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 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.

Assessment Criteria Checklist

You may find the following checklist helpful to make sure that you have included the required evidence to meet the task.

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.

Level 5 Associate Diploma