CIPD Level 3CO02 Principles of Analytics Learner Guidance Question

3CO02 Task – Information sheet

Your manager has asked you to prepare an information sheet to give to an intake of new practitioners to the people practice team as part of their induction. The aim is to showcase how evidence-based practice and analytics are used by the people function to inform and assure sound decision-making.

She has asked for the information sheet to have two sections.

Section One

Assignment Question	Tutor & Learner Guidance	Indicative content provided by CIPD
Explain what evidence- based practice is and how it might be applied within an organisation. (AC 1.1)	There are two parts to this answer: 1) Use a reference to explain what evidence-based practice is. You can use your own or a theoretic definition that is paraphrased. 2) Give an example of how you will apply evidence-based practice in your organisation.	What evidenced-based practice is, its application, components of evidence-based practice, identification of how different types of evidence-based practice can be used to inform principle- led judgements and outcomes for an organisation.
Explain the importance of using data in organisations and why it is necessary to ensure that data is accurate when determining problems and issues. (AC 1.2)	There are two parts to this answer: 1) Give atleast two reasons why it is important to use data in organisations. 2) Explain why data should be ACCURATE. You can link the reason to a real application example from your work.	Recognise the importance of data to accurately determine problems and issues. The need to ensure informed decision-making. Impact that data has on organisational culture, performance and perceptions.
Explain the different types of data measurements that people professionals use (AC 1.3).	To answer this section: Give two examples of qualitative data measurements that can be used by HR. Give two examples quantitative data measurements that can be used by HR.	Various forms of data (qualitative and quantitative) and other types of information that can be used within organisations to enable decision-making. For example, data on resourcing, absence and turnover, performance and reward, dismissals, L&D skills and competencies, employee voice, diversity and inclusion, wellbeing, change agendas, and policies and practices.
Explain how the application of agreed policies and procedures informs decisions. (AC 1.6)	There are two parts to this answer: 1) Choose a specific policy and explain how this policy specifically helps in decision- making	How evidence derived from the application of policies and procedures informs decisions. Awareness of the different policies and procedures that support and drive a customer- focused strategy.

2) Choose a specific procedure and

explain how it can help you in solving problems.

Explain how people professionals create value for people, organisations and wider stakeholders. (AC 2.1).

Divide this answer into three

sections:

Explain how HR creates value/ makes a difference for

1) people

2) the organisation

3) other stakeholders (as a whole or government or suppliers or customers or other departments)

The role that people professionals play in value creation in the organisational setting across people and business practices such as selection and hiring of new employees, onboarding, developing employees, performance and reward, job autonomy, engagement and employee relation practices, whilst ensuring ethical principles are maintained

Summarise the ways in which you can be customer-focused, and standards-driven in your own context (AC 2.2).

There are two parts to this answer:

1) Give an example of how HR can be customer focussed/ deliver a good customer service

2) Give an example of how HR had

to maintain high standards/ high quality in their work.

Importance of achieving and maintaining a strong customer- focused ethos, approaches used to preserve and grow the customer base through high customer satisfaction and a

value-driven philosophy. Applying and maintaining customer service standards

Section Two

In section two, your manager has asked you to provide practical working examples of how the people practice team examines, interprets and presents the findings of data in different diagrammatical formats so it can be easily understood. She has asked you to use the information in Table 1 below, about turnover rates, as an example. The table shows the number of employees leaving different departments over a three-year period.

Table 1 – Review of turnover rates 2020 – 23 provided as an Excel File

To make the data more easily understood:

· show as a percentage the number of employees leaving each department, each year

· present the overall total leaving rate for the whole organisation as a percentage, for each year. (AC 1.4)

Calculate turnover percentage in two different ways:

1) For each department, for each year

Formula to use is the

(Number of leavers in each department in one year/ numbers of total leavers in one year x 100)

Present the answer as a table with percentages.

2) Calculate overall turnover rate for the organisation for each year.

Application of common calculations (for example percentages, averages, themes and patterns) and interpretation of findings

Present your findings using two different diagrammatic forms so it can be easily understood by end users.

Having analysed your findings, comment on any issues that the data has revealed and propose potential solutions. (AC 1.5)

There are three parts to this answer:

1) Use two diagrammatic forms to show your calculations (pie, bar graph)

Label it well, use good font, clear writing, include numbers and percentages

2) Analyse the findings for trends and themes through the data

3) Make recommendations with solutions to address the problem.

You can justify the choice of

recommendation by explaining costs/ benefits.

Presentation of data in diagrammatic forms (pie charts, bar charts, line graphs) to communicate understanding to inform decision-making

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3CO02 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 15	Fail
16 to 20	Low Pass
21 to 25	Pass
26 to 32	High Pass

3CO02 Marking Descriptors

Mark	Range	Descriptor
1	Fail	The response DOES NOT demonstrate sufficient knowledge, understanding or skill (as appropriate) to meet the AC. Insufficient examples included where required to support answer. Presentation or structure of response is not appropriate and does not meet the requirement of the question/assessment brief.
2	Low Pass	The response demonstrates an acceptable level of knowledge, understanding or skill (as appropriate) to meet the AC. Sufficient acceptable examples included where required to support answer. Answer is acceptable but could be clearer in responding to the question/task and presented in a more coherent way. Required format adopted but some improvement required to the structure and presentation of the response.
3	Pass	The response demonstrates a good level of knowledge, understanding or skill (as appropriate) to meet the AC. Includes confident use of examples, where required to support the answer. Answer responds clearly to the question/task and is well expressed. Presentation and structure of response is appropriate for the question/task.
4	High Pass	The response demonstrates a wide and confident level of knowledge, understanding or skill (as appropriate) to meet the AC. Includes strong examples that illustrate the points being made and support the answer. Evidence of wider reading, appropriately referenced, informs the answer. Answer responds clearly to the question/task and is particularly well expressed or argued. Presentation and structure of response is clear, coherent, and responds directly to the requirements of the question/task. Whilst reference to wider reading may contribute to a ‘4’ grading, it is not essential for a ‘4’ to be awarded. A response which is strong in other ways, e.g. by providing strong examples or being very clear and coherent in presentation, may be sufficient to merit a ‘4’ without evidence of wider reading.