5CO02 Evidence-based practice
5CO02 Evidence-based practice
Learner Assessment Brief
Assessment ID / CIPD_5CO02_21_02
Level 5 Associate Diploma in
▪ People Management
▪ Organisational Learning and Development
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.
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
The company director has requested that your HR department provides a report to senior management
at their forthcoming annual meeting to show how evidence-based practice approaches can be used to
inform sound decision-making on people practices and business-related matters. Your departmental
manager has asked you to provide this report.
In addition, for the second part of the report, you have been asked to provide them with examples that
demonstrate how people practitioners gain understanding and insight through interpretation of data.
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.
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 evidencebased 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) - 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) - 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) - 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) - 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) - Appraise one approach an organisation can take to measure financial and non-financial
performance. (3.1) - 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)
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.
- Below is the data of labour turnover across three departments over a five-year period.
Year Administration
Total in
department = 32
Drivers
Total in
department = 141
Production
Total in
department = 385
2016 4 21 39
2017 2 18 54
2018 8 32 82
2019 12 16 80
2020 9 32 112
The costs for recruiting an employee up until 2018 was £2065 however this rose to £3012 from this date
onwards.
- Present the costings for each year across each of the three departments.
- Represent the turnover per year as a percentage of the total number of employees in each
department.
- 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.
Production – the data represents the number of employees making the comment of their main reason for leaving (52 refused to
comment).
Left the job role because there was limited opportunity to
enhance career.
24 Left because the work was boring or monotonous 45
Left the role because targets set by their line manager were
unachievable.
3 Left because the working hours were unsocial 38
Left the job because their manager was aggressive and
difficult to work with.
52 Left because of unforeseen life change 4
Left because there was limited opportunity to develop 12 Left through ill health 14
The role did not afford the opportunity to flexible working 68 Left because I wanted to retire early 7
Left because the working environment was not conducive to
well-being
15 Left due to travel difficulties 5
Left to pursue another career 82 Left due to poor pay 94
Left because there was conflict amongst fellow employees 34 Left due to limited reward incentives 87
Left to go to further/higher education 19 Left due to emigrating to another country 1
Left because of leaving the area 5 Left due to care responsibilities 18 Table 2.
Payroll – the data represents the number of employees making the comment of their main reason for leaving (27 refused to comment).
Left the job role because there was limited opportunity to
enhance career.
4 Left because the work was boring or monotonous 12
Left the role because targets set by their line manager were
unachievable.
17 Left because the working hours were unsocial 2
Left the job because their manager was aggressive and
difficult to work with.
7 Left because of unforeseen life change 4
Left because there was limited opportunity to develop 2 Left through ill health 1
The role did not afford the opportunity to flexible working 3 Left because I wanted to retire early 0
Left because the working environment was not conducive to
well-being
1 Left due to travel difficulties 0
Left to pursue another career 3 Left due to poor pay 2
Left because there was conflict amongst fellow employees 4 Left due to limited reward incentives 5
Left to go to further/higher education 8 Left due to emigrating to another country 0
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) - 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)
It is essential that you relate to academic concepts, theories and professional practice for the tasks
to ensure that your work is supported by analysis. Please ensure that any references and sources
drawn upon are acknowledged correctly and supported by a bibliography.
Your evidence must consist of:
Report : (approximately 3900 words), refer to CIPD word count policy.
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.
A: Report
Assessment criteria Evidenced
Y/N Evidence reference
1.1 Evaluate the concept of evidence-based
practice including how it can be applied
to decision-making in people practice.
Report
1.2 Evaluate a range of analysis tools and
methods including how they can be
applied to diagnose organisational
issues, challenges and opportunities.
1.3 Explain the principles of critical thinking
including how you apply these to your
own and others’ ideas.
1.4 Assess how different ethical perspectives
can influence decision making.
2.3 Explain a range of decision-making
processes to identify potential solutions
to a specific people practice issue.
3.1 Appraise different ways organisations
measure financial and non-financial
performance.
3.4 Measure the impact and value of
people practice using a variety of
methods.
Task two: Data analysis and
review
Assessment criteria
Evidenced
Y/N Evidence reference
2.1 Interpret analytical data using
appropriate analysis tools and methods.
Report
2.2 Review relevant evidence to identify key
insights into a people practice issue.
2.4 Provide a rationale for your decision
based on evaluation of the benefits,
risks and financial implications of
potential solutions.
3.2 Scrutinise key systems and data used to
inform people practice in relation to
measures of work and people
performance calculations.
3.3 Collate key findings for stakeholders from
people practice activities and initiatives.
Level 5 Associate Diploma
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.
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.
Overall mark Unit result
0 to 23 Fail
24 to 30 Low Pass
31 to 39 Pass
40 to 48 High Pass
Level 5 Associate Diploma
Marking Descriptors
Mark Range Descriptor
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.
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.
3 Pass 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.
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.
Level 5 Associate Diploma
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