5CO02 Evidence-based practice Learner Assessment Brief Assessment ID / CIPD_5CO02_25_01 Level 5 Associate Diploma in • People Management • Organisational Learning and Development
Tasks
Case study
Technivara design and engineer components for the electronics industry, supplying parts for the computer, electronics, medical and automotive sectors. The company was founded in 1970 by Bill Swanky and is currently experiencing the sixteenth consecutive year of growth, so the board now feels the time is right to expand the business. Bill is very involved in the day-to-day running of the company which he likes to run in a traditional style. He tends to avoid changes to existing working practices.
Sue Young is the People Practice Manager at Technivara, and although she has been with the company for eight years, she has continued with many of the people practices that her predecessor implemented, many being paper driven. Sue is aware that if the company doesn’t change some of its practices it will be susceptible to risky decision making because the current approach to capturing and measuring people practices is weak and lacking data driven evidence. She knows that you, as the People Practice Advisor, have more up to date experience of using evidence-based practice effectively. She has asked you to help her understanding of how evidence-based practice is applied in organisations. She needs to provide Bill, the Board and the rest of the People Practice Team with a persuasive case for improving current approaches as these are archaic and inadequate to meet the demands of a modern forward-thinking workplace.
Sue has asked you to complete two tasks, firstly to respond to the seven questions below and then to complete a data analysis and make recommendations based on your findings.
Task one – Questions
Q1. Evaluate the concept of evidence-based practice (EBP) and provide two examples of where Technivara could use it to ensure sound decision-making in people practice. (AC 1.1)
Q2. Evaluate one appropriate analysis tool and one appropriate analysis method that Technivara might apply to recognise and diagnose issues, challenges, and opportunities. (AC 1.2
Q3. Explain the main principles of critical thinking including how these might apply to your own and others’ ideas to assist objective and rational debate at Technivara (AC 1.3)
Q4. Explain two decision-making processes that Technivara could apply to ensure that effective outcomes are achieved. (AC 1.4)
Q5. Assess two different ethical perspectives including how these could be used at Technivara to inform and influence decision-making. (AC 1.5)
Q6. Appraise two different ways that Technivara could measure financial and non-financial
performance, providing one example of each. (AC 3.1)
Q7. Explain how people practices could add value at Technivara and identify two methods that might be used to measure the impact of these people practices. (AC 3.2)
Your evidence must consist of:
Written answers to questions 1-7, approximately 2900 words (+/- 10%), refer to CIPD word count policy.
Task two – quantitative and qualitative analysis review
For task two, Sue has provided you with two sets of data:
Table 1 Table 2
Q8. Table 1 shows Technivara's turnover and recruitment data for 2024. Sue has asked you to convert the data into percentage form, for each of the departments, to show:
• leavers as a % of the total number of employees
• vacancies as % of the total number of employees
• positions filled as a % of the total number of employees (AC 2.1)
You don’t need to provide a reference or in-text citation for AC 2.1
Q9. When you have completed Table 1, present your findings using a minimum of three different types of diagrammatical forms. (AC 2.2)
You don’t need to provide a reference or in-text citation for AC 2.2
Q10. Table 2 contains evaluation feedback from 42 employees who attended a recent learning and development activity. Sue would like you to review the feedback and identify patterns, themes or trends that might be occurring and make recommendations based on your findings. (AC 2.3)
Your evidence must consist of:
• completed calculations
• three diagrammatic forms
• data analysis review with recommendations, 1000 words (+/- 10%) – refer to CIPD word count policy
Answer Checklist
You may find the following checklist helpful to make sure that you have answered all the questions. You don’t have to use it if you don’t want to.
Task one
Question Answered
Y/N
Q1. Evaluate the concept of evidence-based practice (EBP) and provide two examples of where Technivara could use it to ensure sound decision-making in people practice. (AC 1.1)
Q2. Evaluate one appropriate analysis tool and one appropriate analysis method that Technivara might apply to recognise and diagnose issues, challenges, and opportunities. (AC 1.2
Q3. Explain the main principles of critical thinking including how these might apply to your own and others’ ideas to assist objective and rational debate at Technivara (AC 1.3)
Q4. Explain two decision-making processes that Technivara could apply to ensure that effective outcomes are achieved. (AC 1.4)
Q5. Assess two different ethical perspectives including how these could be used at Technivara to inform and influence moral decision-making. (AC 1.5)
Q6. Appraise two different ways that Technivara could measure
financial and non-financial performance, providing one
example of each. (AC 3.1)
Q7. Explain how people practices could add value at Technivara and identify two methods that might be used to measure the impact of these people practices. (AC 3.2)
Task two
Answered
Y/N
Q8. Table 1 shows Technivara's turnover and recruitment data for 2024. Sue has asked you to convert the data into percentage form, for each of the departments, to show:
• leavers as a % of the total number of employees
• vacancies as % of the total number of employees
• positions filled as a % of the total number of employees (AC 2.1)
Q9. When you have completed Table 1, present your findings using a minimum of three different types of diagrammatical forms. (AC 2.2)
Q10. Table 2 contains evaluation feedback from 42 employees who attended a recent learning and development activity. Sue would like you to review the feedback and identify patterns, themes or trends that might be occurring and present recommendations based on your findings. (AC 2.3)
Declaration of Authentication
Declaration by learner
I can confirm that:
1. this assessment is all my own work.
2. where I have used materials from other sources, they have been properly acknowledged and referenced.
3. I have not used Artificial Intelligence tools to generate content for my assessment.
I understand the consequences of malpractice and accept that any violation of this agreement may result in disciplinary action.
Learner name:
Learner signature:
(This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten signature, or an e-signature. A typed signature is not acceptable.)
Date of submission*
Date of first re-submission (if applicable) *
Date of second re-submission (if applicable) *
*This should be the date on which you submit your assessment for marking
5CO02
Evidence-based practice
Marking Guidance for Assessors
You should mark in line with the marking descriptors set out on page 13 of this brief.
You must provide a mark from one to four for each question set. You must provide constructive, developmental feedback against each question where you award a mark of one, so refer/fail and
rich summary feedback at the end of the feedback form, following the instructions provided there.
To pass the unit assessment learners must achieve a mark of two (Low Pass) or above for each of the questions. You must refer/fail them if you award a mark of one for any of the questions.
Please ensure that you use the correct terminology. Learners have three attempts at the assessment. They only ‘fail’ the assessment if they do not achieve a mark of two for any of the questions at their third attempt. Until then they are ‘referred’.
When you have marked each question, you should total the marks awarded and determine the unit outcome. The table below shows the marking bands for each outcome for this unit.
Overall mark Unit result
0 to 19 Refer/Fail
20 to 25 Low Pass
26 to 32 Pass
33 to 40 High Pass
Please note that the unit outcome is provided:
• to help learners understand where they are performing well and where they may need to develop
• to help inform your teaching practice
• for moderation purposes
The qualification is not graded and unit outcomes do not appear on learners’ certificates.
Mark Range Descriptor
1 Refer/Fail The response DOES NOT
• demonstrate the knowledge, understanding or skill required to meet the AC.
• include any or appropriate examples where these are required to support the answer.
• include evidence of the use of wider reading to help inform the answer.
• include references or in-text citations where these are required. *
• refer to the case study or scenario where these are provided in the assessment brief.
• respond clearly to the question/task and is not well expressed.
• have an appropriate format or structure which meets the requirements set out in the brief.
2 Low Pass The response DOES
• demonstrate the minimum level of knowledge, understanding or skill required to meet the AC.
• include an appropriate example where this is required to support the answer.
• include evidence of some wider reading to help inform the answer.
• include a reference and/or in-text citation where these are required. *
• refer to the case study or scenario where these are provided in the assessment brief.
• respond to the question or task although it could be clearer and/or better expressed.
• have an appropriate format or structure which meets the requirements set out in the brief.
3 Pass
The response
• demonstrates a good level of knowledge, understanding or skill required to meet the AC.
• includes use of a good example or examples where these are required to support the answer.
• includes evidence of a good level of wider reading to help inform the answer.
• includes good use of references(s) and/or in-text citation(s) where these are required. *
• makes good reference to the case study or scenario where these are provided in the assessment brief.
• directly addresses the question/task and is well expressed.
• has a good format or structure which meets the requirements set out in the brief.
4 High Pass The response
• demonstrates an excellent level of knowledge, understanding or skill required to meet the AC.
• includes use of an excellent example or examples where these are required to support the answer.
• includes evidence of extensive wider reading to help inform the answer.
• includes use of high-quality reference(s) and/or or in-text citation(s) where these are required. *
• makes excellent reference to the case study or scenario where these are provided in the assessment brief.
• responds very clearly to the question/task and is particularly well expressed.
• has an excellent format or structure which meets the requirements set out in the brief.
*Please note that learners are not required to provide a reference or in-text citation for the following questions ACs: AC 2.1 and AC 2.2
Marking Descriptors
Marking grid and feedback for learner
Unit 5CO02: Assessor Feedback to Learner
Centre number 1169
Centre name e-Careers
Learner number (1st 7 digits of CIPD Membership number)
Learner surname
Learner other names (e.g. first name and middle name(s))
Note to Assessor – Please enter a mark for each AC. You need only provide feedback
where you have awarded a mark of 1. This feedback should be developmental.
TASK 1
Question Number Question Mark
1-4
Q1. Evaluate the concept of evidence-based practice (EBP) and provide two examples of where Technivara could use it to ensure sound decision-making in people practice. (AC 1.1)
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Q2. Evaluate one appropriate analysis tool and one appropriate analysis method that Technivara might apply to recognise and diagnose issues, challenges, and opportunities. (AC 1.2)
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Q3. Explain the main principles of critical thinking including how these might apply to your own and others’ ideas to assist objective and rational debate at Technivara (AC 1.3)
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Q4. Explain two decision-making processes that Technivara could apply to ensure that effective outcomes are achieved. (AC 1.4)
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Q5. Assess two different ethical perspectives including how these could be used at Technivara to inform and influence moral decision-making. (AC 1.5)
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Q6. Appraise two different ways that Technivara could measure
financial and non-financial performance, providing one
example of each. (AC 3.1)
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Q7. Explain how people practices could add value at Technivara and identify two methods that might be used to measure the
impact of these people practices. (AC 3.2)
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Total marks for TASK 1
Total marks for TASK 1 (resubmission 1 if applicable)
Total marks for TASK 1 (resubmission 2 if applicable)
TASK 2
Question Number Question Mark
1-4
Q8. Table 1 shows Technivara's turnover and recruitment data for 2024. Sue has asked you to convert the data into percentage form, for each of the departments, to show:
• leavers as a % of the total number of employees
• vacancies as % of the total number of employees
• positions filled as a % of the total number of employees (AC 2.1)
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Q9. When you have completed Table 1, present your findings using a minimum of three different types of diagrammatical forms. (AC 2.2)
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Q10. Table 2 contains evaluation feedback from 42 employees who attended a recent learning and development activity. Sue would like you to review the feedback and identify patterns, themes or trends that might be occurring and present recommendations based on your findings. (AC 2.3)
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Total marks for TASK 2
Total marks for TASK 2 (resubmission 1 if applicable)
Total marks for TASK 2 (resubmission 2 if applicable)
Total marks for UNIT
Grade
Total marks for UNIT (resubmission 1 if applicable)
Grade (resubmission 1 if applicable)
Total marks for UNIT (resubmission 2 if applicable)
Grade (resubmission 2 if applicable)
Assessor Feedback Summary
Please use this box to summarise your feedback on the assessment overall. This should highlight strengths and any areas for improvement, either referring to specific ACs or commenting more generally across the assessment. (Note: developmental feedback on any ACs awarded a mark of 1 should have already been provided in the relevant box of the assessment form above.
Please use a different font colour for any resubmission comments)
Assessor name Submission Resubmission 1 Resubmission 2
Assessor signature*
I confirm that I am satisfied that to the best of my knowledge, the work produced is solely that of the learner.
Date
*This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten signature, or an e-signature. A typed signature is not acceptable.
