a sample of 300
employees taken from a recent survey
on hybrid working practices. Provide
scrutiny of the applied scores, present
written commentary on any themes or
patterns that might be occurring, and
present recommendations based on
your findings.
2.2
Present key findings
for stakeholders from
people practice
activities and initiatives.
For section two, you are to provide a Presentation of key findings:
quantitative and qualitative analysis appropriate formats for presenting
review using the two sets of data evaluation of findings; presenting
provided.
data, for example using
Firstly, review the Equality, Diversity, diagrammatical forms such as graphs,
Inclusion and Salary data that is charts; reports, briefing papers,
presented in Table 1 and provide presentations relating to people
analysis of it to show the:
performance calculations.
Organisation data: datasets related to
a)
percentage of each gender by specific HR/L&D/OD activities (for
type.
example: reward data, recruitment
b)
ethnicity as a percentage per
data, compliance data).
team.
Answers should create a narrative and
present findings from the data
analysis.
c)
disability percentage as an
organisational whole and by teams.
d)
salary
difference
across
genders.
e)
overall average salary paid by
the organisation.
A separate narrative for Table 1 and
Table 2 is required as the data sets are
not linked.
The A.C. looks for KEY findings, so we
would expect the main themes or
trends to be highlights, not a synopsis
of every piece of data.
Answers should be presenting findings
here only, not thinking of solutions or
making any recommendations. This is
factual – what does the data show?
Present
your
findings
using
appropriate diagrammatical forms and
make justifiable recommendations
based on your evaluations.
Secondly, Table 2 gives the rating
feedback scores for a sample of 300
employees taken from a recent survey
on hybrid working practices. Provide
scrutiny of the applied scores, present
written commentary on any themes or
patterns that might be occurring, and
present recommendations based on
your findings.
2.3
Make justified
recommendations based
on evaluation of the
benefits, risks and
financial implications of
potential solutions.
For section two, you are to provide a Benefits (for example achievement of
quantitative and qualitative analysis objectives, enhanced worker
review using the two sets of data productivity, customer engagement,
provided.
improved organisational culture,
Firstly, review the Equality, Diversity, enhanced metrics and business
Inclusion and Salary data that is awareness, increased capabilities,
presented in Table 1 and provide perception of fair policy and
analysis of it to show the:
processes, legal compliance). Risks
(for example legal, health and safety,
a)
percentage of each gender by financial, reputational, capability,
type.
impact on worker or customer
b)
ethnicity as a percentage per
engagement). Financial implications:
team.
c)
disability percentage as an direct costs (costs of implementing
the solution) and indirect costs (for
organisational whole and by teams.
example loss of working time, need
Based on the analysis, learners should
make a minimum of 4
recommendations, ensuring they are
stated and justified, considering
benefits, risks, and financial
implications.
Two from the analysis of table 1 and
two from the analysis of table 2.
d)
salary
difference
across
genders.
e)
overall average salary paid by
the organisation.
for skills upgrade in relation to the
solution); costs in relation to the
short and long term benefits (cost
benefit analysis, return on
Present
your
findings
using investment); costs in relation to
appropriate diagrammatical forms and budget limitations and feasibility of
make justifiable recommendations solutions.
based on your evaluations.
Secondly, Table 2 gives the rating
feedback scores for a sample of 300
employees taken from a recent survey
on hybrid working practices. Provide
scrutiny of the applied scores, present
written commentary on any themes or
patterns that might be occurring, and
present recommendations based on
your findings.
6. Marking Descriptors and Marking Grid
Assessors will mark in line with the marking descriptors on the next page and will indicate where you
sit within the marking band range for each Assessment Criteria.
Our markers will provide a mark from 1 to 4 for each assessment criteria within the unit. We will use
the mark descriptor grid on the next page as guidance so that we can provide comprehensive feedback
that is developmental for you.
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 you must achieve a 2 (Low Pass) or above for each of the assessment
criteria.
Please note that you will receive a Pass or Fail result from the CIPD at unit level on your certificates.
Overall mark
Unit result
0 to 19
Fail
20 to 25
Low Pass
26 to 32
Pass
33 to 40
High Pass
Marking Descriptors
Low Pass
Pass
2
3
Contextualised Marking Descriptor
Grading Band
Mark for AC
Descriptor Category
Fail
1
Demonstration of
knowledge,
understanding or skills
Insufficient demonstration of
knowledge, understanding or skills
(as appropriate) required to meet
the AC.
Demonstrates an acceptable level
of knowledge, understanding or
skills (as appropriate) required to
meet the AC
Demonstrates good knowledge,
understanding or skills (as
appropriate) required to meet
the AC.
Demonstrates a wide range and
confident level of knowledge,
understanding or skill (as
appropriate).
Examples
Insufficient examples included,
where required, to support
answers.
Sufficient and acceptable examples
included, where required, to
support answers
Includes confident use of
examples, where required, to
support each answer.
Includes strong examples that
illustrate the point being made, that
link and support the answer well.
Presentation and structure of
assessment is not appropriate and
does not meet the assessment
brief.
Required format adopted but some
improvement required to the
structure and presentation of the
assessment.
Presentation and structure of
assessment is appropriate for the
assessment brief.
Answers are applied to the
organisation.
Answers are clear, concise and well
argued, directly respond to what has
been asked.
Answers
Answers do not fully meet the
assessment criteria.
Answers are acceptable but could
be clearer in responding to the task
and presented in a more coherent
way.
Answers are clear and well
expressed.
The presentation of the assessment is
well structured, coherent and
focusses on the need of the questions.
Use of references
Insufficient or no evidence of the
use of references to wider reading
to help inform answer.
Sufficient evidence of the use of
references to wider reading to help
inform answer.
Good evidence of the use of
references to wider reading to
help inform answer.
Includes clear evidence of the use of
references to wider reading to help
inform answer.
Required format
High Pass
4
You should refer to this marking grid throughout your assessment to provide you guidance for each task. Your final marks will be generated from how well
you demonstrate your knowledge, skills and understand, providing examples, sticking to the required format, the quality of your answers and your use of
references.
7. Submitting Your Assessment
We understand the amount of work and effort that goes into preparing for an assessment submission,
and to help ensure your success, we want to avoid wherever possible having to reject work or having
to refer / fail a submission.
By sense checking your work against the advice below prior to submission, you can maximise your
chances of success. Each submission will be checked for the items in the illustration below before it is
marked. If any item has been missed, it can result in your work being rejected. You will not lose a
submission attempt if your work cannot be marked due to the issues below, however it will delay your
feedback.
Academic Misconduct
We regard any attempt by a student to gain an unfair advantage in assessment as a serious academic
offence that undermines the academic standards of the both the centre and the CIPD.
If suspected of plagiarism, and any other academic offence, you will be required to explain why this
has happened and you may lose attempts, have to work on a new brief or the most serious of penalties
which can be withdrawal from the course.
Make sure you know how to correctly acknowledge other people’s work or opinions by accessing the
Harvard Referencing Guide, or contact you Programme Tutor for further advice and guidance.
8. Unit Disclaimer and Updates
The information in this Unit Guide is correct at the time of creation and publication.
Each year the CIPD makes changes to the core assessment briefs, and to the specialist and optional
unit assessment briefs every 2nd year. We are required to change the briefs over to ensure that they
are relevant and current. There are plans to change over the relevant assessment briefs each summer,
starting in August 2022.
We will keep you informed of any changes well in advance, and you will have a set period of time to
complete the assessment you are working on before the brief changes over.
Both the CIPD and the centre hold the right to amend the unit, content, brief and supporting materials
if there is a requirement to do so.
9. Appendix
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