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AC 1.1 Assess globalisation and its long-term significance for work and employment.
7CO01 Work and working lives in a changing business environment
Learner Assessment Brief with student guidance 2023 to 2024
Assessment ID/ CIPD _7CO01_23_01
Level 7 Advanced Diploma in
Strategic People Management
Strategic Learning and Development
Introduction
Your knowledge and understanding of the material covered in this core unit will be assessed by the submission of an assignment.
For your assignment, you will be required to answer four of the questions listed below. Your assessor will let you know which questions you are to answer. You are expected to complete all the learning for the unit, irrespective of which questions you are asked to answer.
The four questions will be drawn from different learning outcomes, featuring one assessment criterion in each learning outcome. These questions encompass a wide range of generalist HR, OD & L&D subject areas.
You will write four answers of approximately 1000 words to the questions posed and submit them together in a single document. This constitutes your assignment for this unit. The total word count for the assignment will therefore be 4000 words, plus or minus 10%. The bibliography or list of references is not included in the total word count.
You must demonstrate within the submitted evidence (through headings and sub-headings) which learning outcomes and assessment criteria have been cited. We are unable to moderate your work if this is not included.
As this is an Advanced Level Diploma, it is important that you are able to demonstrate not only good knowledge and understanding of the material associated with each learning outcome, but also the ability to develop an original argument and justify it persuasively with reference to wider reading.
Examples of approaches taken in a range of organisations are also an effective means by which to justify your arguments.
The six main criteria that CIPD requires centres to use when marking the assignments are outlined below, but it may be that not all these criteria are present in every question.
(1) focus
(2) depth and breadth of understanding
(3) strategic application and professional advice
(4) research and wider reading
(5) persuasiveness and originality
(6) presentation and language
Assessment questions:
LO1 Understand and evaluate the ways in which major, longer-term environmental developments are affecting employment, work and people management in organisations.
Question 1
AC 1.1 Assess globalisation and its long-term significance for work and employment.
To what extent do you agree with the view that the trend towards greater globalisation has peaked and that its extent will decline in the next few years? Assess in what major ways a retreat from globalisation would affect employment markets in your country?
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
Pointers for students:
Briefly talk about globalisation and deglobalisation. Use definitions.
Consider the first part of the question carefully. Look at both sides of the debate and then come to a view whether you agree or disagree with the statement ‘ .. the trend towards globalisation has peaked and its extent will decline in the next few years’. Research and find evidence to support your view.
You may wish to discuss a few of the following external factors (or your own) which are relevant to your own context: such as the impact of COVID, war causing supply chain disruption, deteriorating relations with other trading economies e.g., China, trade protectionism , Brexit and concerns about climate change. Possibly link these to the implications such as rising inflation, economic downturn, and energy costs, for instance. You may argue that globalisation is changing not declining. Is globalisation of digital trade services still growing but goods-related trade services declining, for example? Case study examples would be useful.
The question asks you to analyse a few examples of what would happen to the labour market if this was the case. You may wish to discuss the impact of e.g. skills shortages, job-skill mismatch, on-shoring, restructure etc. in your own context. What measures are PP’s having to put in place? Examples could include: a rise in strengthening Employee Value Proposition, increased diversity in recruitment, remote working, maximising efficiency, use of new technology, restructuring and, increased need for agile working.
Read Chapter 2 and 20 Taylor, S. and Perkins, G. (2021) Work and Employment in Changing Business Environment
Deglobalisation: here`s what you need to know | World Economic Forum (weforum.org) Globalization Isn’t in Decline: It’s Changing | (ecipe.org)
Question 2
AC 1.2 Critically evaluate organisational vision of the current and future impact of technological trends on working life.
It is commonly argued that developments in the field of information technology will soon create machines with `general artificial intelligence` that are able to do anything the human brain can do, including generating new scientific knowledge. Critically evaluate the ways in which this development will affect employment in your industry or sector? Justify your answer with at least ONE example.
Evaluate the effect this increased use of technology would have on human employment in the future. Use available evidence (research, theory, survey data, examples) and your own experience of technology in your workplace. For instance, some advantages could be increased health and wellbeing, reskilling people into more interesting less routine work, freeing up staff from admin tasks etc. Alternatively, it may create unemployment or underemployment. Come to a justified conclusion.
Consider any legal and ethical issues linking this to recent case studies such as AI creating bias in recruitment. Ensure that throughout you are using industry evidence, data, and wider reading. Useful resources could include CIPD reports, RSA Future of work essays and ACAS reports.
Critically evaluate the scope for collaboration between people and machines. Discuss the role of people professionals (e.g. the scope for people professionals to be involved in decisions about the investment in and use of technologies in order to harness the benefits for work and working lives – reduced working week due to productivity gains from technology).
Read Chapters 3: Technology 1: Getting here and 4: Technology 2: Going where? Taylor,
S. and Perkins, G. (2021) Work and Employment in Changing Business Environment
Future of jobs 2023: how technology is changing every workplace | World Economic Forum (weforum.org)
Automation, AI and technology | CIPD Viewpoint Technology and the Future of Work | Factsheets | CIPD
Harnessing digital learning platforms to support talent growth | CIPD Workplace technology: the employee experience | CIPD Report
Impact of artificial intelligence, robotics and automation technologies on work | CIPD report Using technology to improve hiring and onboarding | CIPD
The True Impact of Digital Technology on the workplace (innovationnewsnetwork.com)
From brawn to brains: the impact of technology on jobs in the UK | Deloitte UK Technology, jobs, and the future of work | McKinsey
Grabbing hold of the new future of work | McKinsey (2021)
Question 3
AC 1.3 Evaluate the impact of long-term social and demographic trends for work and employment
Question 4
AC 1.4 Appraise the significance of long-term economic trends for work, employment and management practice in organisations.
Over time, across the world, societies are becoming more affluent, but also more unequal. To what extent do you agree with the view that employment practices are the cause of these trends? Justify your answer.
Pointers for students:
Introduce the answer by defining the term affluence. Discuss statistical evidence on rising affluence and subsequent rising inequality. Possibly briefly compare countries in terms of affluence and implications for social inequality. Choose one example such as comparisons of countries Gross Domestic Product (GDP), rise in discretionary expenditure, wealth distribution diagrams, real gross disposable income per head and how some countries and groups within societies are winners and losers. AC 1.1 Assess globalisation and its long-term significance for work and employment.
Then concentrate on the UK (or your own country) and your own organisation or one you are familiar with. You may want to discuss a few implications of rising inequality such as
the disparity between executive and employee pay,
disposable income rising faster for higher earners than lower earners creating a wealth gap,
premium paid for highly skilled workers,
difference between low quality and insecure and high-quality secure jobs.
Use data to illustrate the differences and create interest.
Take a maximum of two implication of inequality to critically analyse in depth. What solutions would you suggest for people professional to implement to decrease the wealth gap? You may want to append a costed implementation plan to illustrate.
Read Chapters 8: Society and 18: Equality, diversity and inclusion. Taylor, S. and Perkins,
G. (2021) Work and Employment in Changing Business Environment
GDP (current US$) | Data (worldbank.org)
Inflation rates for discretionary and non-discretionary spending - Office for National Statistics (ons.gov.uk)
Expenditure - Office for National Statistics (ons.gov.uk)
Gross disposable household income - Office for National Statistics (ons.gov.uk)
LO2 Understand and evaluate current and shorter-term developments in the people management business environment.
Question 5
2.1 Evaluate current developments in the media, technological and economic environments and their significance for people management.
In what ways are developments in technology currently affecting the management of people within your organisation, or one that is familiar to you, and your own work as a people professional? Illustrating your answer with TWO distinct examples, evaluate the major advantages and disadvantages of these developments
Pointers for students:
Choose two examples that you can discuss in relation to your own organisation or one you are familiar with. This may include but is not limited to:
The rise in use of social media for attraction and brand awareness,
Use of technology to automate recruitment and selection processes,
Increase in use of data analytics and the rise of big data.
Increased automation affecting jobs and job roles,
Increase in remote working,
Increase in employee monitoring.
The ways that this affects the management of people and work as people professional will need to be analysed and this could be different dependant on which examples you choose. Use evidence from academic opinion, third party sources and case studies to justify and illustrate your points throughout the answer. Make sure that you analyse both from the management of people and the HR perspective.
Implications for people management could include:
Line manager capability in terms of managing team with remote/ hybrid working.
Managing and utilising data ethically and fairly.
Constant learning and development required to reskill.
Managing change effectively.
Development of agile working practices etc.
Challenges for people professionals could included
you could also/ alternatively briefly mention the Conservative government ‘Levelling Up’ agenda and /or the Skills for Jobs white paper (2021)
If you live or work outside the UK, you could choose government initiatives from your own country to assess and evaluate.
You must discuss education leaving age and the reasons behind the decision (or school leaving age in a country of your choice). You may want to talk about the policy in relation to reduction of NEETs (young people not in education or training), the need to have a more highly skilled workforce, reduction of young people on benefits etc. Provide evidence from a range of sources to evaluate how successful the purpose of this initiative has been.
Evaluate the effectiveness one other initiative such as but not limited to:
Apprenticeships- apprenticeship levy.
T Levels- government initiative to try and match industry technical job roles with teaching and meaningful work experience.
Traieeships- a form of pre- apprenticeships
Vocational technical qualifications
Lifetime skills guarantee- adults can train for a full Level 3 qualification in a range of sectors.
If you can, choose initiatives that may be applicable to your own organisational context. Find academic opinion, organisational examples, and data to analyse how successful the initiative has been. AC 1.1 Assess globalisation and its long-term significance for work and employment.
Possible disadvantages/ challenges:
Lack of opportunities for meaningful work experience for young people
Lack of good teaching in some areas: severe teacher shortages and lack of investment in the further education sector in subjects such as Health and Social Care, technology, engineering etc.
Onerous admin for organisations taking up apprenticeships – e.g., Off the job training time for apprentices. Particularly difficult for SMEs
Narrow scope of apprenticeships.
Apprentices not completing their apprenticeship just their main qualification.
Only full level 3 qualifications included in the lifetime skills guarantee. Time it takes to gain a full level 3 for adults- average time is 2 years. Fitting this around current employment.
High student debt
Initiative not meeting its objectives. Have more students become more highly skilled with a raise in school leaving age, for instance?
What suggestions could you make for improvement? What would help your business?
Chapter 9. Taylor, S. and Perkins, G. (2021) Work and Employment in Changing Business Environment
Pioneering reforms to boost skills and jobs - GOV.UK (www.gov.uk)
Skills for Life - GOV.UK (www.gov.uk)
Apprenticeships | CIPD
Question 7
AC 2.3 Analyse major legal and regulatory developments in employment and the labour market, including the importance of mitigating risk.
What are the main principles that underpin health and safety law in your country? Illustrating your answer with examples, analyse why it is in the interests of employers to comply with these requirements?
Pointers for students:
Introduce the answer by discussing the main Health and Safety Law in your own country. For the UK, this is the Health and Safety at Work Act (1974). Outline the main principles of the law such minimise risks and dangers through safe systems of work, adequate training and supervision, duty of care to employees etc.
Outline the criminal duty and the role of the Health and Safety Executive. What are the main implications of non- compliance? You may want to use legal cases , research and academic opinion to illustrate. You may want to use particular risks for your own industry.
Outline the civil duty and the implications. Again, use cases to illustrate the risks of non- compliance.
It will also be useful to use health and safety data from your own country and perhaps internal data to illustrate and to evidence your points
You may want to discuss one or two laws/ regulations may be particularly relevant to your organisation:
Manual handling
Food safety
COSHH
RIDDOR etc
Or you may want to look at the challenges for health and safety in general in your own context. It may for instance be a large organisation where implementation is inconsistent, parts of your operation may be open to the public and as such may be at risk of attacks.
What can PP’s do to reduce risk and ensure compliance:
Review or harmonise policies and procedures.
Improve incident reporting.
Training and awareness.
Risk Assessment etc.
Question 8
AC 2.4 Critically discuss current labour market trends in the supply of and demand for skills.
In most countries recent years have been ones in which unemployment levels have been low by historic standards. Critically discuss why this situation has evolved. How is it affecting the management of people in your organisation
You need to answer the first and second parts of the question. How has this situation evolved? You may want to relate this to your own context such as the increasing use of technology, Brexit, rising inflation, war. What are the main drivers of skills shortages in your organisation or one you are familiar with.
Analyse how an organisation will react when a labour market is tight. What happens to wages and working conditions, for instance. How does this affect staff? What are the issues that managers may have to deal with because of these changes? Use industry examples that reflect most current picture. E.g., removal of pension cap to encourage doctors/ skilled workers back to work who already have large pension pots, for instance.
Choose two strategies and justify their use such as hybrid working, reward strategies, internal labour market, links with colleges, universities and schools, innovative recruitment strategies, retention strategies etc.
Apply to your own organisation. Identify some job roles or skills areas that are tight. Evaluate whether your organisation is using the most effective strategies for recruitment. Make justified recommendations for improvement.
Read Chapter 6: Labour Markets. Taylor, S. and Perkins, G. (2021) Work and Employment in Changing Business Environment
Labour Market Outlook | Surveys | CIPD
UK wages rise amid tightest labour market for decades, but surveys hint at pay pressures peaking soon | IHS Markit
Vacancies and jobs in the UK - Office for National Statistics (ons.gov.uk)
38% of UK businesses turned down work due to staff shortages - Intelligent CXO
https://www.cipd.co.uk/news-views/cipd-voice/Issue-33/great-resignation-fact-fiction
https://commonslibrary.parliament.uk/how-has-the-pandemic-affected-industries-and-labour-in- the-uk/
https://www.theguardian.com/business/2021/oct/04/staff-shortages-spreading-to-all-corners- of-uk-business-survey-finds
UK wages rise amid tightest labour market for decades, but surveys hint at pay pressures peaking soon | IHS Markit
Vacancies and jobs in the UK - Office for National Statistics (ons.gov.uk)
38% of UK businesses turned down work due to staff shortages - Intelligent CXO
https://www.cipd.co.uk/news-views/cipd-voice/Issue-33/great-resignation-fact-fiction
https://commonslibrary.parliament.uk/how-has-the-pandemic-affected-industries-and-labour-in- the-uk/
https://www.theguardian.com/business/2021/oct/04/staff-shortages-spreading-to-all-corners- of-uk-business-survey-finds
LO3 Understand how change innovation and creativity can promote improvements in organisational productivity.
Question 9
AC 3.1 Analyse the effective management and leadership of change in organisations from a people management perspective.
Analyse the effective management and leadership of change in organisations with reference to TWO change management models. Illustrate your answer with examples of how and when the models might help contemporary organisations to manage and lead change effectively and when the models are less relevant.
Pointers for students :
Drawing on academic research, discuss the definition and issues surrounding the concept of organisational change. What is meant by ‘effective’ management and leadership of change’? How has this effectiveness been defined and measured in the research literature?
Models provide a step-by-step approach to managing change, they do not offer comprehensive explanations or theories about the underlying mechanisms or drivers of organisational change. One might briefly contrast them with theories of change which provide broader conceptual frameworks and explanatory models that seek to understand the dynamics, processes, and factors that influence organisational change.
You can choose from a number of change management models, for example:
Lewin`s Change Management Model: Lewin`s model consists of three stages: unfreezing, changing, and refreezing.
Identify potential strengths, for example:
Simplicity and ease of understanding:
Focus on creating awareness and readiness:
Recognition of resistance and its management:
Emphasis on stakeholder involvement:
Consideration of the role of leadership:
Applicability across various types of change:
as well as limitations, for example:
Limited emphasis on ongoing change:
Linear and oversimplified approach:
Insufficient consideration of individual and emotional factors:
Inadequate focus on organisational culture:
Limited guidance for sustaining change:
Lack of flexibility and adaptability:
Contextual limitations: The model may not adequately account for the specific industry, organisational, or cultural context in which the change is taking place.
Relate the model to your own organisational context in discussing its strengths and limitations. Kotter`s 8-Step Change Model
Question 10
AC 3.2 Examine ways that organisations address resistance to change and recognise the levers that will achieve and sustain change
Examine the main causes of resistance to change amongst employees and the ways in which people professionals can address this resistance. Illustrate your answer with examples.
Pointers for students:
Draw in the academic research literature in defining ‘resistance to change’. How has it been defined and measured?
What is the quality of the research evidence that aims to identify the main causes of resistance to change among employees? Ensure you demonstrate your critical appraisal of the evidence you cite.
What theories do researchers propose to explain this resistance to change? Some of the main causes in the academic literature include:
Fear of the unknown: Change often introduces uncertainty and unfamiliarity, leading to resistance as employees feel anxious about potential negative outcomes or impacts on their roles and job security.
Loss of control: Employees may resist change when they perceive it as taking away their autonomy or control over their work processes, decision-making, or job responsibilities.
Disruption of routines and habits: Change disrupts established routines and ways of doing things, which can create resistance as employees are comfortable with familiar processes and may be resistant to adopting new ways of working.
Lack of understanding or awareness: Insufficient communication and poor understanding of the reasons, benefits, and implications of change can lead to resistance. Employees may resist change if they do not see the rationale or perceive it as unnecessary.
Past negative experiences: Previous unsuccessful change initiatives or negative experiences with organisational change can foster resistance and scepticism among employees who have developed a mistrust or fear of change.
Consider too the ways in which people professions might address resistance to change such as:
Effective communication
Employee involvement and participation
Building trust and support
Addressing individual needs and concerns
Celebrating and rewarding success
What evidence is there in the research literature and in organisational case studies that demonstrate the efficacy (or otherwise) of these interventions? Are you able to provide any examples from your own organisation.
Question 11
3.3 Evaluate theory and practice in the fields of flexible working and organisational resilience.
Evaluate the case for and against the introduction of a four-day working week. Illustrate you answer with examples and reference to published research
Pointers for students:
Why the current drive to a four-day week and who is proposing this change?
Critically review the research evidence that a four-day week produces positive outcomes. The outcomes commonly include:
Enhanced Employee Well-being and Engagement:
Increased productivity and creativity:
Improved Work-Life Balance
Improved ability to recruit and retain staff.
Studies by Lutter (2020) and Rodriguez (2021) suggest that the feasibility and impact of a four-day working week might vary across sectors and cultures due to differences in operational requirements, customer expectations, and work norms.
What arguments to the researchers make in explaining the link between the four-day week and these positive outcomes?
There are, however, also indications that the downside may outweigh the advantages, including:
Potential Decrease in Output and Customer Service:
Financial Implications and Costs:
Sectoral and Cultural Variances: the feasibility and impact of a four-day working week might vary across sectors and cultures due to differences in operational requirements, customer expectations, and work norms.
What arguments to the researchers make in explaining the link between the four-day week and these negative outcomes?
Given your reading of the evidence, and potentially your own experience of a four-day week, when do you believe it is most likely to be effective, and when is it more likely that the disadvantages will outweigh the advantages
Draw on the academic research literature in defining ‘wellbeing’. How has it been defined and measured?
What is the quality of the research evidence that aims to identify the main precursors of wellbeing and the outcomes from improved wellbeing? Ensure you demonstrate your critical appraisal of the evidence you cite.
What theories do researchers propose to explain this link between precursors, wellbeing and the outcomes of improved wellbeing? For example, Self-Determination Theory (SDT): Social Exchange Theory: Conservation of Resources (COR) Theory: Psychological Capital (PsyCap) Theory.
What precursors of wellbeing has the research identified? For example:
Implement flexible work arrangements,
Foster a positive work environment,
Provide opportunities for growth and development,
Encourage work-life balance,
Promote social support and positive relationships,
Introduce employee well-being programs,
Regularly assess and address workloads and job demands,
Establish effective communication channels.
Draw on the evidence, and take into account your organisational context, in evaluating the business case for recommending specific practices.
How might you measure the success of your recommendations and what barriers might you face? Evaluation methods for the recommendations might include employee surveys, engagement metrics, productivity measurements, absenteeism rates, turnover rates, and health-related data etc.
Refer to Government public consultation ‘Health is everyone’s business’ July 2019 and CIPD’s Good Work Index.
Read Chapter 19: Wellbeing. Taylor, S. and Perkins, G. (2021) Work and Employment in Changing Business Environment.
Consider getting hold of Hesketh and Cary Cooper’s new book Wellbeing at Work (2021), particularly if planning to do the unit of the same name.
Health and wellbeing at work | CIPD
Ensuring health and wellbeing remains a business imperative post-pandemic| CIPD Voice articles Employers urged to address high levels of people working when unwell | CIPD
Mental health at work commitment | CIPD Health and wellbeing at work | CIPD
Podcast 171: Pulling the plug on digital fatigue by CIPD (soundcloud.com) Mobilising wellbeing initiatives through technology (cipd.co.uk)
Guidance on managing and preventing stress at work | CIPD Wellbeing at Work | Factsheets | CIPD
Sickness absence in the UK labour market - Office for National Statistics (ons.gov.uk) Employee Financial Wellbeing | CIPD
Question 15
4.3 Critically evaluate theory and practice in the fields of corporate social responsibility an sustainable management practices.
Critically evaluate the options for your organisation, or one that is familiar to you, to improve its record in the area of sustainability. Identify TWO distinct interventions that will not be too expensive to implement. What would you recommend and why
Pointers for students:
Draw on the academic literature to discuss how sustainability has been defined, and why it has become increasingly important.
There is no correct answer here, you will need to evaluate the options available, their likely effectiveness and then, taking into account your specific organisational context, identify two interventions that you would recommend.
Examples might include:
Energy Efficiency Measures:
Waste Reduction and Recycling Programs:
Sustainable Procurement:
Employee Engagement and Education; e.g., awareness campaigns
Telecommuting and Remote Work:
Water Conservation Measures:
When recommending these interventions, it`s important to assess their feasibility, adaptability to the organisation`s specific context, and potential impact on sustainability goals.
How might you measure the success of your recommendations and what barriers might you face? You may want to include a more detailed plan as an appendix. LO1 Understand and evaluate the ways in which major, longer-term environmental developments are affecting employment, work and people management in organisations.
Read Chapter 15 of People and Organisational Development by Francis et al, 1st ed. 2012 – (check newer editions may have it as a different chapter) – the Role of HRD in Ethics, CSR and Sustainability, by Carole Parks
Chapter 17: Sustainability and corporate responsibility. Taylor, S. and Perkins, G. (2021) Work and Employment in Changing Business Environment
Guide to environmental sustainability | Guides | CIPD
The business case for environmental sustainability | Podcast | CIPD Corporate Responsibility | Factsheets | CIPD
People Profession 2030 future trends | CIPD
Sustainable HR: a `green` fad, or a realistic model for change? | CIPD
Question 16
4.4 Critically discuss how the effective promotion of greater equality, diversity and inclusion in organisations supports people practice .
Critically discuss how Equality, Diversity and Inclusion (EDI) efforts could be more impactful in your own organisation, or one that is familiar to you.
Pointers for students:
Draw on the academic literature to discuss how the concepts of equality, diversity and inclusion have been defined and their differences.
What is the quality of the research evidence that aims to identify the practices that have been proven to increase equality, diversity and inclusion? Ensure you demonstrate your critical appraisal of the evidence you cite. Be clear about whether they are discussing diversity, inclusion and/or equality in their research, and how they have measured these constructs. AC 1.1 Assess globalisation and its long-term significance for work and employment.
Draw on this evidence, and take into account your organisational context, in recommending specific practices that you believe will be most impactful.
Examples may include:
Leadership Commitment and Accountability: Leaders need to actively champion and prioritise EDI as a strategic imperative. Hold leaders accountable for EDI outcomes, integrating EDI metrics into performance evaluations and reward systems. Foster a culture where leaders lead by example, demonstrating inclusive behaviours and addressing biases.
Integration of EDI into Business Strategy: Embed EDI goals and principles into the organisation`s overall business strategy, ensuring alignment and integration. Incorporate EDI considerations into decision-making processes, policies, and practices across all aspects of the organisation. Integrate EDI metrics into performance measurement frameworks to track progress and drive accountability.
Inclusive Talent Acquisition and Retention: Implement inclusive recruitment and selection practices to attract diverse talent, including targeted outreach, diverse interview panels, and unconscious bias training for hiring managers. Foster inclusive onboarding processes to support the integration of diverse employees into the organisation. Provide equal opportunities for career development, promotions, and access to training programs to ensure retention and advancement of diverse talent.
Building Inclusive Work Culture and Climate: Establish inclusive work environments that celebrate diversity, foster belonging, and promote psychological safety. Provide diversity and inclusion training for all employees to raise awareness, challenge biases, and build cultural competence. Encourage open dialogue, employee resource groups, and feedback mechanisms to enable employees to share their experiences and perspectives.
Mitigating Bias and Discrimination: Implement strategies to address unconscious bias in decision-making processes, such as blind recruitment, structured interviews, and diverse selection panels. Establish clear procedures for reporting and addressing incidents of discrimination or harassment, ensuring a safe and supportive environment for all employees. Conduct regular audits and reviews of HR practices to identify and address any potential biases in policies and procedures.
Employee Engagement and Empowerment: Involve employees in the development and implementation of EDI initiatives, creating opportunities for their active participation and ownership. Provide forums for employees to voice their concerns, ideas, and suggestions related to EDI. Recognize and celebrate the contributions of diverse employees, promoting a sense of belonging and inclusion.
Data Collection and Measurement: Collect and analyse disaggregated data on diversity and inclusion metrics, including representation, pay equity, promotion rates, and employee engagement. Use data-driven insights to identify gaps, set targets, and track progress over time. Regularly communicate and report on EDI progress to enhance transparency and accountability.
Partnerships and Collaboration: Collaborate with external organisations, community groups, and industry networks to share best practices and learn from others. Engage in partnerships and initiatives that promote diversity and inclusion, both internally and externally, to leverage collective efforts and amplify impact.
Marking Grid
Learners will receive a Pass, Merit, Distinction or Refer/Fail result at unit level.
Assessors must provide a mark from 1 to 4 for each Learning Outcome in the unit. Assessors should use the generic grade descriptor grid as guidance so they can provide comprehensive feedback that is developmental for learners. Please be aware that not all of the generic grade descriptors will be present in every learning outcome for all the assignments, so assessors must use their discretion in making grading decisions.
To pass the unit assessment learners must achieve a 2 (Pass) or above for each of the learning outcomes.
The overall mark achieved will dictate the Grade the learner receives for the Unit, provided NONE of the learning outcomes have been failed or referred. A detailed marking grid will be released once the 4 questions are published.
Overall mark
Unit result
0 to 7
Refer / Fail
8 or 9
Pass
10 to 13
Merit
14 to 16
Distinction
Learners’ result should be recorded in a marking grid similar to the example below.
Marking grid:
Learning outcome
Mark
LO1
2
LO2
3
LO3
3
LO4
2
Overall mark
10
Unit Result
Merit
TEMPLATE EXAMPLE Mark Sheet – 7CO01
Centre Name
Learner Name
CIPD Membership
Number
Learner Number
Learning Outcome 1 (Provide rationale for judgements against each question and identify areas for development)
First Marker (1-4)
Second Marker (1-4) (if
selected)
Q2
To what extent do you agree with the view that technologies which are likely to mature in the late 2020s will create a great deal of unemployment and under-employment as people in organisations are increasingly replaced with
machines? Justify your answer
Learning Outcome 2 (Provide rationale for judgements against each question and identify areas for development)
First Marker (1-4)
Second Marker (1-4)
Q6
Why are prices currently rising so rapidly around the world? Explain what steps governments can take to reduce this inflation. What are the main implications for employing organisations?
Learning Outcome 3 (Provide rationale for judgements against each question and identify areas for development)
First Marker (1-4)
Second Marker (1-4)
Q11
The CIPD is campaigning for all employees to have the right to request flexible working from the first day of employment. Critically evaluate the case for and against the implementation of this right with reference to your own
organisation
Learning Outcome 4 (Provide rationale for judgements against each question and identify areas for development)
First Marker (1-4)
Second Marker (1-4)
Q13
Epley and Kumar (2019) identified four pillars of an ethical culture as explicit values, thoughts during judgment, incentives, and cultural norms. Critically evaluate how ethical the culture of your organisation is based on these four pillars.
What TWO distinct recommendations would you make to your Senior Leadership Team in order to enhance the ethical culture of your organisation?
Total for this task
/16
/16
First Marker Feedback
Assessor Signature
Date
Second Marker Feedback
Assessor Signature
Date
Second Mark
Agreed Mark
Comments
Internal Quality Assessor (complete if sampled)
Confirmed Grade
Fail
Pass
Merit
Distinction
IQA Signature
Date
Generic grade descriptors
REFER/FAIL / 1
PASS / 2
MERIT / 3
DISTINCTION / 4
Focus
Fails to address all the questions either sufficiently fully or directly.
An adequate attempt to address all the questions fully and directly.
A good attempt to address all the questions relatively well and directly.
An excellent attempt to address all the questions very well and directly.
Depth & breadth of understanding
Inadequate knowledge and understanding in respect of one or more of the questions. Limited depth and breadth of analysis.
Adequate knowledge and understanding across the questions. Satisfactory breadth and depth of analysis.
Full and solid knowledge and understanding across all the questions. Good breadth and depth of analysis.
Very full knowledge and understanding across all the questions. Excellent breadth and depth of analysis.
Strategic application & professional advice
Fails to provide appropriate or well-justified advice and/or recommendations. Lacks a strategic approach.
Provides adequately justified advice and informed recommendations Some strategic application.
Provides solid and thoughtful advice and well-informed recommendations. Clearly strategic in orientation.
Provides excellent advice and very well-informed recommendations. Strategically oriented in all respects.
Research & wider reading
Limited original research and/or appropriate wider reading for the assignment. Limited or no referencing.
Evidence of sufficient research and appropriate wider reading for the assignment. Satisfactory in- text referencing.
Evidence of significant research and thoughtful, appropriate wider reading for the assignment. A good standard of in-text referencing.
Evidence of considerable research and excellent, appropriate wider reading for the assignment. An excellent standard of in-text referencing
Persuasiveness & originality
Limited development of persuasive and original arguments.
Inadequate use of examples.
An adequate attempt to develop original arguments and to justify these persuasively. Includes appropriate examples.
Some strong original arguments are presented which are mainly justified persuasively. Good use of examples.
Mostly strong original arguments are presented and justified very persuasively. Excellent use of examples.
Presentation & language
An inadequate standard of presentation or language. The assignment is poorly written and/or poorly structured. It is not at the level required for a management presentation.
A solid standard of presentation and use of language. The structure and ideas are satisfactory for a management presentation.
A strong and professional standard of presentation and use of language. The structure and ideas are well crafted for a management presentation.
An outstanding standard of presentation and use of language. The structure and ideas are very well crafted for a management presentation.
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