| Category | CIPD Level 3 ( Assignment) | Subject | Management |
|---|---|---|---|
| University | Module Title | 3CO03 Core behaviours for people professionals |
This unit introduces the core behaviours for people professionals, focusing on ethical practice, professional values and professional development. It considers how certain ways of thinking and acting should be universally consistent, even in new and challenging situations, to promote a sense of wellbeing and inclusivity in the organisation.
Version 1 – Released June 2024
• Expires June 2025
• Study Centre information only: Last moderation window is September 2025
For this assessment you should assume that you work in a people practice team in a medium sized organisation.
The People Practice Director has decided to introduce a ‘Code of Ethical and Professional Practice’ for the team, and they would like everyone to contribute to this.
For your part, the Director would like you to explain your thoughts in relation to five key aspects of ethical and professional practice at work. These are:
To structure your response, they have set five questions (see below), one for each of the five aspects of practice. They have asked that you respond clearly to the questions, including any examples or references that you think will be helpful.
1) Please explain:
a) ‘ethical principles’ and how these can inform the way people behave at work.
b) ‘professional values’ and how these can inform the way people behave at work. (AC 1.1)
2) Please give three examples of how you, as a member of the people practice team, conform with the Equality Act 2010 (or any updates), or regulation and law relating to ethics and professional practice in your own country. (AC 1.2)
3) Please summarise different ways people practitioners can demonstrate respectful and inclusive working in relation to:
4) Please provide three recommendations for how people practice team members can find out about current issues and developments in the world of work and people practice. (AC 2.2)
5) Briefly explain how people practitioners can be proactive in their approach to continued professional development (CPD), using your own approach as an example. (AC 2.3)
Your response to this question should be supported by a copy of your own CPD Record, which must detail:
Present your CPD record as an appendix at the end of your work, in the form of a formal/structured CPD Record. (AC 2.3)
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.
1.1 Explain ethical principles and professional values including how these can inform approaches to work.
1.2 Specify ways in which you conform consistently with relevant regulation and law within the context of ethics and professional practice.
2.1 Summarise ways of demonstrating respectful and inclusive working, in relation to:
2.2 Recommend ways in which you can show inquisitiveness about issues and developments in the people profession and the wider world of work.
2.3 Demonstrate proactive approaches to developing, recording and reflecting on your professional knowledge, skills and experiences.
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.
|
Mark |
Range |
Descriptor |
|
1 |
Fail |
The response DOES NOT demonstrate sufficient knowledge, understanding or skill (as appropriate) to meet the AC. Insufficient examples included where required to support answer. Presentation or structure of response is not appropriate and does not meet the requirement of the question/assessment brief. |
|
2 |
Low Pass |
The response demonstrates an acceptable level of knowledge, understanding or skill (as appropriate) to meet the AC. Sufficient acceptable examples included where required to support answer. Answer is acceptable but could be clearer in responding to the question/task and presented in a more coherent way. Required format adopted but some improvement required to the structure and presentation of the response. |
|
3 |
Pass |
The response demonstrates a good level of knowledge, understanding or skill (as appropriate) to meet the AC. Includes confident use of examples, where required to support the answer. Answer responds clearly to the question/task and is well expressed. Presentation and structure of response is appropriate for the question/task. |
|
4 |
High Pass |
The response demonstrates a wide and confident level of knowledge, understanding or skill (as appropriate) to meet the AC. Includes strong examples that illustrate the points being made and support the answer. *Evidence of wider reading, appropriately referenced, informs the answer. Answer responds clearly to the question/task and is particularly well expressed or argued. Presentation and structure of response is clear, coherent, and responds directly to the requirements of the question/task.
* Whilst reference to wider reading may contribute to a ‘4’ grading, it is not essential for a ‘4’ to be awarded. A response which is strong in other ways, e.g. by providing strong examples or being very clear and coherent in presentation, may be sufficient to merit a ‘4’ without evidence of wider reading. |
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