Assist objective and rationale debate

5CO02
Evidence-based practice

Learner Assessment Report – Level 5
Associate Diploma in People Management



	Evidence Based Practice		Unit code(s):	5CO02
Please write clearly in block capitals.




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Internal quality assurer name



		10TH MARCH 2021
Assignment submission date

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Evidence-based practice is about making better

In addition, your manager has asked you to analyse and review three sets of performance data in readiness for the forthcoming heads of department meeting.

Preparation for the Tasks:
▪ At the start of your assignment, you are encouraged to plan your assessment work with your Assessor and where appropriate agree milestones so that they can help you monitor your progress.

▪ Reflecting on your own experiences of learning opportunities and training and continuing professional development.

▪ Reading the CIPD Insight, Fact Sheets and related online material on these topics.

▪

provide an evaluation of the concept of evidence-based practice and assess how evidence- based practice approaches can be used to support sound decision-making and judgments for people practitioners across a range of people practices and organisational issues. (1.1)
evaluate two micro and two macro analysis tools or methods that can be used in people practice to explore an organisation’s micro and macro
environment, and how those identified might be applied to diagnose future issues, challenges and opportunities. (1.2)
explain the principles of critical thinking and give examples of how you apply these yourself when relating to your own and others’ ideas, to assist objective and rationale debate. (1.3)
assess at least two different ethical theories and perspectives and explain how an understanding of these can be used to inform and influence effective decision-making. (1.4)
explain a range of decision-making approaches that could be used to
identify possible solutions to a specific issue relating to people practice.

(2.3)
as a worked example to illustrate the points made in 2.3, take this same people practice issue, explain the relevant evidence that you have reviewed, and use one or more decision- making tools to determine a recommended course of action, explaining the rationale for that decision and identifying the benefits, risks and financial implications of the suggested solution. (2.2 & 2.4)
compare and contrast a range of different ways and approaches that are used to measure financial and non-financial performance within organisations. (3.1)

Use one analytical tool to review the two data sets to reveal any themes, patterns and trends (2.1).

Table 1.



Agreed that performance targets set by their line manager were achievable.	45
		Disagreed that the amount of learning and development that they received helped them achieve current and future working practices.	161
	112
	68	Disagreed that their line manager actively promotes their self- development and career progression.
			219
Agreed that their line manager avoids bias in attitude and treatment of people
	102	Disagreed that their line manager resolves conflict amongst team members.	154

Agrees that their line manager communicates reasons for changes and decisions.	11

▪ ▪ ▪

Figures from Department ‘A’ for last year were: - 112 employees received a score of 6


▪	Data analysis and review documents (approximately 1000) refer to CIPD wordcount policy.

Assessment Criteria Evidence Checklist –

1.1

Briefing paper.

1.3

2.2

2.4	Provide a rationale for your decision based on evaluation of the benefits, risks and financial implications of potential solutions.

2. 1

Data analysis and review presentation

3. 3	Collate key findings for stakeholders from people practice activities and initiatives.

Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors should use the mark descriptor grid as guidance so they can provide comprehensive feedback that is developmental for learners. Please be aware that not all the mark descriptors will be present in every assessment criterion, so assessors must use their discretion in making grading decisions.

The grid below shows the range for each unit assessment result based on total number of marks awarded across all assessment criteria.

Overall mark	Unit result


31 to 39	Pass


		Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC.
2	Low Pass	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.
3		Answers are clear and well expressed.
4	High Pass	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.