Explore professional and ethical behaviours in the context of people practice by appraising what it means to be a people professional.
Identify how personal and ethical values can be applied, including contributing to discussions with confidence and conviction to influence others.
Learn how to champion inclusive and collaborative strategies, arguing the human and business benefits of inclusive behaviours and the right to be fairly treated at work.
Demonstrate personal commitment to learning, professional development and performance improvement by exploring how the role of a people professional is evolving.

LEARNING OUTCOMES AND ASSESSMENT CRITERIA

LEARNING OUTCOME ONE: BE ABLE TO DEMONSTRATE PROFESSIONAL AND ETHICAL BEHAVIOURS, IN THE CONTEXT OF PEOPLE PRACTICE

AC 1.1	Appraise what it means to be a people professional.
AC 1.2	Recognise how personal and ethical values can be applied in the context of people practice.
AC 1.3	Contribute confidently to discussions in a clear, engaging and informed way to influence others.
AC 1.4	Reflect how you have taken responsibility for your work/actions, including recognising and rectifying mistakes.
AC 1.5	Recognise when and how you would raise matters which conflict with ethical values or legislation.

LEARNING OUTCOME TWO: BE ABLE TO CHAMPION INCLUSIVE AND COLLABORATIVE STRATEGIES FOR BUILDING POSITIVE WORKING RELATIONSHIPS

AC 2.1	Argue the human and business benefits of people feeling included, valued, and fairly treated at work linking to related theory.
AC 2.2	Design an impactful solution based on feedback and engagement with others.
AC 2.3	Evaluate the impact of the solution to influence and engage people within an organisation.

AC 2.4

Reflect on your own approach to working inclusively and building positive working relationships with others.

LEARNING OUTCOME THREE: BE ABLE TO DEMONSTRATE PERSONAL COMMITMENT TO LEARNING, PROFESSIONAL DEVELOPMENT AND PERFORMANCE IMPROVEMENT

AC 3.1	Explore how the role of a people professional is evolving and the implications this has for continuing professional development.
AC 3.2	Assess your strengths, weaknesses and development areas based on self-assessment and feedback from others.
AC 3.3	Formulate a range of formal and/or informal continuing professional development (CPD) activities to support your learning journey.
AC 3.4	Reflect on the impact of your continuing professional development activities on own behaviour and performance.

HOW TO USE THIS ASSESSMENT GUIDANCE DOCUMENT

This ‘Assessment Guidance Document’ is intended to guide towards successful completion of your assessment for 5CO03. It provides hints and tips on how to cover each part of the assessment. It also provides reading and research material you may find useful in supporting the completion of your assessment work. The reading material has been drawn from valid, reputable sources, including the CIPD – all are assessed to be appropriate as sources of reference for your written assignment. You will find text drawn directly from the source – and you will be able to access the URL link to read more. In most cases, the text provided in this document is a ‘taster’ – you will need to open the URL link to gain more information and reading.

You will find occasional reference made to research material, where the content has not been reproduced in this resource. This typically applies to CIPD factsheets and other CIPD research documents. You are advised to consider these as essential reading.

This document is structured so that each learning outcome, and the assessment criteria for that learning outcome, are covered in sequence.

As with any research source, it is important you acknowledge where and how you have used it. This is where referencing comes in. Every source used in this document has the source reference included – these are mostly URL links. If you draw upon the reading materials to support your written assignment, the source reference included in this document is what you use. Please read the referencing guidance at the end of the document to guide you on how this is done!

You will find a shaded text box after each assessment criteria – this is the wording from the assignment brief relevant to that assessment criteria. You are advised to focus your reading with the assignment requirements in mind.

Although this document is intended primarily to support your research in support of your written assignment completion, you are encouraged to read beyond this, starting with the documents included in the ‘Materials’ supplied with this unit. You will see links to these included at appropriate points in this document.

A ‘Notes’ box has been included under each assessment criteria reading for you to capture your own notes, from the workshop, for example, or post-workshop reflections.

Good luck with your studies!

Fleur Blanford

Head of International Studies – Oakwood International

LEARNING OUTCOME ONE

BE ABLE TO DEMONSTRATE PROFESSIONAL AND ETHICAL BEHAVIOURS, IN THE CONTEXT OF PEOPLE PRACTICE

AC 1.1

Appraise what it means to be a people professional.

INDICATIVE CONTENT, REFLECTED IN THE SLIDES THAT FOLLOW, INCLUDE:

Definition of professional; professional specifications and frameworks, professional requirements, CIPD Profession Map, professional values, personal values (for example fairness, honesty, equality, inclusivity, valuing others, evidence-based decision-making); concept of ‘professional integrity’.

WHAT DOES ‘PROFESSIONAL’ MEAN IN THE CONTEXT OF WORK?

(This is from an accountancy website)

You often hear how important it is to behave professionally at work. But what exactly does it entail? Peter Johnson, HR partner at accountancy firm Cassons, says: ‘A professional is someone who displays high levels of expertise and efficiency.’

So, to be perceived as a professional, is it enough to simply do your job well?

‘Professionalism is a jigsaw with many pieces and technical expertise is only part of this jigsaw,’ says Penny Clarke, programme director of BSc Accounting at Manchester Business School. ‘My view is that professionalism is exhibited in a person who knows when to speak and when to listen, when to challenge and when to submit, and when to lead and when to be a team player.’

To most people, acting like a professional means working and behaving in such a way that others think of them as competent, reliable and respectful. Professionals are a credit not only to themselves, but also to others. ‘As an accountant, you are representing your profession, your professional body and your organisation,’ says Johnson.

Source: What it means to be professional | ACCA Global

A CIPD VIEW

The questions conflate two ideas, one about ‘being a professional’ and the other ‘being professional’ (unfortunately the word ‘professionalism’ is used to describe both). An exercise I carried out a few years ago with a group of mid-career doctoral candidates was to consider first what it means to be a professional, then secondly to be professional or act professionally. The difference in the two lists was revealing.

Being a professional suggests things such as being qualified (however defined) and practising in a definable area, having expertise based on a deep level of knowledge, and having a commitment to the area of practice – possibly (but not necessarily) through being a member of a relevant professional body. This is essentially about occupational identity and status.

Being professional on the other hand is about how one chooses to practise, and is about judgement, principles and ethics.

Source: Being a professional or being professional? – What does being an HR professional actually mean? – Ideation Lab – CIPD Community

WHAT IS PROFESSIONALISM IN THE WORKPLACE?

Professionalism has to do with the way a person conducts himself or herself in the workplace. An individual who shows consideration and respect for others demonstrates a commitment to professionalism. Likewise, a person who keeps his or her word, demonstrates loyalty, and exceeds expectations is demonstrating professionalism.

There are four key elements that demonstrate a professional attitude. These are:

Treat other with respect
Keep your word
Be loyal
Exceed expectations

Source: Professionalism in the Workplace: Definition & Maintenance – Human Resources Class [2021 Video] | Study.com

WHAT IS PROFESSIONALISM?

As the saying goes, “Professionalism is not the job you do, it’s how you do the job.” Professionalism involves consistently achieving high standards, both visibly and “behind the scenes” – whatever your role or profession.

Some sectors, workplaces or roles have particular “rules” of professionalism. These may be explicit, such as an agreed dress code, or a policy for using social media. Other rules and expectations may not be written down, but they can be just as important – such as what is regarded as professional behaviour at meetings, or even how people personalize their desks.

It pays to be observant, and to ask for clarification if necessary. “Fitting in” is a big part of professionalism, as it’s a way to show respect, attention to detail, and a commitment to upholding agreed practices and values.

However, “being true to yourself” is just as important. True professionals don’t follow rules mindlessly, and they know when and how to challenge norms. They’re also flexible, and they find their own ways to do things – while still maintaining high standards.

Source: Professionalism – Meeting the Standards That Matter (mindtools.com)

WHAT ARE THE REQUIREMENTS OF A PEOPLE PROFESSIONAL?

Remember to explore the CIPD Profession Map, core knowledge and behaviours – this should be your main source of research material: New Profession Map | CIPD Profession Map

Here are some supporting views:

10 THINGS EVERY HR PROFESSIONAL NEEDS TO DO TO SUCCEED

Arte Nathan served as chief human resources officer for Golden Nugget and its successor companies, Mirage Resorts and Wynn.

“I’m a people person” and “I like helping others” are two common reasons HR professionals give for choosing their career path. While they’re good enough reasons to get started, they aren’t nearly good enough to be great.

After more than 30 years in HR, I have some thoughts about what it takes to be effective in this profession. Here then, in the tradition of David Letterman, are the top 10 things I think every HR professional needs to do to succeed (in reverse order, of course).

10. HAVE A VISION.

Know what you want to accomplish—and why. Don’t wait for your organization to define what HR should be. There are lots of examples available and a little research will orient you to the range of the options available. Make it your business to know what’s possible. Study everything you can find and network with others to become your own expert. If you’re being interviewed, articulate your goals. If you’re already working, outline them every chance you get. Discuss your ideas with your leadership team to get their input and buy-in.

My vision at Wynn Resorts was to develop a culture where people would want to work and stay. The results included attracting more than 3 million job applicants for the 125,000 openings we filled over 20 years; an annualized 11 percent turnover rate during that time; no grievances or arbitrations filed (50 percent union, 50 percent nonunion); and being named as one of America’s most admired workplaces.

9. BE A STRATEGIC THINKER.

Every top organization needs HR leaders who align with the company’s goals by learning what those goals are and supporting them. At Wynn, we wanted HR to be more than a department. That meant employees at every level knew and understood their part in supporting our culture and HR philosophies.

For example, the company wanted a lean and empowered team, so we designed HR tools that managers and employees could use to enter and retrieve their own HR-related transactions and information. We taught them how to use them and monitored their utilization and effectiveness. Having these self-service tools allowed the HR team to become strategic partners rather than transactional clerks.

BECOME A GREAT COMMUNICATOR.

Steve Wynn taught us that the difference between a good professional and a great leader is the ability to communicate. You’re the voice of your organization’s culture, so work to fill that role using the following tactics:

Adapt the style of a speaker you admire. Practice aloud, and then stand up at every

employee gathering and report on the good stuff your HR team is doing.

Use your skills to help others communicate more effectively in meetings, at company and community events, and in new-hire orientations.
Start or attend Toastmasters meetings; a little bit of this kind of training goes a long way

in making you a commanding speaker.

7. BECOME TECH-SAVVY.

I believe in using technology to improve the processes and effectiveness of HR. The problem was that I didn’t used to know enough to articulate my ideas or participate in discussions. So I took courses that helped me better understand the terminology and methodology (local community colleges offer these regularly, and today those are supplemented by workshops and online courses). I’m never the smartest guy in any room, but by educating myself I was able to accomplish a wide range of IT goals, including the implementation of great human resource information systems and applicant tracking systems in partnership with vendors we trusted.

6. BE FLEXIBLE.

First, be curious enough to discover what you don’t know. It’s easy to do the stuff we are comfortable doing, but you need to learn about the new stuff that’s happening as a result of the pace and volume of change throughout your industry and profession. Allocate time both online and through networking to uncover new issues and the best practices others suggest to deal with them. Consider sponsoring business and industry group meetings at your company site to allow your staff to interact with others.

Second, try new things. The world’s changing and the static policies you’ve used in the past often need updating. How many of us have handbooks that contain “at will” language? Isn’t that outdated (really, when’s the last time you fired someone for no reason)? Likewise, mandatory

arbitration: Ever wonder why there were so many lawsuits? We mostly do what’s been done before, but sometimes there’s a better way, and who better to suggest those things than HR?

Third, be a wise change master. Our HR roles give us the perfect platform to study, lead discussions about and influence change. Rigid adherence to yesterday prevents adopting new and good things tomorrow. That’s where an open and flexible mindset serves HR professionals well. Planning—either for the things we want to do or the contingencies for when things don’t happen exactly as planned—is a smart way to act.

Fourth, manage these changes effectively. It’s one thing to find great ideas and another to implement them. Great ideas take time and effort to implement, and someone has to manage them. Learn the best practices of project management so you can lead these changes. Know what’s available, use all the tools you can find and take a leading role in the implementation of your HR plans.

5. UNDERSTAND THE NUMBERS.

Want something that costs money? It’s all about budgets and savings, and you have to fight for what you need. HR leaders are often hesitant to propose programs because they fear these will never get approved. I once proposed creating a new applicant tracking system and having applicants use 100 computers in the recruiting centre to enter their own data directly. The cost was high, but I was able to show a return on that investment that saved enough in two years to pay it back. Had I not understood the need for, and the methodology of, a standard return on investment analysis, this effort never would have been approved. We all live by budgets, but that doesn’t mean you should give in without using all the tools available to argue effectively for your ideas.

BE A FULL PARTNER.

I often hear that HR wants a seat at “the table.” Guess what? You have to earn it. That means people see you as a clear thinker, a good leader and a smart business person, all of which is needed to be successful in your career. Here’s how:

Collaborate with each department head individually to learn what their needs are and

what they expect from HR. Collaboration is the best way to get HR ideas and practices accepted and implemented in your organization.

Spend time working in every department, conduct focus groups, run trial programs to

assess acceptance and usability of your ideas, and start an advisory group to provide input to your planning process.

Appoint department training managers, line supervisors who take on the responsibility of

determining what training is needed in their areas, as well as when and how training should be presented, and monitor attendance and post-training performance and behaviours.

This kind of collaboration gave our HR department excellent insight into the thinking and

context of all areas of the organization, and helped us know if we were providing what the organization needed.

GET OUT OF YOUR OFFICE.

Be out of your office more than you are in it. Employees often think of going to HR as akin to going to the principal’s office. Not so if you’re the kind of HR leader who frequents the places your employees work. They’ll become familiar with you and more open to asking questions, and you’ll become more familiar with the context of the issues you must deal with. In addition:

Employees will appreciate your presence and managers will get more comfortable with

your ideas. You’ll soon be seen as part of the team rather than the HR person who hides behind the policies. This gives HR a chance to handle issues before they become major problems.

Create an open-door policy that allows employees to appeal adverse decisions, which

allows them to ask questions, get answers and develop trust in the organization.

2. TAKE RISKS.

Most HR professionals are risk-averse, probably because they’re not encouraged (or trusted) to take risks. But successful practitioners understand the need to take chances and the value that can result. For example, in a TEDx talk last year, I spoke of several alternate recruitment programs I developed.

They included working with police gang units and special boot camp programs for first-time nonviolent felony offenders, as well as working with local agencies that promoted services to disadvantaged individuals. We also reached out to people who never thought they’d have an opportunity to work for a large casino company—not necessarily because we needed more applicants, but because it was the right thing to do.

1. INSPIRE OTHERS.

The word I most often use to describe my HR style is inspirational. HR professionals represent “the rules,” and too often we’re seen as technocrats or policy wonks, somehow disconnected from the real world of organizational needs. For sure that’s in the job, but the more you inspire others to understand how and why HR is needed, and how we can work to their benefit, the more you’ll be a recognized leader in your organization. If you have passion, there will be passion in your corporate culture. If not, it will just be another job for you and those who work for your organization. That’s no fun, and it’s not the kind of leadership needed from HR professionals today.

Follow these 10 steps and you should become a more effective HR leader. Don’t get hung up on their order: If some seem more important than others, rearrange them so they work best for you and your organization. Good luck.

Source: 10 Things Every HR Professional Needs to Do to Succeed (shrm.org)

CIPD FACTSHEETS

You will find various useful references in CIPD factsheets, For example, this one gives access to several relevant ideas about professionalism from the perspective of a strategic level HR professional: HR and Standards | Factsheets | CIPD

Notes:

AC 1.2

Recognise how personal and ethical values can be applied in the context of people practice

INDICATIVE CONTENT, REFLECTED IN THE SLIDES THAT FOLLOW:

The importance of knowing one’s own personal values and using these as a framework for behaviour and practice. Knowing how personal values integrate (or not) with organisational and/ or professional values and if/how differences can be reconciled. Recognising how personal values and beliefs shape ways of working and work relationships – and the impact of this for colleagues. Demonstrating professional courage – speaking up for ethical standpoints within the workplace and supporting others to do the same. The influences of cultural differences and expectations.

ETHICAL VALUES

You can define ethical values in business in much the way they’re defined in personal life. The ethics definition, the Corporate Finance Institute (CFI) asserts, is a set of moral principles that spells out how you, your staff and your company should conduct yourselves. Ethical values matter because there are always temptations to improve your bottom line by unethical actions. Without strong ethics, you might succumb.

Source: Definition of Business Ethical Values (chron.com)

PERSONAL VALUES

Values are the foundation of an individual person’s ability to judge between right and wrong. Values include a deep-rooted system of beliefs that guide a person’s decisions. They form a personal, individual foundation that influences a particular person’s behaviour.

EXAMPLES OF VALUES

There are examples of values everywhere in your daily life. For example, if your value system is founded upon honesty, you would probably choose to study for a difficult test rather than cheating for a passing grade. However, if you value achievement and success over honesty, you may decide to cheat on the exam instead. This relates to which value is “worth more” to the individual. Other examples of values include:

a person who values integrity admits that they stole a piece of candy
someone who values friendship drops everything to help a friend
people who value a healthy lifestyle make sure they have time to work out in the morning
a person who values success works late nights to achieve a promotion
someone who values commitment may be more willing to go to marriage therapy than to file for divorce

These values form our personality types. They also help us make decisions that affect the course of our lives.

Source: What’s the Difference Between Ethics, Morals and Values? (yourdictionary.com)

HOW DO PERSONAL VALUES IMPACT ON WORK AND PROFESSIONAL RELATIONSHIPS?

Your values describe what is important to you in the way you live your life. They give meaning to your life, are the foundation for your beliefs, they influence your decisions, actions and behaviour and impact the life you choose to lead. Examples of values include respect, openness, independence, privacy, financial security, creativity, optimism, happiness, family oriented, success, healthiness, compassion, kindness, perseverance, spontaneity, trust, perfection, modesty, loyalty, fun, professionalism and accuracy.

Everyone has a different set of values with varying degrees of importance given to each value. You may be conscious and very aware of your values or you may hold them in your subconscious acting on them but not being consciously aware of them. When you live your life in line with your values you are likely to feel fulfilled, however where your values are in conflict with each other or how you are living your life you may feel stressed and unhappy.

So how do your values impact you at work or in your business?

(Read behind the link for some examples you could draw ideas from)

Source: How do your values impact you at work or in your business? Business Mentoring, Business Coaching, Business Tips, Business Mentor, Business Coach (makinithappen.co.uk)

CIPD FACTSHEET – ETHICAL PRACTICE

In 2015, our Best to good practice HR research found that while HR professionals want to make ethical decisions, there’s often a gap between that ambition and actual practice. Practitioners sometimes feel they have to compromise on their principles because they feel under pressure from the business. Since the remit and identity of HR has been closely tied to organisational goals, the ability of people professionals to operate independently, with the power to challenge organisational decisions when they violate ethical values, has been questioned.

Our 2020 People Profession Survey found that most people professionals said they would not compromise their professional principles in their work. However, around a quarter reported that

meeting business needs and pressure from senior stakeholders as areas where they are more likely to compromise. Developing a strong sense of purpose and identification with their people profession can equip practitioners with the courage to challenge unethical practice.

Source: Ethical Practice and the Role of People Professionals | Factsheets | CIPD

Notes:

AC 1.3

Contribute confidently to discussions in a clear, engaging and informed way to influence others.

INDICATIVE CONTENT, WHICH IS REFLECTED IN THE SLIDES THAT FOLLOW:

Contribution to discussions: the need for people professionals to be well informed and courageous in speaking up and making their contribution so that people practice expertise is applied and HR/L&D/OD purpose is fulfilled; the HR/L&D/OD purpose and value for organisations and for workers (for example as defined by the CIPD (‘champions better work and working lives’ and ‘improves practices in people and organisation development to ensure that work benefits individuals, businesses, economies and society’); the different specialist and generalist contributions (for example as defined by the CIPD Profession Map). How to engage: influence in oral communication: effective communication styles (for example using volume, tone and pace; gaining attention; using listening skills; adapting content to audience; skills of summarising and precis; presentation skills; making an evidence-based argument)

HOW TO CONTRIBUTE TO DISCUSSION EFFECTIVELY

The literal definition of a group discussion is obvious: a critical conversation about a particular topic, or perhaps a range of topics, conducted in a group of a size that allows participation by all members. A group of two or three generally doesn’t need a leader to have a good discussion, but once the number reaches five or six, a leader or facilitator can often be helpful. When the

group numbers eight or more, a leader or facilitator, whether formal or informal, is almost always helpful in ensuring an effective discussion.

A group discussion is a type of meeting, but it differs from the formal meetings in a number of ways:

It may not have a specific goal – many group discussions are just that: a group kicking

around ideas on a particular topic. That may lead to a goal ultimately…but it may not.

It’s less formal, and may have no time constraints, or structured order, or agenda.
Its leadership is usually less directive than that of a meeting.
It emphasizes process (the consideration of ideas) over product (specific tasks to be accomplished within the confines of the meeting itself.
Leading a discussion group is not the same as running a meeting. It’s much closer to

acting as a facilitator, but not exactly the same as that either.

An effective group discussion generally has a number of elements:

All members of the group have a chance to speak, expressing their own ideas and feelings freely, and to pursue and finish out their thoughts
All members of the group can hear others’ ideas and feelings stated openly
Group members can safely test out ideas that are not yet fully formed
Group members can receive and respond to respectful but honest and constructive feedback. Feedback could be positive, negative, or merely clarifying or correcting factual questions or errors, but is in all cases delivered respectfully.
A variety of points of view are put forward and discussed
The discussion is not dominated by any one person
Arguments, while they may be spirited, are based on the content of ideas and opinions, not on personalities
Even in disagreement, there’s an understanding that the group is working together to

resolve a dispute, solve a problem, create a plan, make a decision, find principles all can agree on, or come to a conclusion from which it can move on to further discussion

Source: Chapter 16. Group Facilitation and Problem-Solving | Section 4. Techniques for Leading Group Discussions | Main Section | Community Tool Box (ku.edu)

INFLUENCING SKILLS

There are several theories on what effective communication means – and models to use to influence effectively. Here is a summary explanation of just one of these, the Cohen Bradford Influence Model:

The Influence Model, also known as the Cohen-Bradford Influence Model, was created by Allan

R. Cohen and David L. Bradford, both leadership experts and distinguished professors. The model was originally published in their 2005 book, “Influence Without Authority.”

Cohen and Bradford believe that authority can be problematic. It doesn’t always guarantee that you’ll get support and commitment from those around you, and it can create fear, and motivate

people to act for the wrong reasons. This is why it’s so useful to learn how to influence others without using authority.

The Influence Model is based on the law of reciprocity – the belief that all of the positive and negative things we do for (or to) others will be paid back over time. For example, if you give your boss a tip that cuts hours off her workload, you might expect, perhaps subconsciously, that she’ll do something nice for you in the future.

Source: The Influence Model – Using Reciprocity to Gain Influence (mindtools.com)

AC 1.4

Reflect how you have taken responsibility for your work/actions, including recognising and rectifying mistakes.

INDICATIVE CONTENT

Taking responsibility: ongoing review and taking responsibility for own work, for example knowing and clarifying work requirements and responsibility levels, being clear about ethics and values, ensuring own capability to meet requirements, time management and completing work within agreed timescales, checking quality of work, confirming client/recipient satisfaction with work done. Recognising and rectifying mistakes: taking responsibility for mistakes, for example recognising, admitting, acknowledging mistakes; identifying options to correct, mitigate or ‘compensate’ for mistakes; agreeing and taking best course of action; learning from mistakes. Cultural issues of face-saving and techniques for apologising.

WHY IS IT IMPORTANT TO ACKNOWLEDGE MISTAKES (IN THE WORKPLACE)?

Admitting when you’re wrong builds trust and shows integrity. Typically, when leaders realize they’ve made a mistake, others have noticed, too. Leaders who then fail to admit they were wrong leave employees feeling as though their leaders consider being right more important than being honest. Taking responsibility demonstrates that leaders value integrity over the easier paths of laying blame or hoping their mistake won’t be exposed.

Admitting when you’re wrong also shows you’re aware of, and therefore in a position to learn from, your mistakes. This can build further confidence in

Source: The Value of Acknowledging Your Mistakes (td.org)

HOW DO YOU ACKNOWLEDGE MISTAKES?

ALLOW YOURSELF TO FEEL BAD

It’s completely normal to feel embarrassed, ashamed, disappointed or worried that you might get fired.

Accept what happened and allow yourself to take in those emotions — but not for too long. Then, take a few deep breaths and tell yourself, It’s not the end of the world.

ASSESS WHAT HAPPENED

Pretend it was someone else that made the mistake and evaluate what happened with a calm, objective eye. Ask yourself these essential questions:

What was the mistake?
What actions led to the mistake?
What were the consequences of the mistake?
What should the person have done instead?
How can this be prevented in the future?

Maybe it wasn’t your fault at all, but you won’t know until you look at the situation from an unbiased perspective.

FIX YOUR MISTAKE (IF POSSIBLE) AND APOLOGIZE

If there’s a way to fix your mistake, do it immediately. Then, let your boss know what happened and apologize. Depending on how big or small the mistake was, you can do it via email or in person.

Keep it short and get to the point: “Hi [X], I sent you the wrong sales report this morning. I’m so sorry about that. I just emailed you the correct one, but please let me know if there’s anything else I can do.”

If any of your colleagues were affected by the mistake, reach out and apologize to them as well. But be mindful of who you share the news with — not everyone in the office needs to know.

HAVE A PRIVATE MEETING WITH YOUR BOSS

This isn’t always necessary, but if your mistake led to some serious consequences, ask your boss if you can have a private meeting.

When you have your sit-down, be factual, clear and take responsibility: “I wanted to apologize again for [X] and explain to you what happened.”

Your boss expects you to make mistakes, so don’t whine or try to come up with excuses.

OFFER A SOLUTION

After you’ve explained what happened to your boss, offer a solution. You might say: “I know I already missed the deadline, but I can stay late today to finish things up.”

If you truly can’t think of a solution, just be honest: “I want to rectify the situation, but I’m not sure how. What can I do to make things better?”

CHANGE HOW YOU WORK

You should constantly be adjusting your work style until you find a routine that works best for you.

If you’re always missing deadlines and behind on your work, consider waking up earlier so you can get a head start to your day. Incorporating healthy habits like taking walks outside or meditating for a few minutes can also help improve your focus.

BE KIND TO YOURSELF

Learn from your mistakes, eliminate any negative self-talk and then let it go. The mistakes you make won’t ruin your career, but how you react to them can.

Source: Here’s exactly what to do—and say—after you’ve made a mistake at work (cnbc.com)

AC 1.5

Recognise when and how you would raise matters which conflict with ethical values or legislation.

INDICATIVE CONTENT

When and how to raise issues, for example organisational policies and practices, organisational leadership style, personal relationships, conflict style. Examples of ‘matters which conflict’, for example with legal matters, with ethical values, with personal values. Concept of ‘whistleblowing’, high-profile examples.

ETHICAL VALUES – CONFLICTS (IN THE WORKPLACE)

(From a review of a ‘Nutshell’ (CIPD) article)

Why do people seem to behave ethically in their personal lives, but not in the workplace? We like to think that only ‘bad’ people could be responsible for cheating the system in ways that resulted in the major corporate scandals we’ve seen recently. But it turns out that many employees at various levels in the organisations played a part in these wrongdoings.

The study described in this article explored how business leaders in different countries deal with ethical dilemmas at work. The 30 leaders recalled a total of 87 ‘major’ ethical dilemmas that had occurred during their working lives, over 50 of which had occurred in the last five years. This shows how frequently senior managers are faced with critical moral issues, and highlights the importance of their ability to do the right thing in such situations. Most of the dilemmas mentioned were the result of conflicting interests and clashing cultures (with only 16% caused by bribery, corruption, or anti-competition issues).

So, what are the barriers to people’s ability to act ethically in the workplace? This article suggests three main problems in organisations:

Pressure driven by business transformation/change management initiatives: leaders in the study reported being under pressure to cut staff numbers rapidly or close offices in major markets, which often created unprecedented moral dilemmas caused by conflicts

of interest and values. Many leaders felt compelled to act against their personal values since they were unprepared for handling such situations.

Reward: since business leaders and managers tend to be rewarded for hitting targets, they can be lured into making decisions which achieve immediate outcomes, but which are detrimental to long-term success.
Cross-cultural differences: making ethical decisions can become more difficult when operating in a multinational corporation, since different cultures have their own ethical ‘rules’.

Source: What stops us from acting ethically at work? | CIPD

ETHICAL AND LEGAL CONFLICTS

Put simply, ethics refers to a sense of right and wrong. Societies have their ethical norms, sometimes embodied in laws that prohibit activities deemed unethical, and sometimes more a matter of traditions that consider some behaviors acceptable and others unacceptable.

Individuals usually have a personal sense of ethics, partly molded by social norms and shaped by family, religion and a person’s own intellectual and moral development.

Businesses large and small also operate in an ethical environment. When the practices of a business as a whole or of individual employees involve behaviors that some may find unacceptable, then ethical conflicts can arise.

ETHICAL CONFLICT EXAMPLES

Conflicts arise when someone acts in a way that ignores ethics or when individuals have different opinions about which behaviors are acceptable. As noted by Michigan State University, ethical conflicts at work tend to fall into several broad categories:

Illegal Activities: Businesses shouldn’t break the law, but a glance at any newspaper

reveals that it happens fairly routinely. A company may decide, for example, to hire undocumented workers and pay them less than the minimum wage or offer bribes to government officials to secure a contract or speed up a permit process. Managers at the company may be expected to look the other way at these inappropriate behaviors.

Toxic Workplace Culture: Who hasn’t heard horror tales of an abusive boss or a stab-

em-in-the-back coworker? Workplaces that tolerate discrimination, harassment or an overly harsh working environment create ongoing conflict between an individual sense of propriety and the actual conditions faced every day at work.

Technology and Property: It’s not unusual for an employee to use a company phone to

make a personal call or take home a pen or two from company supplies. These trivial uses of company property are considered acceptable in most workplaces. However, opinions tend to differ as to where to draw the line. Taking a pen is one thing, but absconding with a company laptop is quite another.

Community Expectations: Should your business take a stand on controversial issues of

the day, such as Black Lives Matter, global warming, or even paper vs. plastic straws? Company leaders and their employees may feel their day-to-day business objectives take

priority over these issues. However, your clients, customers and members of the community may strongly feel otherwise. Situations like these can create conflicts between business objectives and societal goals.

MANAGING ETHICAL CONFLICTS IN THE WORKPLACE

Company leadership sets the tone and leads by example in terms of establishing the ethical culture of a business. As noted by the Harvard Business Review, the best strategy for managing ethical conflicts is to minimize missteps before they happen. Companies can take two critical steps to create a strong atmosphere to do the right thing.

Define explicit values: A well-designed statement of company ethics makes it clear to employees at all levels what the expectations of the firm are in terms of ethical behaviors. Some of these involve obvious statements, such as the company’s commitment to obey the law. Others emphasize important values, such as how to deal with customers and treat fellow employees with respect, along with mechanisms for resolving disputes when they arise.

Evaluation and Compliance: As companies grow large, they may create a specific job title or department for oversight of ethical issues and adherence to company norms. Even small and mid-sized businesses can assign someone to exercise the same role without a formal title. For example, if it’s important to your firm to have your sales staff operate without using pressure tactics to make a sale, it may be sensible to survey customers to make sure they feel comfortable with the sales process.

Similarly, it may be corporate policy to avoid dealing with suppliers who use child labor at their facilities. However, unless you have a means to audit supplier facilities, it may be difficult to keep to this ethical principle.

Source: Ethical Conflicts in the Workplace (chron.com)

Notes:

LEARNING OUTCOME TWO

BE ABLE TO CHAMPION INCLUSIVE AND COLLABORATIVE STRATEGIES FOR BUILDING POSITIVE WORKING RELATIONSHIPS.

AC 2.1

Argue the human and business benefits of people feeling included, valued, and fairly treated at work linking to related theory.

INDICATIVE CONTENT, REFLECTED IN THE SLIDES THAT FOLLOW:

Human and business benefits: for example job satisfaction, reduced dispute and conflict, corporate reputation; enhanced worker well-being, increased retention and reduced turnover rates, reduced sickness, increased efficiency and effectiveness of work. Relevant theory: theorists and thinkers, for example Maslow, McLelland, Daniel Pink, David Rock; concepts of ‘worker engagement’ and ‘worker well-being’.

MOTIVATION THEORY – MASLOW’S ‘HIERARCHY OF NEEDS’

When one set of needs is satisfied it is no longer a motivator. Motivation is then generated by satisfying the needs higher in the hierarchy. Not everyone will reach the top of the pyramid, hence the form chosen: the higher the level, the fewer people will attain it.

The model is based on American/Western European norms and values, therefore it does not take into account cultural differences. However, the hierarchy remains a valuable tool for

understanding what motivates people and may be particularly useful when used in combination with Hofstede’s cultural dimensions.

This model about motivation was developed from the realisation that people have five broad categories of need:

Survival or physiological needs. The most primitive of all needs consisting of the basic

animal requirements such as food, water, shelter, warmth and sleep.

Security or safety needs. In earlier times these needs were expressed as a desire to be free of physical danger. This need has been refined so that its implications are now felt in terms of the social and financial, such as job security, rather than purely physical requirements, such as a healthy work environment. It is also reflected in preferences for the familiar and for certainty over uncertainty.
Social needs. To belong and be accepted by others. Man is essentially a social being

and therefore seeks membership of social groups, such as work groups.

Ego-status needs. To be held in esteem by both oneself and others. This kind of need is satisfied by power, prestige and self-confidence.
Self-actualisation needs. To maximise one’s skills and talents. This embraces self-

realisation, self-expression and self-fulfilment.

If a manager can identify where in the hierarchy an employee has reached, he or she can motivate the employee in the most appropriate way. One need does not necessarily have to be fulfilled before the next need emerges. With the growing difficulty in recruiting and retaining employees, Maslow’s pyramid can be seen as an important aid in gaining a better understanding of the psychological forces affecting employee motivation, job satisfaction and empowerment.

Source: Models – ManagementDirect (cmi.org.uk)

McCLELLAND’S ‘LEARNED NEEDS THEORY’

In the early 1940s, Abraham Maslow created his theory of needs . This identified the basic needs that human beings have, in order of their importance: physiological needs, safety needs, and the needs for belonging, self-esteem and “self-actualization”.

Later, David McClelland built on this work in his 1961 book, “The Achieving Society.” He identified three motivators that he believed we all have: a need for achievement, a need for affiliation, and a need for power. People will have different characteristics depending on their dominant motivator.

According to McClelland, these motivators are learned (which is why this theory is sometimes called the Learned Needs Theory).

McClelland says that, regardless of our gender, culture, or age, we all have three motivating drivers, and one of these will be our dominant motivating driver. This dominant motivator is largely dependent on our culture and life experiences.

These characteristics are as follows:

Dominant Motivator	Characteristics of This Person
Achievement	Has a strong need to set and accomplish challenging goals.Takes calculated risks to accomplish their goals.Likes to receive regular feedback on their progress and achievements.Often likes to work alone.
Affiliation	Wants to belong to the group.Wants to be liked, and will often go along with whatever the rest of the group wants to do.Favours collaboration over competition.Doesn’t like high risk or uncertainty.
Power	Wants to control and influence others.Likes to win arguments.Enjoys competition and winning.Enjoys status and recognition.

NOTE

Those with a strong power motivator are often divided into two groups: personal and institutional. People with a personal power drive want to control others, while people with an institutional power drive like to organize the efforts of a team to further the company’s goals. As you can probably imagine, those with an institutional power need are usually more desirable as team members!

Source: McClelland’s Human Motivation Theory – Discovering What Drives Your Team (mindtools.com)

PINK’S AUTONOMY, MASTERY AND PURPOSE FRAMEWORK – ENCOURAGING SELF-MOTIVATION

Why do you work? What’s your motivation? Is it the prospect of that end-of-year bonus? The promotion that you’ve been promised? Or do you just, quite simply, love what you do?

Many people work in environments that are dominated by “stick and carrot” motivation: do well and you’ll get a reward, but do badly and you’ll be punished. However, with this approach, the satisfaction of doing a job well can often get lost in the drive for praise and promotion.

Research on employee engagement suggests that people perform better when they are motivated. But there’s still widespread debate about whether traditional motivational strategies, like “stick and carrot,” really work.

So, in this article, we explore a model that casts away the idea of reward and punishment as motivational tools and, instead, focuses on what it takes to make people really care about what they do.

which he labels “Motivation 3.0.” So called, he explains, because it’s an upgrade from primitive survival (“Motivation 1.0”) and from the culture of reward and punishment that we find in most businesses (“Motivation 2.0”).

Pink’s theory is drawn from research undertaken by psychologists Harry Harlow and Edward Deci in 1971. They discovered that rewards can fail to improve people’s engagement with tasks, and may even damage it. Another study was carried out by professors at MIT in 2017, and recorded similar findings.

Pink argues that traditional “carrot and stick ” approaches to motivation are becoming outdated, and do not adequately address the needs of the creative and innovative workplaces of the 21st century. Despite this, extrinsic motivation, or “Type X” behavior (motivating people using rewards external to work), is often deep-rooted, particularly among older employees who are accustomed to it.

In contrast, intrinsic motivation, or “Type I” behavior (when people are self-motivated because they are given the freedom to do the work they enjoy), is increasingly common in modern workplaces, where routine work is often outsourced. In these kinds of environments, innovation and creativity are key. So, it’s essential that people are allowed to thrive by doing work that they are truly passionate about.

THE THREE KEY COMPONENTS OF INTRINSIC MOTIVATION

According to Pink, intrinsic motivation is based on three key factors: Autonomy, Mastery and Purpose. Let’s look at each factor in more detail:

AUTONOMY

Autonomy is the need to direct your own life and work. To be fully motivated, you must be able to control what you do, when you do it, and who you do it with.

According to Pink, autonomy motivates us to think creatively without needing to conform to strict workplace rules. By rethinking traditional ideas of control – regular office hours, dress codes, numerical targets, and so on – organizations can increase staff autonomy, build trust, and improve innovation and creativity.

Motivation by autonomy is often used by software companies, many of which give their engineers time to work on their own development projects. This gives them the freedom to try out and test new ideas, which can deliver benefits to the organization, such as improved processes or innovative solutions.

MASTERY

Mastery is the desire to improve. If you are motivated by mastery, you’ll likely see your potential as being unlimited, and you’ll constantly seek to improve your skills through learning and practice. Someone who seeks mastery needs to attain it for its own sake.

For example, an athlete who is motivated by mastery might want to run as fast as she possibly can. Any medals that she receives are less important than the process of continuous improvement.

PURPOSE

People may become disengaged and demotivated at work if they don’t understand, or can’t invest in, the “bigger picture.”

But those who believe that they are working toward something larger and more important than themselves are often the most hard-working, productive and engaged. So, encouraging them to find purpose in their work – for instance, by connecting their personal goals to organizational targets using OKRs or OGSMs – can win not only their minds, but also their hearts.

Offering staff the chance to use their skills to benefit local non-profits, for example, can foster a strong sense of purpose. As can developing a value- or ethics-led company vision that encourages people to “buy in” to its key organizational goals.

Source: Pink’s Autonomy, Mastery and Purpose Framework – Encouraging Self-Motivation (mindtools.com)

Notes:

AC 2.2

Design an impactful solution based on feedback and engagement with others.

ORGANISATIONS AS SYSTEMS

Simply put, a ’system’ is an organised collection of parts that are highly integrated in order to accomplish an overall goal or outcome. The ‘system’ has various inputs which are processed to produce certain outputs, that together, accomplish the overall goal desired by the ‘system’.

Source: How All Social Organizations Are the Same: They’re All Systems (managementhelp.org)

INDICATIVE CONTENT:

Solution relating to any people practice discipline which has been arrived at following feedback and engagement with others. Others: for example those directly impacted by the solution, those with relative insights or contributions to offer, partners in joint working, those with authority or responsibility in the area concerned (for example in determining, designing or delivering the solution). Feedback and engagement: informal or formal feedback; engagement via, for example, discussions, email and documentary exchanges, research or consultation activities.

HOW DO YOU IDENTIFY THERE IS A PROBLEM NEEDING A (HR) SOLUTION?

Think about how you might become aware there is an issue requiring some form of HR intervention. Here are some ideas you might like to consider:

‘Eyes and ears’ – because you ‘walk the talk’, you get around the business – you see what

is going on – you engage with stakeholders.

There is some kind of significant incident – for example, an audit that identifies there is a serious deficiency (e.g. in data protection, adherence to regulations and the law).
An unexpected occurrence – e.g. loss of a major client, a pandemic, sudden economic

downturn.

A survey – customer satisfaction – employee satisfaction/engagement indicates there is a serious problem.
A new business opportunity – e.g. opening up of a new market.
New technology requiring new talent to manage it
Business upturn/downturn
New project or business venture requiring a resourcing effort
New processes and procedures requiring training
New business requirements e.g. focus on customer service requiring an L&D intervention

The list could be extensive! For your assessment, you need to take the reader on a journey:

Identify the issue
Explain the circumstances behind the issue – why is it an issue? How was it identified?
Identify and explain what type of HR intervention is involved – e.g. a resourcing, L&D, employee engagement etc effort
Scope the intervention – scale, intended impact
Identify the stakeholders involved (stakeholder analysis) – why are they stakeholders?
A very clear statement as to what the HR initiative is intended to achieve

Notes:

AC 2.3

Evaluate the impact of the solution to influence and engage people within an organisation.

INDICATIVE CONTENT, REFLECTED IN THE SLIDES THAT FOLLOW:

Principles of evaluating impact and areas that impact might be found in the solution. Evaluating the extent to which the objective has been met using the original success criteria. Potential of the proposed solution, for example change opinion, gain acceptance of change, build commitment to change, drive change, engender engagement rather than simple ‘compliance’. Extent to which the solution recognises and embraces different needs and agendas. Different ways solutions can be ‘marketed’ to engender engagement and emphasise positive impact.

THERE ARE TWO KEY CONSIDERATIONS:

Anticipating and identifying the potential/real impact of the HR intervention
Evaluating the effectiveness of the intervention (of the impact)

EVALUATING THE IMPACT OF HR INTERVENTIONS

I’ve always been a fan of the Kirkpatrick model. It was created by Dr. Don Kirkpatrick in the 1950s and presents four levels for training evaluation: reaction, learning, behaviour, and results.

Reaction refers to the degree that participants found the program favourable.
Learning is the extent to which participants acquired the intended information.
Behaviour is the degree that participants apply what they’ve learned.
Results is the extent that the learning impacts the organization.

One of the key aspects of the model is that there’s an inverse relationship between the degree of difficulty to collect the data and the usefulness of the data. For example, Level 1 – Reaction is the easiest evaluation to conduct but it also provides the least amount of data. On the other hand, Level 4 – Results is the most difficult to conduct and the most valuable in terms of connecting learning to the business.

Source: 4 Ways to Measure the Success of Your HR Programs – #HR Bartender

OTHER WAYS OF MEASURING (EVALUATING) IMPACT

Consider some simple but effective methods such as:

Conversations with stakeholders – particularly good for gathering qualitative feedback
Observation – ‘eyes and ears’
Questionnaires and surveys
Monitoring of metrics

CATEGORISING THE EVALUATION

The easiest way is to categorise at:
Individual level
Group/departmental level
Organisational level

AC 2.4

Reflect on your own approach to working inclusively and building positive working relationships with others.

INDICATIVE CONTENT:

Approaches, for example valuing people as individuals and recognising the value and benefits of diversity; actively seeking and listening to diverse views and opinions; building trust and providing appropriate support when needed; finding opportunities to collaborate with wider colleagues; sharing knowledge and expertise to solve problems.

Notes:

LEARNING OUTCOME THREE

BE ABLE TO DEMONSTRATE PERSONAL COMMITMENT TO LEARNING, PROFESSIONAL DEVELOPMENT AND PERFORMANCE IMPROVEMENT.

AC 3.1

Explore how the role of a people professional is evolving and the implications this has for continuing professional development.

INDICATIVE CONTENT, REFLECTED IN THE SLIDES THAT FOLLOW:

Emerging knowledge and skills required and the implications for CPD, for example business acumen, technology savvy, specialist expertise, work skills, collaborative working skills, remote working/working from home, self-management, communication skills.

HOW THE ROLE OF THE PEOPLE PRACTITIONER IS CHANGING

Human resources role has now changed to become more strategic and aligned with the business objectives. The role has changed to implement talent strategies and support business results. HR professionals now encompass many roles but the top three are the role of marketers, designers and supply and demand experts.

Source: The Role of HR Is Changing (humanedgeglobal.com)

The new role developed alongside the realisation that recruiting the right talent, then nurturing, developing and motivating that talent gave an organisation competitive advantage. This modern view of the employee as an asset elevated those who managed employment to a similar level as the financial leaders. The HR manager was now at the centre of organisational goal setting: for example, any business looking at successful expansion and growth has to have a robust staff forecasting, recruitment and induction strategy. However, this change was blighted by mission creep. With an increased understanding of the importance of HR came the ambitious attempt to achieve as much as possible. New initiatives in employee development, job enrichment and engagement were created in order to support the overall strategy, and they needed large HR teams to carry them out. It was often a struggle to maintain an overview of activities and evidence their impact on the business – that is until the technology became available.

Source: The Changing Role of the HR Professional (peakon.com)

CIPD VIEWPOINT

You will benefit from an exploration of what is available on the CIPD website. Try a search, such as: ‘evolving nature of HR’. Here is an example: changing-operating-models_tcm18-10976.pdf (cipd.co.uk)

EMERGING FOCUS AREAS FOR PEOPLE PROFESSION

In September 2017, the IPMA-HR Executive Council approved the list of HR emerging issues, which were recommended by the Member Alignment and Relevance Committee and were based on the responses to a survey of HR directors who were asked to select their top HR challenges. There were 103 responses to the survey.

Workforce/succession planning
Competitive pay and compensation practices
Competitive and affordable health and other employee benefits
Talent management and acquisition
Employee engagement
Impact of the Affordable Care Act
Impact of the economy – ensuring the organization can justify the services provided to the citizens and the efficiency and effectiveness of the operation
Recruiting and retaining the next generation of human resource professionals
Creating a culture of innovation in order to improve HR and organizational performance Source: HR Focus Areas & Emerging Issues | IPMA-HR

HOW THE EVOLUTION IS IMPACTING ON CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)

For your assessment, you should identify 2 – 3 examples of changes that impact on the people professional. For each, you should identify what development areas there might be – and what

development activities (you) the people professional might need to undertake. Be specific – link the CPD activities to the changes you have identified.

WHAT ARE THE KEY CHARACTERISTICS OF GOOD CPD?

Stages of the CPD cycle

Identify: Understand where you’ve come from, where you are and where you want to be.
Plan: Plan how you can get to where you want to be, with clear outcomes and milestone to track progress.
Act: Act on your plan, and be open to learning experiences.
Reflect: Make the most of your day-to-day learning by routinely reflecting upon experience.
Apply: Create opportunities where you can translate theory into practice and put your

learning to work.

Share: Share your learning in communities of practice to generate greater insight and benefit from the support of your community.
Impact: Measure the overall impact your learning has had on the work you do.

Source: Why CPD is important for HR Professionals – News | The CPD Certification Service (cpduk.co.uk)

AC 3.2

Assess your strengths, weaknesses and development areas based on self-assessment and feedback from others.

INDICATIVE CONTENT:

People and contexts for gaining feedback, formal and informal feedback, regular and ad hoc feedback, feedback methods and media, feedback as incoming information, triangulation of received feedback, relevance and importance of feedback, how to structure feedback, self- assessment methods and relevant frameworks to assess against. Bias issues in self-assessment and others’ feedback. Utilising the CIPD Profession Map.

USING A PERSONAL SWOT ANALYSIS FOR CPD

SWOT analysis is the examination of your (or your organisation’s) situation by looking at Strengths, Weaknesses, Opportunities and Threats. It has been used by businesses for many years as a strategic planning tool, because it helps to give you an all-round view of the organisation.

SWOT analysis are, however, equally useful on a personal level as a way to identify areas for development, and as part of career discussions. Its simple format, and easy-to-apply structure mean that it can be used very easily without support.

Source: Personal SWOT Analysis | SkillsYouNeed

Assess yourself against the core behaviours in the CIPD Profession Map:

Source: New Profession Map | CIPD Profession Map

PERSONAL OBJECTIVES

From your analysis of the CIPD Profession Map, your personal SWOT – and feedback from others, you should identify your development goals. For your assessment, aim for 5 – 7 development objectives, which you can explain and justify.

Notes:

AC 3.3

Formulate a range of formal and/or informal continuing professional development (CPD) activities to support your learning journey.

Assessment Guidance

AC 3.3 is aligned to AC 3.2. The focus here is on identifying the mot appropriate professional development activities to meet the identified development objectives – and the include these in the Professional Development Plan.

In the assessment template, you will already have identified you Strength, Weaknesses and Development areas. What you need to do now is build your Professional Development Plan (PDP) which is included as a template in the assessment document.

The key considerations when completing the PDP are:

Include a range of different development paths to achieve your identified goals.
Provide as much detail as possible.
Within the PDP, appropriate activities should be included for each objective, identifying what activities will be planned to support the achievement of the objective.

Activities could include:

Formal training
Job shadowing
Secondments
Project Work
Conferences
Webinars / Workshops
Academic reading and research

Within the supporting narrative, you should explain why they chose the range of activities they have included in their PDP.

INDICATIVE CONTENT:

CPD models and theory, CIPD and other sector and professional requirements for CPD, for example formal and informal, self-directed learning, coaching, mentoring, work, applying learning as appropriate, shadowing, skills practice, investigation and research, reading, blogs, webcasts, videos, social media discussions and forums, conferences, training courses, on-job and off-job learning, characteristics of a good-practice CPD plan, how to complete a CPD plan.

LINKING DEVELOPMENT ACTIVITIES TO DEVELOPMENT GOALS

In the last section, you were advised to identify 5 – 7 development objectives, which you can explain and justify. For this section, you are being asked to identify and explain what development methods you will use for each development goal.

DEVELOPMENT GOAL	DEVELOPMENT METHOD
1
2
3
4
5
6
7
8

Note: there could be more that one development methods identified per development goal. For example, if one of your development goals was to improve your leadership style, you could:

Read online sources that explain modern leadership style approaches.
Work with your coach/mentor to identify ways of improving your leadership style.
Shadow a role model.
Achieve a leadership and management qualification that includes a focus on leadership styles.

Notes:

AC 3.4

Reflect on the impact of your continuing professional development activities on own behaviour and performance.

INDICATIVE CONTENT:

Concept and theory of reflective practice, outputs of reflection (records? plans?), evaluating/ measuring behaviour changes, evaluating/measuring performance changes, checking changes are positive and meet intended outcomes, impact on own performance and behaviour

REFLECTING ON DEVELOPMENT ACTIVITIES

In this assessment activity, you are asked to look back over the last 12 months and identify a minimum of four key things you learned. It is recommended you cover between 5 – 7 identified learning considerations for completeness.

Not all learning comes from planned development activities such as training. In fact, most learning will derive from unplanned learning.

To prepare for this assessment, you might like to complete the following table:

KEY LEARNING GAINED	HOW DID YOU LEARN THIS	HOW WILL YOU USE IT?
1
2
3
4
5
6
7
8

IMPACT OF YOUR LEARNING

You are also asked to explain the impact of your learning – both positive and negative. Identifying positive impact should be fairly easy. But identify potentially negative impacts could be more challenging. There are some examples you could consider in the assessment guidance above.

Think about what you learn about yourself from activities that involve learning – both planned and unplanned. For example, you might have discovered you are less capable/popular/ respected that you thought you were!

Now think about the impact of each identified learning outcome on:

The learner (you)
Colleagues
Customers
Stakeholders
Your department
Your organisation

REFERENCING GUIDE

WHAT IS REFERENCING AND WHY IS IT USED?

Referencing is used to give credit to the author of the work you have used in support of your assignment. You may have used the author’s work as:

A direct quotation – word-for-word
Paraphrased but still mainly the author’s words
Presenting an author’s view, idea or thoughts in your own words

In all cases, you are using the author’s work – and so you need to acknowledge this with a reference. If you do use an author’s work without providing a reference, you will, in effect, be claiming the work as your own – this would be plagiarism. Plagiarism is not permitted in academic work, including this CIPD qualification.

WHAT FORM OF REFERENCING SHOULD I USE?

The most commonly used and widely accepted form of referencing is the ‘Harvard Referencing System’. You are asked to use the Harvard Referencing System for your CIPD assessment reports, including the assessments where you are asked to provide a PowerPoint presentation with presenter notes. If you have used another author’s work, you must provide a reference.

The Harvard Referencing Model splits the referencing into two parts. Firstly, in your text, immediately after the point where you have used the author’s work, you should provide, in brackets, the author or website name and the date of the publication e.g. (Jones 2021) – let’s call this the ‘short reference!’ The second part of the reference is the full reference, which you provide at the end of your assessment report under the title ‘References’ – let’s call this the ‘long reference!’ How this full reference looks is covered in the examples below.

HOW DO I REFERENCE USING THE HARVARD REFERENCING MODEL?

Your sources – the authors’ work you use to support your assessed work – is likely to drawn from the following source types:

This ‘Reading Resource’
Online articles
CIPD factsheets
Textbooks

Here are examples of how you would provide a reference for each type of source:

THIS ‘READING RESOURCE’

Do not cite the ‘Reading Resource’ as a reference! Instead, if you decide you want to use one of the articles, blogs, or excerpts from other sources provided in the ‘Reading Resource’, look for the source link, then provide an appropriate reference as explained in examples below.

ONLINE ARTICLE

To reference a website in Harvard style, include the name of the author or organisation, the year of publication, the title of the page, the URL, and the date on which you accessed the website.

For example, if you used the article in this Reading Resource, where the source is: Employee Reactions to Organizational Change (chron.com)

Open the link to see the original article. You will see the online article is titled ‘Employee Reactions to Organizational Change’ and the author is Anam (that’s his surname), Ahmed. You will see the date of the article is August 26, 2020.

So, the reference you use in the text, immediately after the point in your narrative where you have drawn from this source would be:

(Anam 2020) – this is the ‘short reference.’

At the end of your assessment report, under the heading References, you should provide:

Author Surname, initial. (Year) Page Title. Available at: URL (Accessed:Day Month Year).

For example:

Anam, A (2020) Employee Reactions to Organisational Change. Available at: Employee Reactions to Organizational Change (chron.com) (Accessed 31.03.2021)

CIPD FACTSHEET

For the short reference – the one you provide in the text immediately after the section where you have used the author’s work, in the case a CIPD Factsheet, put in brackets CIPD and the date of the factsheet publication – for example, (CIPD 2020).

For the long reference, at the end of your assessment report under the title References, use the following format (in this example, we are using the CIPD factsheet on Change Management published in 2021:

CIPD Factsheet, Managing Change, 2021

A TEXTBOOK

For the short reference – the one you provide in the text immediately after the section where you have used the author’s work, put in brackets the author’s surname and the year of publication, and the page number, for example:

(Jones, 2021, p34)

For the long reference, at the end of your report under the title References, provide Author surname, initial. (Year) – Book title – City – Publisher. For example:

Jones, L (2021), Referencing Made simple, London, CIPD Press.

A JOURNAL ARTICLE

For the long reference at the end of your report under the title References, provide: Author surname, initial. (Year) ‘Article title’, Journal Name, Volume (Issue), (pp) page range. For example:

Jones, L (2021), Referencing is essential, Training Journal, Volume 10, pp 31 – 38.

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