Evaluate the concept of evidence-based practice including how it can be applied to decision-making in people practice.
5CO02 Evidence-based practice
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5CO02 Evidence-based practice
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Learner Assessment Brief |
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Assessment ID / CIPD_5CO02_21_02 |
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Level 5 Associate Diploma in
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5CO02 Evidence-based practice
This unit assignment addresses the significance of capturing robust quantitative and qualitative evidence to inform meaningful insight to influence critical thinking. It focuses on analysing evidence through an ethical lens to improve decision-making and how measuring the impact of people practice is essential in creating value.
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CIPD’s insight Evidence-based practice is about making better decisions, informing action that has the desired impact. An evidence-based approach to decision-making is based on a combination of using critical thinking and the best available evidence. It makes decision makers less reliant on anecdotes, received wisdom and personal experience – sources that are not trustworthy on their own. It is important for People Practitioners to adopt this approach because of the huge impact management decisions have on the working lives of people in all sorts of organisations worldwide. Managers have an obligation to find the best evidence when making important decisions to strengthen the well-being of their workers as well as ensuring their organisation’s success. |
Case study
Your manager has asked you to complete a briefing paper for her to give to a visiting team of people practice graduates who are particularly interested in how evidenced-based practice is used in the context of people practices. The content needs to give them critical insight into what evidence-based practice is and how it is relevant to people professionals. She has also asked you to include practical examples of the types of data analysis that people professionals use.
Preparation for the Tasks:
- You are encouraged to start with the reading, listening and watching required for this unit before moving on to plan your content with your tutor and agree staged deadlines so that they can help you manage your progress.
- Refer to the indicative content in the unit to guide and support your evidence.
- Pay attention to how your evidence is presented, remember you are the sole instigator for this task and your recommendations are being presented to key stakeholders and final decision-makers
- Make sure that all work generated for this assignment remains your own.
- If you work with others on a Task you must clearly detail your personal contribution so that you can be fairly assessed for your part.
You will also benefit from:
- Acting on formative feedback from your Assessor.
- Reflecting on your own experiences of learning opportunities and training and development processes.
- Reviewing examples of business proposals, the principles of their format and content.
- Reading the CIPD Fact Sheets and related on-line material on these topics.
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Your evidence must consist of:
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Report: Part one
You are required to prepare a report to senior managers at their forthcoming annual meeting. The report needs to:
- Provide evaluation of the concept of evidence-based practice and assess how evidence-based practice approaches can be used to provide insight to support sound decision-making and judgments for people practitioners across a range of people practices and organisational issues. (1.1) Short references should be added into your narrative below. Please remember to only list your long references in the Reference box provided at the end of this section. Evaluate the concept of evidence-based practice including how it can be applied to decision-making in people practice.
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- Provide evaluation of one appropriate analysis tool and one method that might be applied by organisations to recognise and diagnose current and future issues, challenges, and opportunities. (1.2) Short references should be added into your narrative below. Please remember to only list your long references in the Reference box provided at the end of this section.
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- Explain the main principles of critical thinking and describe how these might apply to individual and work colleagues’ ideas to assist objective and rational debate. (1.3) Short references should be added into your narrative below. Please remember to only list your long references in the Reference box provided at the end of this section.
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- Assess a range of different ethical theories and perspectives and explain how understanding of these can be used to inform and influence moral decision-making. (1.4) Short references should be added into your narrative below. Please remember to only list your long references in the Reference box provided at the end of this section.
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- Explain a range of approaches that could be taken by people practitioners to identify possible solutions to a specific issue relating to people practice. (2.3) Short references should be added into your narrative below. Please remember to only list your long references in the Reference box provided at the end of this section.
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- Appraise one approach an organisation can take to measure financial and non-financial performance. (3.1) Short references should be added into your narrative below. Please remember to only list your long references in the Reference box provided at the end of this section.
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- Explain how a variety of people practices add value in an organisation and identify a range of methods that might be used to measure the impact of a range of people practices (3.4) Short references should be added into your narrative below. Please remember to only list your long references in the Reference box provided at the end of this section. 5CO02 Evidence-based practice
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Report Part two: Data analysis and review
Section two of the report needs to showcase to senior managers how people professionals use and analyse data on people practices.
1. Below is the data of labour turnover across three departments over a five-year period.
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Year |
Administration Total in department = 32 |
Drivers Total in department = 141 |
Production Total in department = 385 |
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2016 |
4 |
21 |
39 |
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2017 |
2 |
18 |
54 |
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2018 |
8 |
32 |
82 |
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2019 |
12 |
16 |
80 |
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2020 |
9 |
32 |
112 |
The costs for recruiting an employee up until 2018 was £2065 however this rose to £3012 from this date onwards.
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Present the costings for each year across each of the three departments.
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- Represent the turnover per year as a percentage of the total number of employees in each department.
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2. Presented below are two sets of data that has been collected from two departments during exit interviews. Table 1 shows the feedback that has been elicited from employees in production and table 2 is from payroll.
- Review and analyse the two data sets below.
Table 1.
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Production – the data represents the number of employees making the comment of their main reason for leaving (52 refused to comment). |
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Left the job role because there was limited opportunity to enhance career. |
24 |
Left because the work was boring or monotonous |
45 |
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Left the role because targets set by their line manager were unachievable. |
3 |
Left because the working hours were unsocial |
38 |
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Left the job because their manager was aggressive and difficult to work with. |
52 |
Left because of unforeseen life change |
4 |
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Left because there was limited opportunity to develop |
12 |
Left through ill health |
14 |
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The role did not afford the opportunity to flexible working |
68 |
Left because I wanted to retire early |
7 |
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Left because the working environment was not conducive to well-being |
15 |
Left due to travel difficulties |
5 |
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Left to pursue another career |
82 |
Left due to poor pay |
94 |
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Left because there was conflict amongst fellow employees |
34 |
Left due to limited reward incentives |
87 |
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Left to go to further/higher education |
19 |
Left due to emigrating to another country |
1 |
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Left because of leaving the area |
5 |
Left due to care responsibilities |
18 |
Table 2.
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Payroll - the data represents the number of employees making the comment of their main reason for leaving (27 refused to comment). |
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Left the job role because there was limited opportunity to enhance career. |
4 |
Left because the work was boring or monotonous |
12 |
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Left the role because targets set by their line manager were unachievable. |
17 |
Left because the working hours were unsocial |
2 |
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Left the job because their manager was aggressive and difficult to work with. |
7 |
Left because of unforeseen life change |
4 |
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Left because there was limited opportunity to develop |
2 |
Left through ill health |
1 |
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The role did not afford the opportunity to flexible working |
3 |
Left because I wanted to retire early |
0 |
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Left because the working environment was not conducive to well-being |
1 |
Left due to travel difficulties |
0 |
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Left to pursue another career |
3 |
Left due to poor pay |
2 |
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Left because there was conflict amongst fellow employees |
4 |
Left due to limited reward incentives |
5 |
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Left to go to further/higher education |
8 |
Left due to emigrating to another country |
0 |
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Left because of leaving the area |
3 |
Left due to care responsibilities |
8 |
- From the analysis present your findings using appropriate methods to highlight themes and trends that appear to be occurring. (2.1, 2.2, 3.2, 3.3)
AC2.1 Interpret analytical data using appropriate analysis tools and methods.
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AC2.2 Review relevant evidence to identify key insights into a people practice issue.
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AC3.2 Scrutinise key systems and data used to inform people practice in relation to measures of work and people performance calculations.
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AC3.3 Collate key findings for stakeholders from people practice activities and initiatives.
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- Make at least three recommendations to reduce employee turnover based on your analysis. Provide a rationale for your recommendations based on an evaluation of the benefits, risks and financial implications of potential solutions. (2.4)
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References - 5CO02 Evidence-based practice
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Please provide your full reference list here. The Harvard method is preferable. If you are submitting a PowerPoint please also ensure you add a final slide which includes your long reference list as well. |
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Assessment Criteria Evidence Checklist
Use this as a checklist to make sure that you have included the required evidence to meet the task. Please enter the evidence title and where it can be referred to. An example has been provided for you which you should follow. Evaluate the concept of evidence-based practice including how it can be applied to decision-making in people practice.
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A: Report Assessment criteria |
Evidenced Y/N |
Evidence reference |
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1.1 |
Evaluate the concept of evidence-based practice including how it can be applied to decision-making in people practice. |
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Report |
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1.2 |
Evaluate a range of analysis tools and methods including how they can be applied to diagnose organisational issues, challenges and opportunities. |
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1.3 |
Explain the principles of critical thinking including how you apply these to your own and others’ ideas. |
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1.4 |
Assess how different ethical perspectives can influence decision making. |
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2.3 |
Explain a range of decision-making processes to identify potential solutions to a specific people practice issue. |
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3.1 |
Appraise different ways organisations measure financial and non-financial performance. |
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3.4 |
Measure the impact and value of people practice using a variety of methods. |
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Task two: Data analysis and review Assessment criteria |
Evidenced Y/N |
Evidence reference |
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2.1 |
Interpret analytical data using appropriate analysis tools and methods. |
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Report |
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2.2 |
Review relevant evidence to identify key insights into a people practice issue. |
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2.4 |
Provide a rationale for your decision based on evaluation of the benefits, risks and financial implications of potential solutions. |
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3.2 |
Scrutinise key systems and data used to inform people practice in relation to measures of work and people performance calculations. |
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3.3 |
Collate key findings for stakeholders from people practice activities and initiatives. |
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Declaration of Authentication
Declaration by learner
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I can confirm that this assessment is all my own work and where I have used materials from other sources, they have been properly acknowledged and referenced. If you are submitting referred work please provide a new date next to your wet signature as you must confirm each submission is your own work. |
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Learner name: |
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Learner signature: We cannot accept a typed or e-signature. You need to scan or photograph your handwritten signature and insert the image here. |
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Date: |
Declaration by Assessor
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I confirm that:
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5CO02 Evidence-based practice
Assessment Criteria marking descriptors.
Assessors will mark in line with the following assessment criteria (AC) marking descriptors, and will indicate where the learner sits within the marking band range for each AC.
Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors should use the mark descriptor grid as guidance so they can provide comprehensive feedback that is developmental for learners. Please be aware that not all the mark descriptors will be present in every assessment criterion, so assessors must use their discretion in making grading decisions.
Evaluate the concept of evidence-based practice including how it can be applied to decision-making in people practice.. The grid below shows the range for each unit assessment result based on total number of marks awarded across all assessment criteria.
To pass the unit assessment learners must achieve a 2 (Low Pass) or above for each of the assessment criteria.
The overall result achieved will dictate the outcome the learner receives for the unit, provided NONE of the assessment criteria have been failed or referred.
Please note that learners will receive a Pass or Fail result from the CIPD at unit level. Referral grades can be used internally by the centre.
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Overall mark |
Unit result |
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0 to 23 |
Fail |
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24 to 30 |
Low Pass |
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31 to 39 |
Pass |
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40 to 48 |
High Pass |
Marking Descriptors
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Mark |
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Descriptor |
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1 |
Fail |
Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC. Insufficient examples included, where required, to support answers. Presentation and structure of assignment is not appropriate and does not meet the assessment brief. |
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2 |
Low Pass |
Demonstrates an acceptable level of knowledge, understanding or skills (as appropriate) required to meet the AC. Sufficient and acceptable examples included, where required, to support answers. Required format adopted but some improvement required to the structure and presentation of the assignment. Answers are acceptable but could be clearer in responding to the task and presented in a more coherent way. |
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3 |
Pass
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Demonstrates good knowledge, understanding or skills (as appropriate) required to meet the AC. Includes confident use of examples, where required, to support each answer. Presentation and structure of assignment is appropriate for the assessment brief. Answers are clear and well expressed. |
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4 |
High Pass |
Demonstrates a wide range and confident level of knowledge, understanding or skill (as appropriate). Includes strong examples that illustrate the point being made, that link and support the answer well. Answers are applied to the case organisation or an alternative organisation. Answers are clear, concise and well argued, directly respond to what has been asked. The presentation of the assignment is well structured, coherent and focusses on the need of the questions. Includes clear evidence of the use of references to wider reading to help inform answer. |
Marking grid 5CO02 Evidence-based practice
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Task 1 – Assessment criteria |
Mark 1 - 4 |
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1.1 |
Evaluate the concept of evidence-based practice including how it can be applied to decision-making in people practice. |
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1.2 |
Evaluate a range of analysis tools and methods including how they can be applied to diagnose organisational issues, challenges and opportunities. |
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1.3 |
Explain the principles of critical thinking including how you apply these to your own and others’ ideas. |
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1.4 |
Assess how different ethical perspectives can influence decision making. |
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2.3 |
Explain a range of decision-making processes to identify potential solutions to a specific people practice issue. |
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3.1 |
Appraise different ways organisations measure financial and non-financial performance. |
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3.4 |
Measure the impact and value of people practice using a variety of methods. |
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Total for this task |
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Task two: Assessment criteria |
Mark 1- 4 |
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2.1 |
Interpret analytical data using appropriate analysis tools and methods. |
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2.2 |
Review relevant evidence to identify key insights into a people practice issue. |
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2.4 |
Provide a rationale for your decision based on evaluation of the benefits, risks and financial implications of potential solutions. |
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3.2 |
Scrutinise key systems and data used to inform people practice in relation to measures of work and people performance calculations. |
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3.3 |
Collate key findings for stakeholders from people practice activities and initiatives. |
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Total for this task |
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Total marks for unit |
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Example Answer - Plagiarised
1.1 Evaluate the concept of evidence-based practice including how it can be applied to decision-making in people practice.
Briefing Paper: Evidence-Based Practice in People Practices
Introduction
Evidence-based practice (EBP) is a structured approach that integrates diverse sources of reliable evidence to inform decision-making and address organisational issues. For people professionals, EBP ensures decisions are rooted in fact, professional expertise, and stakeholder input, rather than assumptions or outdated practices. This briefing, prepared for a visiting team of people practice graduates, evaluates the concept of EBP and its role in supporting sound decision-making across various people practices. Practical examples of data analysis methods used in this context are also included.
Evaluating Evidence-Based Practice
Evidence-based practice involves systematically gathering, analysing, and applying evidence from four key sources:
- Scientific Research: Studies and academic literature provide a solid theoretical framework. For example, using research to understand the impact of flexible working on employee productivity.
- Organisational Data: Internal metrics like absence rates, engagement scores, and turnover statistics help diagnose organisational challenges.
- Professional Expertise: The experience and judgement of HR professionals bring contextual understanding to the evidence.
- Stakeholder Perspectives: Insights from employees, managers, and external stakeholders ensure the relevance of decisions to organisational goals and individual needs.
These approaches help address organisational challenges such as improving employee engagement, reducing turnover, or enhancing learning and development initiatives.
Relevance of Evidence-Based Practice
For people professionals, EBP is vital in tackling issues that impact the workforce and business operations. Key reasons for its relevance include:
- Enhanced Decision-Making: EBP allows decisions to be informed by credible data and expertise, reducing reliance on intuition.
- Alignment with Strategic Goals: By using evidence, people professionals ensure HR initiatives align with organisational objectives, such as boosting performance or supporting cultural transformation.
- Improved Employee Outcomes: Data-driven strategies often lead to improved employee satisfaction, engagement, and productivity.
Practical Examples of Data Analysis in People Practices
Evidence-based practice involves using data analysis to inform actions. Below are practical examples of how people professionals utilise these methods:
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Employee Turnover Analysis:
- Data: Attrition rates segmented by department, tenure, or job role.
- Analysis: Identifying patterns in high-turnover areas to develop targeted retention strategies.
- Example: A retail organisation analysing turnover trends during peak seasons and designing improved onboarding processes for seasonal workers.
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Diversity and Inclusion Metrics:
- Data: Employee demographics, promotion rates, and survey responses on inclusivity.
- Analysis: Highlighting representation gaps and potential barriers to diversity.
- Example: An organisation realising women are underrepresented in leadership roles and implementing mentorship programmes to address the gap.
