This unit introduces the core behaviours for people professionals, focusing on ethical practice to create value. 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.
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Level 3
Foundation Certificate in
People Practice
Version 1 – Released June 2023
Expires June 2024
3CO03
Core behaviours for people
professionals
This unit introduces the core behaviours for people professionals, focusing on ethical practice to
create value. 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.
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.
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.
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 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.
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.
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.
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.
Make sure 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 continuing professional development.
Reading the CIPD Insight, Fact Sheets and related online material on these topics.
Task One – Ethical practice review
A key responsibility for all ‘professionals’ is to regularly review and develop our performance at work. This includes reviewing our work and interpersonal behaviours – a particularly important activity for people professionals.
In this task, you as a people professional (working or student), are asked to answer 4 review questions about your work behaviours, with a particular focus on ethics, inclusivity and how you interact with others.
To complete the task, please respond to all four questions below. Your responses should reflect a sound understanding of ethical and inclusive people practice and include a mix of explanation (description/discussion) along with examples, as required by the question.
Explain one ethical principle and one professional value that you consider to be important, and which underpin your behaviour at work (or in your studies). For each of these, provide a real example of HOW they inform your approach to work. (AC1.1)
Describe, with examples, two ways in which you as a people professional conform (or, in future employment, would conform) with ethics related legislation. (AC1.2)
For each of the three contexts (a, b, c) below, describe one example of how you have behaved in a way that was inclusive and respectful to others, and one way in which you could further enhance your behaviour. (AC2.1)
contributing your views and opinions
clarifying problems or issues
working effectively as part of a team
Explain why it is important for a people practice professional to stay up-to-date with developments in the world of work and people practice and recommend two methods you have found most effective for this purpose. (AC2.2)
Your evidence must consist of:
A written response, clearly responding to the four questions above.
Approximately 1250 words, refer to CIPD word count policy
IMPORTANT NOTE: Use of secondary sources is not mandatory at this level. If you use a secondary source you must include both long and short references. 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 Oakwood Learner Hub
Upload the completed Learner Assessment brief, with both tasks completed, through the Assignments option in the Oakwood Learner Hub.
Task One – Ethical Practice Questions
References
Task Two – Professional Development
This task continues your professional review by requiring you to consider the impact of your chosen CPD activities on your performance and behaviours.
To complete the task, you are asked to provide a record of how you have proactively maintained and upgraded your knowledge and skills over the last 12 months, along with a review of the impact of these activities.
Your record should be presented as an attachment to your assignment, either in the form of a formal/structured CPD Record or as pages from the CIPD ‘My CPD Reflections’ tool. (AC2.3)
Your record(s) must include the following:
A description of three CPD activities, undertaken within the last 12 months, that you consider having impacted on your work performance or behaviours.
The three ‘activities’ may be anything that supported your development, for example: planned/formal development activities such as learning events or programmes; unplanned/informal activities such as researching online, watching a video, or reading a book; or work-based activities such as participating in a particular work project or simply putting yourself in a work role or position that you knew would stretch and develop you.
And for each of these three activities, a reflection on how they have impacted your work performance or behaviours.
For example: did you gain a greater understanding of, or more knowledge about, something and if so, how has that impacted your behaviour? How are you, or is your performance, different because of the learning undertaken? Was the activity worth doing in terms of its impact on your behaviour or performance? Did the activity make you aware of, or perhaps generate, other development needs? What conclusions did you draw from this for further activities?
Your evidence must consist of:
Your evidence must consist of one of the following:
A formal/structured CPD Record, edited to include just the three selected activities OR,
A report (or reports) from the CIPD ‘My CPD Reflections’ tool, covering the three selected activities (please note: CIPD pre-populated question text is excluded from word count).
Approximately 750 words, 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.
Upload the completed Learner Assessment brief, with both tasks completed, through the Assignments option in the Oakwood Learner Hub.
Task Two – Professional Development
References
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.
Declaration of Authentication
Declaration by learner
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.
3CO03
Core behaviours for people
professionals
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.
Marking Descriptors
PART 1 TASKS MODULE3CO03 CORE BEHAVIOURS FOR PROFESSIONAL
TASKS TO BE ENGAGED WITH AFTER PART 2 (TUTOR) READ: Watch: Do: https://pmjobs.cipd.co.uk/article/what-soft-skills-are-required-to-work-in-hr-/Having read the key soft skills required to work in HR, which 2 do I do well already? Which might be areas of development for me?https://www.youtube.com/watch?v=TvwCC2eA66E
1 5OS06 Developing Leadership and Management Skills Learner Assessment Brief – Assessment ID / CIPD_5OS06_21_01 Level 5 Associate Diploma in ▪ People Management ▪ Organisational Learning and Development What to complete for ALL your assignments Do NOT submit extra documents. The assessors will only mark what is added to the assignment brief. (Type here/appendices) Do NOT change or alter the assignment brief. Do NOT add introductions. SUBMIT A WORD FILE NOT PDF
2 If you do not correctly complete your Assessment, then it will be sent back to you unmarked: You MUST COMPLETE ALL the following: 1. Overall word count page 2 of LAB (you must add a new word count for each submission) 2. You must show both LONG and SHORT REFERENCES for your sources USING HARVARD method. 3. Level 5 (ADPM) – EVERY task must show secondary source use (it’s not just about what you have done or what you know from your work experiences) 4. You MUST add your CIPD membership. 5. WET signature (at the end of your Learner Assessment Brief) 6. Submission dates 7. Plagiarism 8. Submissions made within the Briefing Notes (not the LAB!) 9. OVER or UNDER word count
3 Cohort number ADPM 2 SRW Centre number 8 7 5 Learner/CIPD number 1 2 3 4 5 6 7 8 Learner surname/family name Disney Learner other names Walt Overall word count 4,250 Assessor name (1st submission) Assessor electronic signature Assessor name (2nd submission) Assessor electronic signature Assessor name (3rd submission) Assessor electronic signature Internal quality assurer name Internal quality assurer electronic signature Assignment start date Assignment end date Assignment submission date THIS SHOULD BE THE DATE YOU ACTUALLY SUBMIT YOUR ASSIGNMENT Assignment re-submission date for centre marking (2nd Submission) If your work is referred, you must add a new date here Assignment re-submission date for centre marking (3rd Submission) If your work is referred, you must add a new date here This is NOT where your signature goes- please leave this blank.
Level 5 Associate Diploma 4 CIPD’s insight The term ‘leadership’ is used in various ways, although it can be seen broadly as the ability to influence people to achieve a common goal. Leaders use many different approaches and can operate at any level, so identifying and developing leaders can be challenging. But when leadership is skilfully demonstrated, it can bring positive outcomes for individuals, teams, organisations and wider communities. So it’s important to develop leaders to fit current and future needs of an organisation, as well as invest in environments that enable leaders to be effective. CIPD Factsheet – Leadership in the Workplace Management Development Skilled managers are critical to employee engagement, organisational success and even national economic wellbeing. This means that enhancing managers’ skills, competencies and knowledge by providing development opportunities is essential. This factsheet considers what management development is, the challenges of developing managers, the relationship between management and leadership, and the link between management development and business strategy. It then explores techniques used to identify development needs, including management competences and performance management. It goes on to look at formal learning interventions, work-based methods, and briefly touches on evaluating management development programmes. CIPD Factsheet – Management Development Effective Leadership and Management in SMEs Recent research highlighted that 41% of high-growth firms find deficiencies in management and leadership competencies to be an obstacle to business growth (Lee 2012). Similarly, only 57% of SME employers in the Small Business Survey feel that they have strong people management skills; training had been supplied to managers in only 32% of the responding SMEs (BIS 2012). CIPD Research: Hands-on or hands-off: effective leadership and management in SME (2014) 5OS06 Leadership and Management Development This unit assessment focuses on exploring the essential area of leadership and management and how this is critical in developing the right culture and behaviours to establish a work environment which is cohesive, diverse, innovative and high performing. It considers how to choose the right tools and approaches to facilitate leadership and management development that will ultimately impact positively on organisational performance.
Level 5 Associate Diploma 5 Task Two – Guidance Document In support of your slide deck, the CEO has asked you to prepare a guidance document, which will cover the key practical considerations in designing, implementing and ultimately evaluating a leadership and management development programme. He has asked that the guidance document take full account of the context of United LEC. The guidance document must include: ▪ Discussion covering the role of people professionals in supporting leadership and management development initiatives. (AC 2.1) ▪ An evaluation of the different concepts and range of approaches that are available for effective leadership and management development. (AC 2.2) ▪ A discussion covering why diversity and inclusion should be an integral component of leadership and management development initiatives. (AC 2.3) ▪ An evaluation of the indicators of successful leadership and management development initiatives. (AC 3.1) ▪ Explanation of the range of stakeholders and the involvement they have in leadership and management development initiatives. (AC 3.2) ▪ An assessment of the impact and importance that leadership and management development initiatives have on organisational culture, strategy, reputation and performance. (AC 3.3) Your evidence must consist of: ▪ Guidance document – template attached – 2,900 words ▪ 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 of your long references. Short references should be included within the narrative. All written reports, including PowerPoint presentation notes, must include an appropriate level of referencing. ▪ Upload the completed Learner Assessment brief, with both tasks completed, through the Assignments option in the Oakwood Learner Hub. You are only allowed 10% below or above this number. We advise you are under the word count on your 1st submission in case your work is referred and you are asked to add information
Level 5 Associate Diploma 6 Guidance Document 2900 words Discuss the role of people professionals in supporting leadership and management development initiatives. (AC 2.1) 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. A key role of HR is ensuring that the organisation has the right people performing well in leadership and management roles at all levels. • This means HR must focus attention in some key areas, including job architecture, assessment, performance definition, reward and recognition for success and building leadership and management capacity and long-term bench strength.(CIPD, 2023) • Evaluate the different concepts and range of approaches that are available for effective leadership and management development (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. Type here… (Moseley, 2023) Discuss why diversity and inclusion should be an integral component of leadership and management development initiatives. (AC 2.3) 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. • Type here (Lindberg, 2022) Evaluate the indicators of successful leadership and management development initiatives. (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. Type here… Explain the range of stakeholders and the involvement they have in leadership and management development initiatives (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. Type here… Assess the impact and importance that leadership and management development initiatives have on organisational culture, strategy, reputation and performance. (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. Type here… SHORT references This must have a date and be added after you have used the source- NOT at the end of the section.
Level 5 Associate Diploma 7 References Please provide your full reference list here. The Harvard method is preferable. If you are submitting a PowerPoint please also ensure you add a final slide which includes your long reference list as well. 1. CIPD Factsheet Learning & Development, 15 May 2023, CIPD. https://www.cipd.org/uk/the-people-profession/the-profession-map/explore-the-profession-map/specialist-knowledge/learning-development/ 2. Corey Moseley, 27/04/23, 7 reasons why organizational culture is important https://blog.jostle.me/blog/why-is-organizational-culture-important 3. Carl Lindberg, 28/10/22, LeadershipAhoy https://www.leadershipahoy.com/kurt-lewin-leadership-styles/ LONG references REFERENCING EXAMPLES PESTLE • SHORT REF: CIPD, 2021. • LONG REF: CIPD Factsheet, 6 Dec 2021, CIPD, https://www.cipd.co.uk/knowledge/strategy/organisational-development/pestle-analysis-factsheet • SHORT Reference: Pathak, 2021 • LONG Reference: Ritesh Pathak, 15/02/2021, What is PESTLE Analysis? Everything you need to know about it, https://www.analyticssteps.com/blogs/what-pestle-analysis • Organisational Culture • SHORT Reference: Moseley, 2023 • LONG Reference: Corey Moseley, 27/04/23, 7 reasons why organizational culture is important https://blog.jostle.me/blog/why-is-organizational-culture-important • Leadership Styles by Kurt Lewin • SHORT Reference: Lindberg, 28/10/22 • LONG Reference: Carl Lindberg, 28/10/22, LeadershipAhoy https://www.leadershipahoy.com/kurt-lewin-leadership-styles/ NOTE: IF you are referencing a website that has no date stamp on it (like the Organisational Culture reference above) then put the date you viewed the website
Level 5 Associate Diploma 8 Assessment Criteria Evidence Checklist Use this as a checklist to make sure that you have included the required evidence to meet the task. Please enter the evidence title and where it can be referred to. An example has been provided for you. Task 2 – Guidance Document Assessment criteria Evidenced Y/N Evidence reference 2.1 Discuss the role of people professionals in supporting leadership and management development initiatives. Guidance document. 2.2 Evaluate the different concepts and range of approaches that are available for effective leadership and management development 2.3 Discuss why diversity and inclusion should be an integral component of leadership and management development initiatives. 3.1 Evaluate the indicators of successful leadership and management development initiatives. 3.2 Explain the range of stakeholders and the involvement they have in leadership and management development initiatives. 3.3 Assess the impact and importance that leadership and management development initiatives have on organisational culture, strategy, reputation and performance. It is good practice to fill this section in- all you have to do is copy the example given Do NOT put your long references here
Level 5 Associate Diploma 9 Declaration of Authentication Declaration by learner – if this is not completed your assessment brief will be returned unmarked. 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 and referenced. Learner name: Walt Disney Learner signature: We cannot accept a typed or e-signature. You need to scan or photograph your handwritten signature and insert the image here. Date: 15th May 2023 Declaration by Assessor I confirm that: ▪ The learner’s work was conducted under any conditions laid out by the assessment brief. ▪ I am satisfied that to the best of my knowledge, the work produced is solely that of the learner. 1st submission Assessor name: Assessor signature: Date: 2nd submission Assessor name: Assessor signature: Date: 3rd submission Assessor name: Assessor signature: Date: You MUST add a new date for each submission. (do not remove any previous dates) This is NOT where your signature goes- please leave this blank
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