5CO01 – Organisational performance and culture in

practice

Unit Guide V5

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Contents
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Contents
Contents.................................................................................................................................................. 2
1. Unit Aims and Outcomes ............................................................................................................... 3
2. Learning Outcomes and Assessment Criteria ................................................................................ 4
3. How to Approach the Unit............................................................................................................. 5
4. Support ........................................................................................................................................... 6
5. Assessment Questions and Guidance ............................................................................................ 7
6. Marking Descriptors and Marking Grid....................................................................................... 24
7. Submitting your Assessment ....................................................................................................... 26
8. Unit Disclaimer and Updates ....................................................................................................... 27
9. Appendix ...................................................................................................................................... 28

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1. Unit Aims and Outcomes

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About this Unit
This unit assessment examines the connections between organisational structure and the wider
world of work in a business context. It highlights the factors and trends, including the digital
environment, that impact on business strategy and workforce planning, recognising the influence of
culture, employee wellbeing and behaviour in delivering change and organisational performance.

Unit Information

Unit Credits: 7
Guided Learning Hours (GLH): 30 hours
Additional Learning Time: 40 hours
Version: (24)

Guided learning hours represent viewing recordings, attending live sessions, completing your
eLearning, and support from tutors. Additional learning time includes self-study, research, and
assessment preparation and completion.

What you will learn

You will learn about the connections between organisational structure, strategy, and the business
operating environment. You will analyse external factors and trends and assess organisational
priorities and issues, including the scale of technology within organisations. You will also interpret
theories and models of organisational and human behaviour and the drivers for change. Finally, you
will discuss the link between the employee lifecycle and different people practice roles and how
people practice connects with and supports wider people and organisational strategies. You will
focus on how to support internal customer needs and ensure that business goals and objectives are
delivered in line with customer requirements.

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2. Learning Outcomes and Assessment Criteria

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Learning Outcome 1 Learning Outcome 2 Learning Outcome 3

Understand the connections between Understand organisational culture and Understand how people practice supports the
organisational structure, strategy, and the theoretical perspectives on how people behave achievement of business goals and objectives.
business operating environment. at work.
• Assessment Criteria 1.1 • Assessment Criteria 2.1 • Assessment Criteria 3.1
➢ Evaluate the advantages and disadvantages ➢ Explain theories and models which examine ➢ Discuss the links between the employee
of different types of organisation structures, organisational culture and human behaviour. lifecycle and different people practice roles.
including the reasons underpinning them. • Assessment Criteria 2.2 • Assessment Criteria 3.2
• Assessment Criteria 1.2 ➢ Assess how people practices impact on ➢ Analyse how people practice connects with
➢ Analyse connections between organisational organisational culture and behaviour. other areas of an organisation and supports
strategy, products, services, and customers. • Assessment Criteria 2.3 wider people and organisational strategies.
• Assessment Criteria 1.3 ➢ Explain different approaches to managing • Assessment Criteria 3.3
➢ Analyse external factors and trends impacting change. ➢ Discuss processes for consulting and engaging
organisations to identify current • Assessment Criteria 2.4 with internal customers to understand their
organisational priorities. ➢ Discuss models to show how change is needs.
• Assessment Criteria 1.4 experienced.
➢ Assess the scale of technology within • Assessment Criteria 2.5
organisations and how it impacts work. ➢ Assess the importance of wellbeing at work
and the different factors which impact
wellbeing.

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3. How to Approach the Unit

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Inside each unit you will find the following sections: Unit Introduction, Your Learning, and Your
Assessment. You should work through each section in order. This is a strategy to allow you to
systematically work through the unit. By taking your time and reading each resource in each section,
it gives you a greater chance of achieving success.

We recommend adopting the below approach:

Plan

Before tackling the assessment, you should plan how you are going to approach it. Read the
assessment brief thoroughly to make sure you have a clear understanding of the nature of the tasks
to be completed. Then, watch the assessment walkthrough videos and read this guide. Don’t forget
you can ask your Programme Tutor any questions if you are unsure. By completing these activities,
you should have a full understanding of what the brief is asking you to do and how you are going to
do it.

Learn

Now you have planned how to tackle the assessment, you should complete each Learning Topic and
the Chapters and Activities within them. This is how you will learn the key knowledge and skills
required to complete the assessment. You should carry out further reading to support your work and
review any recordings available.

Assess

Write your assessment as you complete Learning Topics. Keep checking with your Programme Tutor
if you have any questions and don’t forget you can submit a draft (ensuring you follow the draft
regulations). You can also attend live sessions or watch the recording for further information on what
is required.

When you have completed all your learning and written your assessment, you should begin your
preparations to submit it. Check that your work is fit for submission before uploading via the
Assessment Submission link.

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4. Support
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For this unit you will have access to the following support:

• Course Site Content.

• Videos and Live Communications.
• Contacting your Programme Tutor.

Information around this process can be found in your programme guide and on the course site.

Course Site Content

Access this unit and work through the Unit Introduction, Your Learning,
and Your Assessment sections.
You should read the assessment brief, use this guide for support, and
work your way through each learning topic, writing your assessment as
you go. Don’t forget to carry out further reading to support your work.

Videos and Live Communications

If you feel you have a question or want to seek further advice, you should
watch the video walkthroughs and attend live sessions.
You can also post in Student Discussion Board (in the CIPD Resources
Library) to connect with other students. Remember you must adhere to
the guidelines, which can be found in a pinned post on the discussion
board.

Contact your Programme Tutor

Contact your Programme Tutor via the Contact Your Tutor section in the
Unit. Your Programme Tutor is a subject matter expert and can provide
you with expert advice around the assessment, knowledge of HR and L&D
theory and how you can practically apply that in your assessment and
workplace.

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5. Assessment Questions and Guidance

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Assessment Style of Writing Word Count Submit CIPD Insight Links

Type

One Task. Professionally Total: 4,550 A Word Document with front cover Organisational climate and culture (October 2023)
Written presented words (+/- sheet attached and signed (this must https://www.cipd.org/uk/knowledge/factsheets/organisation-
answers to the answers, with 10%). be a true signature, so a handwritten culture-change-factsheet/
12 Questions. in-text Harvard signature, or a photo or scan of a
Referencing to handwritten signature, or an e- Organisation development (May 2023)
support them. signature. A typed signature is not https://www.cipd.org/uk/knowledge/factsheets/organisational-
acceptable). development-factsheet/

DO NOT USE the “Track Changes”

feature in Microsoft Word Document
on resubmissions.

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Assessment Questions and Guidance

Answer the below questions in your assessment. They have been taken directly from the Assessment Brief.

Task

To complete the task, you should provide a written response to each of questions below, making appropriate use of academic theory and practical
examples to expand your response and illustrate key points.

Preparing the answers:

Note: For all questions that are based on an organisation – whether your organisation or one you are familiar with – you should use the same named
organisation throughout the assessment.

You must decide which organisation to focus on (it could be one where you currently work, one where you have worked previously or one you are
otherwise familiar with).

All of the Assessment Criteria within the Assessment Brief must be covered, aligning closely with the Command Verb in each Assessment
Criteria/Question.

Please use the Assessment Criteria numbers as headings for each answer.

AC# Assessment Criteria Assessment Question Indicative content Assessment Guidance

1.1 Evaluate the advantages Q1. Evaluate the Different organisational structures, for Answer needs to:
and disadvantages of advantages and example functional, divisional, matrix; Address each structure separately.
different types of disadvantages of both a links between structure and purpose; Divisional
organisation structures, divisional structure and a reasons underpinning different structures, ➢ Briefly explain what a divisional
including the reasons matrix structure. Within advantages, and disadvantages of structure.
underpinning them. the evaluation, you should different structures.

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include the reasons ➢ Outline the reasons underpinning
underpinning each a divisional structure.
structure. (AC 1.1) ➢ Evaluate the advantages and
disadvantages of a divisional
structure.
Matrix
➢ Briefly explain what a matrix
structure is.
➢ Outline the reasons underpinning
a matrix structure.
➢ Evaluate the advantages and
disadvantages of a matrix
structure.

No other structures should be included in

the answer.

Examples of reasons underpinning a

particular structure could be an
organisation's purpose, strategy, goals,
objectives, products, services, customers.

Advantages and disadvantages must not

be simply identified, these must be
evaluated.

Evaluate = Make an appraisal of the value

(or not) of something, its validity,
reliability, applicability.

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1.2 Analyse connections Q2. Analyse the extent to How organisational strategies are shaped Preparing the answer:
between organisational which the organisational by the business and external contexts; Note: For all questions that are based on
strategy, products, strategy in your organisational insights and organisational an organisation – whether your
services, and customers. organisation (or an performance; models of strategy organisation or one you are familiar with
organisation with which formulation and implementation; concept – you should use the same named
you are familiar) helps to of vertical and horizontal integration of organisation throughout the assessment.
ensure products or strategy.
services meet customers’ You must decide which organisation to
needs. (AC 1.2) focus on (it could be one where you
currently work, one where you have
worked previously or one you are
otherwise familiar with).

You must be familiar with (i) what the

organisational strategy is in that
organisation (ii) who the customers are
and (iii) which products or services the
organisation provides.

Answer needs to:

➢ Cover briefly what organisational
strategy is, the three core areas –
strategy analysis, strategy
development, strategy
implementation.
➢ Analyse the extent to which the
organisational strategy in the
chosen organisation helps to
ensure products or services

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 (either – both not required) meet
customers’ needs – how
effective/successful or not the
organisational strategy is in
achieving this.

Analyse = Break the topic down into

separate parts and examine each part
with thoughts and judgements. Show how
the main ideas are related and why they
are important.
1.3 Analyse external factors Q3. Analyse the current Analysis tools and approaches. Analysis of Preparing the answer:
and trends impacting impact of interest rates, factors such as: the market and Note: You should use the same
organisations to identify inflation and one other competitive contexts of organisations, organisation as in the previous answer.
current organisational external factor on your principal demographic, social and
priorities. organisation (or one with technological trends, impact of You must be familiar with the necessary
which you are familiar). technology, globalisation and aspects of the chosen organisation.
Identify organisational international factors, government policy
priorities arising from your and legal regulation, international bodies, Answer needs to:
analysis. (AC 1.3) including the European Union. How Write about each factor separately.
factors/trends affect organisational Part One
priorities, impact of organisation lifecycle. ➢ Analyse the current impact of
Current priorities: for example, expansion, interest rates on the chosen
contraction, restructuring, reorganisation, organisation.
new product or service development, ➢ Analyse the current impact of
financial targets, skills shortages, labour inflation on the chosen
shortages, technological developments, organisation.
customer initiatives, staff initiatives,

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seasonal factors, remote working, shift to ➢ Analyse the current impact of one
new product and service delivery. other external factor on the
chosen organisation.
Part Two
➢ Identify organisational priorities
arising from the analysis of the
three factors – consider what the
organisation may need to
address.

Answer could:
• Demonstrate knowledge of the
current rates of interest and
inflation.
• Consider why the external factors
have arisen – the reason the rates
and inflation are at the current
level.
• Consider whether they have a
positive, neutral, or negative
impact on the organisation,
whether they have a short-term
or long-term impact, and whether
any impacts are significant or
insignificant.

The focus is on external factors, not

internal ones.

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 Note: Priorities is plural = three or more
(at least one per factor).

Technology is covered in Q4, so should

not be used here as an example of an
external factor.

If a table or analysis tool such as is used

for any part of the answer, then the words
are included in the wordcount.

Indicative content provides examples of

other external factors and examples of
priorities.

Analyse = Break the topic down into

separate parts and examine each part
with thoughts and judgements. Show how
the main ideas are related and why they
are important.
1.4 Assess the scale of Q4. In February 2024, Scale of technology: work systems and Preparing the answer:
technology within Peter Cheese, current CEO ‘equipment’ in use; currency, updating Note: You should use the same
organisations and how it of CIPD stated, “AI is and efficacy of systems; implementation organisation as in the previous answer.
impacts work. transforming jobs, careers, of technology across the organisation and
and workplaces. People areas where technology plays a greater or You must be familiar with the necessary
professionals have a key lesser role; organisation spend on aspects of the chosen organisation.
role to play in encouraging technology and wasted spend (‘here today
safe experimentation and gone tomorrow technology’); levels of Answer needs to:
rapid learning, so that we support for using technology. Impact of

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can reap the benefits and technology: on different functions, ➢ Assess the extent that AI is, or
mitigate the risks.” Assess products and services provided; on worker could be, used in the chosen
the extent that AI is, or efficiency, worker wellbeing (for example organisation.
could be, used in your remote working, ‘always-on’ technology, ➢ Assess how AI impacts work.
organisation (or an work-life balance, wider family issues);
organisation with which collaborative working (social media); If AI is not currently used in the chosen
you are familiar) and worker satisfaction (automation), organisation, then the answer should
assess how AI impacts creativity and innovation; how the work assess how it could be used and how it
work. (AC 1.4) has evolved in line with the technological could impact work.
timeline.
Answer should consider:
• The different areas and tasks AI is
used for or could be used for.
• How it is transforming jobs,
careers, and workplaces, or could
transform these.
• The benefits and risks.

Answer could also consider:

• The role of People professionals in
encouraging safe use.

Answer is focused only on AI.

Indicative content provides examples of

the impact on work.

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 The question provides context for further
research and reading to answer the
question, and for referencing.

Assess = Evaluate or judge the importance

an issue and use available information to
make a reasoned judgment.
2.1 Explain theories and Q5. Explain Charles Theories and models of organisational Answer needs to:
models which examine Handy’s model of culture; culture typologies (e.g., Schein, ➢ Explain Charles Handy’s model of
organisational culture and organisational culture and Hofstede, Handy). Autocratic, custodial, organisational culture, showing
human behaviour. explain David Rock’s SCARF supportive, and collegial models of knowledge of the four types of
theory. (AC 2.1) organisational behaviour. Concept of culture in the model.
Learning Organisations. Management and ➢ Explain David Rock’s SCARF
leadership theory and how management theory, showing knowledge of the
styles impact employee behaviour. five domains – Status, Certainty,
Models of human behaviour (e.g., Autonomy, Relatedness, Fairness.
motivation theory).
You should use your own words to
demonstrate knowledge and
understanding.

Credible sources which explain the above

model and theory need to be read and
referenced, to support the answer.

Explain = Make something clear to

someone by describing or giving a
detailed account of a process, decision, or
way of doing something.

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2.2 Assess how people Q6. Assess how employee Extent of people practice influence, for Preparing the answer:
practices impact on selection or employee example people practice’s role of ‘people Note: You should use the same
organisational culture and development impacts champion’, setting behaviour through organisation as in the previous answer.
behaviour. organisational culture and policy, setting behaviour through role-
behaviour in your modelling. Potential impact on beliefs and You must be familiar with the necessary
organisation (or one with values; levels of openness and trust, for aspects of the chosen organisation.
which you are familiar). example through policy development;
(AC 2.2) levels of motivation, for example linked to Answer needs to:
reward, engagement, relations and Focus on either employee selection or
equality, diversity, and inclusion policies; employee development, not both.
attitude to and provisions and take-up of ➢ Assess how employee selection or
learning/CPD, linked to L&D policies; levels employee development (either –
of staff wellbeing, linked to overall both not required) impacts
positioning, management and value organisational culture and
placed on employees in the organisation. behaviour in the chosen
organisation.
➢ Use examples from the chosen
organisation to support the
answer.

Answer could consider both potentially

positive and negative impacts on culture
and behaviour.

Indicative content provides examples of

potential impacts on organisational
culture and behaviour.

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 Assess = Evaluate or judge the importance
an issue and use available information to
make a reasoned judgment.
2.3 Explain different Q7. An organisation is Change management approaches: for Answer needs to:
approaches to managing planning a change relating example, Lewin’s three-step model of ➢ Use only Kotter’s model.
change. to hybrid working. Many change; Kotter’s eight-stage model; ➢ Explain how the change in the
employees moved to home reactive approaches, proactive question scenario could be
working during the Covid- approaches; planned change, emergent successfully implemented using
19 pandemic. Whilst this change; radical, incremental change; Kotter’s approach to managing
approach worked well at levers for change; drivers of change: wider change.
the time, the organisation environment, task environment, internal
now wants all employees environment. The question scenario should be used to
to work at least two days a inform the answer:
week on site. Explain how • Change relating to hybrid
Kotter’s approach to working.
managing change could be • Change from home working
used to successfully during the Covid-19 pandemic to
implement this change. all employees working at least
(AC 2.3) two days a week on site.

Answer needs to show knowledge of all

eight stages of the model.

It is not enough to explain the stages, the

answer needs to show how the stages can
be used in managing the change that is
set out within the question – relate these
stages to the change.

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 Answer should include citations to credit
where the knowledge about Kotter’s
model is sourced from, it is not enough to
just use Kotter’s name in the answer.

Explain = Make something clear to

someone by describing or giving a
detailed account of a process, decision, or
way of doing something.
2.4 Discuss models to show Q8. Using the Kubler-Ross Models for how people experience Answer needs to:
how change is change curve, discuss how change: for example, Tannenbaum and ➢ Use only the Kubler-Ross change
experienced. change is experienced. (AC Hanna three-stage model; Kubler-Ross curve.
2.4) adapted model: the coping cycle; Spencer ➢ Discuss how change is
and Adams’ seven-stage model; readiness experienced using this model.
for change and resistance to change.
It is essential that wider reading of the
model from credible sources informs the
answer. This should be carried out to
support good knowledge and
understanding and referenced within the
answer.

Discuss = Give a detailed account that

addresses a range of views or opinions,
which include contrasting perspectives.
2.5 Assess the importance of Q9. The CIPD’s Health and Importance of wellbeing at work: how Answer needs to:
wellbeing at work and the wellbeing at work survey wellbeing at work impacts on the ➢ Assess the importance of
different factors which 2023 found the percentage individual: for example, worker wellbeing at work.
impact wellbeing. of organisations that have engagement; worker motivation; job

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 a standalone wellbeing satisfaction and purpose; physical and ➢ Assess how good work could
strategy has risen from mental health; self-image and resilience. impact wellbeing.
40% in 2018 to 53% in Links to psychological contract, work-life
2023. Although the balance, wider family issues. Links to Answer could consider:
percentage has increased, motivation, for example expectancy • The moral and business case.
this means that 47% of theory’s effort-performance-reward- • The impact on engagement,
organisations do not have engagement cycle. Impact: on levels of motivation, and job satisfaction.
a standalone wellbeing worker commitment and issues resulting • The perspective of both the
strategy. Assess the from this for the organisation, for example employer and the employee.
importance of wellbeing at issues resulting from reduced attendance, • The CIPD view on good work.
work and assess how good punctuality, capability, and efficiency. • The CIPD Good Work Index.
work could impact Issues resulting from impoverished • The seven domains of wellbeing
wellbeing. (AC 2.5) relationships and greater potential for set out on the CIPD’s website.
stress and interpersonal conflict.
The CIPD has a definition and examples of
good work on their website.

Indicative content provides examples of

the importance of wellbeing at work, and
examples of factors which impact it.

Assess = Evaluate or judge the importance

an issue and use available information to
make a reasoned judgment.
3.1 Discuss the links between Q10. Provide a brief Definitions of lifecycle, for example Answer needs to:
the employee lifecycle and overview of the employee attraction, recruitment, ➢ Provide a brief overview of the
different people practice lifecycle and discuss induction/onboarding, development, employee lifecycle, demonstrating
roles. people practice roles at retention/engagement (including knowledge of the different stages.

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 the recruitment, reward/relations, promotion/succession ➢ Discuss people practice roles only
development, and planning), exit/separation, possible post- at the three specified stages of
separation stages of the employment connections. Overview of the employee lifecycle –
lifecycle. (AC 3.1) people practice roles at each stage and recruitment, development, and
how this continues to evolve. Touch points separation.
along lifecycle for particular areas of
people practice (HR, L&D, OD) and Answer should avoid lengthy descriptions
different people practice roles. and using up wordcount on the employee
lifecycle itself. It is important to show
knowledge of the stages of the lifecycle,
but the focus needs to be on the people
practice roles at the three specified
stages.

Indicative content provides examples of

the employee lifecycle stages.

The people practice roles can be from HR

or L&D.

Discuss = Give a detailed account that

addresses a range of views or opinions,
which include contrasting perspectives.
3.2 Analyse how people Q11. Analyse how people Connections: links between people Answer needs to:
practice connects with practice supports practice and the strategy-making function ➢ Analyse how people practice
other areas of an organisational strategy (‘top table’); links between people supports organisational strategy
organisation and supports through vertical practice and business/operational through vertical integration.
wider people and integration and how functions; business partnering; vertical
organisational strategies. people practice supports and horizontal integration. Support: How

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wider people strategies people practice strategy is derived from ➢ Analyse how people practice
through horizontal and supports organisational/corporate supports wider people strategies
integration. (AC 3.2) strategy. Services provided by different through horizontal integration.
areas of people practice (for example,
policy development, legislative Answer should consider the different
compliance, recruitment, L&D, skills people practice roles.
analysis, management development) and
how these support the business and its Vertical and horizontal integration have a
employees. specific meaning within People Practice
strategy and different ones in other areas
(caution should be exercised about which
are referred to).

Ensure that the answer is focused on

these terms within the context of HR
strategy, rather than growth strategies
and mergers and acquisitions.

Indicative content provides examples of

areas of an organisation, and what wider
people and organisational strategies may
involve.

Analyse = Break the topic down into

separate parts and examine each part
with thoughts and judgements. Show how
the main ideas are related and why they
are important.

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3.3 Discuss processes for Q12. An organisation is Consulting processes: how people practice Answer needs to:
consulting and engaging planning to introduce a liaises with and identifies internal ➢ Discuss the processes the people
with internal customers to four-day working week. customer needs; consultation and function could use to consult and
understand their needs. Discuss the processes the communication processes; stakeholder engage with managers and
people function could use analysis; needs analysis activities. The employees to understand their
to consult and engage with importance of regular and effective needs when moving from a five-
managers and employees ongoing liaison with stakeholders. day to four-day working week.
to understand their needs Monitoring and evaluation activities.
when moving from a five- The question scenario should be used to
day to four-day working inform the answer:
week. (AC 3.3) • Plans to introduce a four-day
working week.

The focus is on processes.

Note: Processes is plural = three or more.

Answer should consider how consultation

and engagement could take place.

Answer should consider how the people

function can add value by understanding
what their internal customers’ needs are,
and how to go about understanding what
those needs are, through a variety of
methods.

Answer should include a variety of

processes such as using focus groups,

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surveys, interviews, meetings and any
other activity where consultation and
engagement could take place.

Answer needs to make it clear why the

processes are suitable to use (rather than
focusing on whether the change should go
ahead or not).

Discuss = Give a detailed account that

addresses a range of views or opinions,
which include contrasting perspectives.

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________________________________________________________________

6. Marking Descriptors and Marking Grid

________________________________________________________________

Assessors will mark in line with the marking descriptors on the next page, and will indicate where you
sit within the marking band range for each Assessment Criteria.

Our markers will provide a mark from 1 to 4 for each assessment criteria within the unit. We will use
the mark descriptor grid on the next page as guidance so that we can provide comprehensive feedback
that is developmental for you.

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 you must achieve a 2 (Low Pass) or above for each of the assessment
criteria.

Please note that you will receive a Pass or Fail result from the CIPD at unit level on your certificates.

Overall mark Unit result

0 to 23 Fail
24 to 30 Low Pass
31 to 39 Pass
40 to 48 High Pass

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 Marking Descriptors
Grading Band Fail Low Pass Pass High Pass
Mark for AC 1 2 3 2
Descriptor Category Contextualised Marking Descriptor
The response DOES NOT
The response demonstrates an The response demonstrates a The response demonstrates a
Demonstration of demonstrate sufficient
acceptable level of knowledge, good level of knowledge, wide and confident level of
knowledge, understanding knowledge, understanding or
understanding or skill (as understanding or skill (as knowledge, understanding or skill
or skills. skill (as appropriate) to meet
appropriate) to meet the AC. appropriate) to meet the AC. (as appropriate) to meet the AC.
the AC.
Insufficient examples included, Sufficient acceptable examples Includes confident use of Includes strong examples that
Examples.
where required to support included, where required to examples, where required to illustrate the points being made
answer. support answer. support the answer. and support the answer.
Presentation or structure of Presentation and structure of
Required format adopted but
response is not appropriate and Presentation and structure of response is clear, coherent, and
Required format. some improvement required to
does not meet the requirement response is appropriate for responds directly to the
the structure and presentation
of the question/assessment the question/task. requirements of the
of the response.
brief. question/task.
Answer is not acceptable and
Answer is acceptable but could Answer responds clearly to the
needs to be clearer in Answer responds clearly to
Answers. be clearer in responding to the question/task and is particularly
responding to the task and the question/task and is well-
question/task and presented in well-expressed or argued.
presented in a more coherent expressed.
a more coherent way.
way.
Good evidence of appropriate Considerable evidence of
Sufficient evidence of
Insufficient or no evidence of wider reading to help inform appropriate wider reading to
Use of references. appropriate wider reading to
the use of wider reading to help answer. inform answer.
help inform answer.
inform answer. A good standard of in-text An excellent standard of in-text
Satisfactory in-text referencing.
referencing. referencing.

You should refer to this marking grid throughout your assessment to provide you guidance for each task. Your final marks will be generated from how well
you demonstrate your knowledge, skills and understand, providing examples, sticking to the required format, the quality of your answers and your use of
references.

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7. Submitting your Assessment

________________________________________________________________
We understand the amount of work and effort that goes into preparing for an assessment submission,
and to help ensure your success, we want to avoid wherever possible having to reject work or having
to refer/fail a submission.

By sense-checking your work against the advice below prior to submission, you can maximise your
chances of success. Each submission will be checked for the items in the illustration below before it is
marked. If any item has been missed, it can result in your work being rejected. You will not lose a
submission attempt if your work cannot be marked due to the issues below, however it will delay your
feedback.

Academic Misconduct

We regard any attempt by a student to gain an unfair advantage in assessment as a serious academic
offence that undermines the academic standards of the both the centre and the CIPD.
If suspected of plagiarism, and any other academic offence, you will be required to explain why this
has happened and you may lose attempts, have to work on a new brief or the most serious of
penalties, which can be withdrawal from the course.

Make sure you know how to correctly acknowledge other people’s work or opinions by accessing the
Harvard Referencing Guide, or contact you Programme Tutor for further advice and guidance.

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8. Unit Disclaimer and Updates

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The information in this Unit Guide is correct at the time of creation and publication.

Each year the CIPD makes changes to the core assessment briefs, and to the specialist and optional
unit assessment briefs every 2nd year. We are required to change the briefs over to ensure that they
are relevant and current. There are plans to change over the relevant assessment briefs each summer,
starting in August 2022.

We will keep you informed of any changes well in advance, and you will have a set period of time to
complete the assessment you are working on before the brief changes over.

Both the CIPD and the centre hold the right to amend the unit, content, brief and supporting materials
if there is a requirement to do so.

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9. Appendix
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No appendix for this unit and assessment.

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