5CO03 Professional behaviours and valuing people

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.

1) With reference to typical activities and behaviours, appraise what it means to be a ‘people

professional’. (AC 1.1)

2) Discuss how ethical values underpin the work of a people professional, including two

examples of how ethical values might be applied in a people practice context. (AC 1.2)

3) Consider the importance of people professionals being able to influence others and ensure

that the ‘people practice voice’ is heard in an organisation, through informed, clear and

confident communication. (AC 1.3)

4) For each of the situations below (a & b), provide an example of an issue that would cause

you to raise the matter to a manager (or other authority) – and describe how you would do

this.

a) where you consider something to be unethical (whether or not it is illegal),

b) where you believe something contravenes legislation. (AC 1.4)

5) 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)

6) Discuss two ways in which a people professional can build inclusivity into a people practice

initiative at the design stage, and two ways of checking inclusivity after a people practice

initiative is implemented. (AC 2.2)

TASK ONE

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

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.

1. Reflect on your own approach to working inclusively and building positive working

relationships with others. (AC 2.3)

2. Explore how the role of a people professional (specialist or generalist) is evolving and the

implications this has for your CPD. (AC 3.1)

3. With reference to your responses for Q1 & Q2, and feedback on your behaviours or

performance obtained from (at least) one other person, assess your current strengths,

weaknesses, and development needs.Your response should include an explanation of the

feedback received and how it has informed your self- assessment. (AC 3.2)

4. In follow-up to your self-assessment, identify a range of formal or informal development

activities you will undertake to support your ongoing professional development. Your

response should include a brief description of your chosen activities and your reasons for

selecting them. (AC 3.3)

(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.)

5. Reflect on the impact of three previous learning activities (i.e., not the activities planned at

Q4 above) on your behaviour and performance.The selected activities may be any.

formal/planned or informal/unplanned activities undertaken in the last 12 months, which you

consider to have impacted your behaviour and performance.(AC 3.4)

Present your reflections, attached to your assignment, as either:

▪ your own format CPD record, edited to include just the three selected activities, or

▪ a report (or reports) from the CIPD ‘My CPD Reflections’ tool.

PLEASE FOLLOW THE BELOW

• WORD COUNT MUST BE 4550
• PAY ATTENTION TO THE PLAGIARISM
• PLEASE PROVIDE 10 REFERENCES IN HARVERD REFERRING.
• PLEASE PROVIDE A PLAGIARISM REPORTS ( A Must )
• Please write each question before the answers
• Please refer and follow the attached carefully

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
•
Study Centre information only: Last moderation window is September 2024
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 socioeconomic 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)
Version 1 – Released June 2023
2
Level 5 Associate Diploma
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.
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.
Version 1 – Released June 2023
3
Level 5 Associate Diploma
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.
Version 1 – Released June 2023
4
Level 5 Associate Diploma
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.
1) With reference to typical activities and behaviours, appraise what it means to be a ‘people
professional’. (AC 1.1)
2) Discuss how ethical values underpin the work of a people professional, including two
examples of how ethical values might be applied in a people practice context. (AC 1.2)
3) Consider the importance of people professionals being able to influence others and ensure
that the ‘people practice voice’ is heard in an organisation, through informed, clear and
confident communication. (AC 1.3)
4) For each of the situations below (a & b), provide an example of an issue that would cause
you to raise the matter to a manager (or other authority) – and describe how you would do
this.
a) where you consider something to be unethical (whether or not it is illegal),
b) where you believe something contravenes legislation. (AC 1.4)
5) 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)
6) Discuss two ways in which a people professional can build inclusivity into a people practice
initiative at the design stage, and two ways of checking inclusivity after a people practice
initiative is implemented. (AC 2.2)
TASK ONE
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)
Version 1 – Released June 2023
5
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.
1. Reflect on your own approach to working inclusively and building positive working
relationships with others. (AC 2.3)
2. Explore how the role of a people professional (specialist or generalist) is evolving and the
implications this has for your CPD. (AC 3.1)
3. With reference to your responses for Q1 & Q2, and feedback on your behaviours or
performance obtained from (at least) one other person, assess your current strengths,
weaknesses, and development needs. Your response should include an explanation of the
feedback received and how it has informed your self- assessment. (AC 3.2)
4. In follow-up to your self-assessment, identify a range of formal or informal development
activities you will undertake to support your ongoing professional development. Your
response should include a brief description of your chosen activities and your reasons for
selecting them. (AC 3.3)
(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.)
5. Reflect on the impact of three previous learning activities (i.e., not the activities planned at
Q4 above) on your behaviour and performance. The selected activities may be any
formal/planned or informal/unplanned activities undertaken in the last 12 months, which you
consider to have impacted your behaviour and performance. (AC 3.4)
Present your reflections, attached to your assignment, as either:
▪ your own format CPD record, edited to include just the three selected activities, or
▪ a report (or reports) from the CIPD ‘My CPD Reflections’ tool.
Version 1 – Released June 2023
6
Level 5 Associate Diploma
TASK TWO
Your evidence must consist of:
▪
Written responses to questions 1-4,
(Approximately 1000 words in total, refer to CIPD word count policy)
▪
Either:
– an own-format CPD record, edited to include just the three selected activities, or
– a report (or reports) covering the three selected activities, from the CIPD My CPD
Reflections tool.
(Not included in word count.)
Version 1 – Released June 2023
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.
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
Version 1 – Released June 2023
8
Level 5 Associate Diploma
Task 2 – Professional Development
Evidenced
Y/N
Assessment criteria
Evidence reference
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 selfassessment 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.
Version 1 – Released June 2023
9
Level 5 Associate Diploma
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
Version 1 – Released June 2023
10