CIPD Level 7 Advanced Diploma in Strategic Learning and Development (610/3538/5) Assessment Brief 2026

Introduction

The CIPD Level 7 Advanced Diploma in Strategic Learning and Development is a professional qualification based on the CIPD Profession Map. The Map was launched in 2018 having been developed in collaboration with a wide range of experts working at the heart of the profession. It sets the international benchmark for the people profession and provides a strong foundation to give people professionals the confidence and capabilities to guide their decision-making, actions and behaviours.

Each unit within the CIPD Level 7 Advanced Diploma in Strategic Learning and Development has clear linkage to the Profession Map. The core units are directly aligned to the core knowledge and core behaviours of the Profession Map, as shown in Appendix A.

This qualification specification contains what you need to know about the structure, assessment approach and delivery content for the CIPD Level 7 Advanced Diploma in Strategic Learning and Development. This specification should be used to inform your planning, delivery and assessment in combination with the CIPD centre guidance documents.

Regulated Qualifications Framework (RQF)

The UK’s Regulated Qualifications Framework (RQF) categorises qualifications in England and Northern Ireland based on their size and their level of challenge or difficulty. The Credit and Qualifications Framework for Wales (CQFW) is the Welsh equivalent to the RQF and applies to qualifications designated in Wales.

The CIPD Level 7 Advanced Diploma in Strategic Learning and Development is on the RQF framework, which is regulated by Ofqual and the Council for the Curriculum, Examinations &

Assessment (CCEA) Regulation and is on the CQFW framework, which is regulated by

Qualifications Wales. The qualification numbers for this qualification are 610/3538/5 for the RQF and C00/4912/1 for the CQFW.

Qualification size

The size of a qualification is expressed in hours. This is known as the Total Qualification Time (TQT). The TQT is the total number of hours it is estimated that an average learner will take to complete a qualification. For each unit we refer to this as Total Unit Time (TUT).

The TQT is made up of the following:

• Guided Learning Hours (GLH) – this is the time spent by a learner being taught or instructed under the immediate supervision of a lecturer, supervisor or tutor. The learning must be undertaken in real time with the simultaneous physical presence of the learner and that person, or remotely by means of simultaneous online or telephone communication.
• Additional time taken by a learner in preparation, study, or any other form of participation in education or training but not under the immediate supervision of a lecturer, supervisor or tutor.

The minimum GLH for this qualification is estimated at 240 hours, the total qualification time is estimated at 1200 hours.

The qualification units equate to an overall credit value of 120, which is one tenth of the TQT.

Qualification level

The level of a qualification is determined by looking at the RQF’s range of level descriptors and identifying the descriptor that provides the best match to the intended knowledge and skills outcomes for that qualification.

The level descriptors are divided into two categories:

• knowledge and understanding
• skills

The descriptors set out the generic knowledge and skills associated with the typical holder of a qualification at that level.

At Level 7 a learner:

• reformulates and uses practical, conceptual or technological knowledge and understanding of a subject or field of work to create ways forward in contexts where there are many interacting factors.
• can critically analyse, interpret and evaluate complex information, concepts and theories to produce modified conceptions.
• understands the wider contexts in which the area of study or work is located.
• understands current developments in the area of study or work.
• understands different theoretical and methodological perspectives and how they affect the area of study or work.
• can use specialised skills to conceptualise and address problematic situations that involve many interacting factors.
• can determine and use appropriate methodologies and approaches.
• can design and undertake research, development or strategic activities to inform or produce change in the area of work or study.
• can critically evaluate actions, methods and results and their short- and long-term implications.

The level of this qualification is comparable to:

• Level 9 in Ireland (NFQ IE)
• Level 11 in Scotland (SCQF)
• Level 7 European Qualifications Framework (EQF).

Qualification information

Qualification purpose

This qualification further extends the disciplines and scope learned in the CIPD Level 5 Associate Diploma in Organisational Learning and Development and is aimed at intensifying learners’ autonomy and judgement so that they can strategically lead and direct organisations and their people. It offers the opportunity for learners to influence people practitioners and organisations.

Qualification objective

This qualification galvanises learners with a depth and breadth of understanding of people practice and management to furnish them with the insight and strategy development skills required to operate and lead in an organisational setting at this level.

It is suited to individuals who:

• are experienced people practitioners
• are working in a senior people practice role and wish to extend and deepen their skills and understanding to shape strategy, policy and people
• wish to shape people practice, creating value for a wider audience
• are currently leading and managing people and practice within organisations.

Entry guidance

This qualification is designed for learners aged 21+ and although there are no formal entry requirements, it is expected that centres will conduct their own diagnostics to ensure that this qualification is appropriate for the learner. This should include making sure that learners can meet the requirements of the learning outcomes and can access the appropriate literacy and numeracy needed to complete the CIPD Level 7 Advanced Diploma in Strategic Learning and Development.

The CIPD has a policy for learners where English is not their first language which gives guidance on appropriate English language entry requirements. The policy can be found on the CIPD website https://www.cipd.co.uk/membership/students/qualification-policies.

Membership requirements

Learners undertaking a CIPD qualification must be a CIPD member throughout the duration of their studies. This is a mandatory requirement to ensure your assessment can be moderated.

For up to date information on membership fees, please refer to the CIPD website: https://www.cipd.org/uk/membership/membership-fees.

Qualification structure and rules of combination (ROC)

Qualification structure

Rules of combination

To be awarded the CIPD Level 7 Advanced Diploma in Strategic Learning and Development, learners are required to successfully complete a total of eight units.

Four core units

 Plus three pathway units

 Plus one optional unit chosen from the list below

Recognition of prior learning (RPL) and exemptions

Recognition of prior learning is a method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills that they already possess and do not need to develop through a course of learning.

For learners who have completed units from a previous CIPD qualification, there are transfer opportunities to this qualification which have been predetermined by the CIPD as planned exemptions. Details of these are listed in Appendix B – Exemption mapping. Non-CIPD qualifications may also be included in this list as appropriate.

For learners that have completed units from non-CIPD qualifications that they deem will map to units of this qualification, they may submit an application form accompanied by clear mapping and evidence of achievement to the CIPD for verification. This will be subject to appropriate fees and limited to exemptions against 50% of the CIPD qualifications as a maximum.

Assessment

Assessment is the process of evaluating an individual’s attainment of knowledge, understanding and skills. The CIPD will set assessments for all core, specialist pathway and optional units.

Centres will be required to mark the assessments and internally moderate the marks. The CIPD will conduct moderation sampling and validate centre marking before the release of results to learners.

Assessment focus

Assessment for the CIPD Level 7 Advanced Diploma in Strategic Learning and Development is employer driven and aimed at real scenarios that learners may encounter in their future career.

Assessment grading

This qualification is not graded. Learners will receive either a Pass or Fail. Each assessment within the qualification will be graded as Pass, Merit or Distinction.

Qualification achievement

All assessments for this qualification are criterion referenced, based on the achievement of specified learning outcomes.

To achieve a Pass for a unit, a learner must have met all learning outcomes for that unit. A Merit or Distinction grade can also be achieved at unit level, based on set criteria. If the complete qualification is not achieved, a grade and credit can be issued in the form of a statement of standalone unit credit for a unit or units.

Statements of standalone unit credit will be subject to the currency of the existing qualification and CIPD quality assurance checks. The CIPD’s decision will be final.

Progression

Upon successful completion of the CIPD Level 7 Advanced Diploma in Strategic Learning and Development, learners with the relevant professional experience can apply for Chartered Membership. Further details can be found on the CIPD website www.cipd.co.uk.

Link to Apprenticeship

This specification has been mapped to the knowledge elements of the Level 7 Senior People Professional Apprenticeship. Please refer to Appendix C for details of this mapping.

Compliance

No part of this qualification may be altered by centres since it will compromise regulatory compliance. Centres may not amend learning outcomes, assessment criteria, assessment approach, assessment briefs, unit or qualification titling or any other regulated guidance; to do so will deem the learners’ achievement null and void and centres will be subject to sanctions by the CIPD.

Unit content

All content provided in each unit is indicative. There is no mandatory content; however, it is the centre’s responsibility to prepare learners sufficiently so that achievement of all learning outcomes and associated assessment criteria can be achieved.

The unit format is as follows:

CIPD Level 7 Unit 7CO01 Assignment Example 2026

About this Unit

This unit extends understanding of the interaction between the commercial business environment and likely future developments in the world of work, employment and the management of people. It discusses the range of people practices that are growing in importance, including those relating to ethics and sustainability, technology, employee wellbeing, equality, diversity and inclusion.

What you will Learn

You will focus on major ways in which leaders and managers working in people practice are responding to globalisation and its significance for work and employment. You will investigate the current and future thinking within organisations around technological developments and how new agendas are evolving. You will evaluate social, demographic and economic trends and how developments in public policy affect people practice. Effective leadership of change, innovation and creativity, including the key interrelationships between ethics, sustainability, diversity and wellbeing will be covered in this unit. Finally, you will critically analyse policy, practice and corporate social responsibility and the ways in which people professionals can apply and promote them for organisational productivity.

Learning Outcome, Assessment Criteria and Indicative Content

1. Understand ways in which major, long-term environmental developments are affecting employment, work and people management in organisations.

1.1 Assess globalisation and its long-term significance for work and employment.

Impact of globalisation on business and working lives; major developments in the global business environment; industrial restructuring and the changing nature of employment; volatility and competitive intensity; offshoring and reshoring. Debates about the future of globalisation and potential implications for the world of work and employment.

1.2 Critically evaluate the current and possible future impact of technological trends on working life.

Advanced robotics, virtual reality, autonomous vehicles; generative and other forms of artificial intelligence; debates about the impact of technological developments on employment, organisational management and the experience of working life; ways in which technological developments affect organisations, management, the experience of work and employment.

1.3 Evaluate the impact of long-term social and demographic trends for work and employment.

Population ageing; patterns of demographic change; individualism; ethical awareness; changing attitudes to work, employment and diversity; the role of organisations in shaping society and social change. Inter-generational differences.

1.4 Appraise the significance of long-term economic trends for work, employment and management practice in organisations.

Affluence and inequality; deindustrialisation and the rise of a servicebased, knowledge-based economy; longterm shifts in macro-economic policy. Job and income insecurity. Prospects for national and international economic development.

2 Understand current and shortterm developments in the people management business environment.

2.1 Evaluate current developments in the media, technological and economic environments and their significance for people management.

Debates about current trends in work and working lives; ethical debates about the impact of social media; e-learning, the use of AI in recruitment and selection, people analytics and electronic surveillance at work. Major contemporary debates about industrial and economic development.

2.2 Assess developments in public policy which are affecting work, employment and people management in organisations.

The significance for people practice work of contemporary economic, industrial, education and employment policy; the impact of government policy on the people practice agenda and on the prospects for different sectors.

2.3 Analyse major legal and regulatory developments in employment and the labour market, including the importance of mitigating risk.

Employment policy; major employment rights and their enforcement; health and safety regulation. Likely future developments in employment regulation.

2.4 Critically discuss current labour market trends in the supply of and demand for skills.

Major contemporary labour market developments and their impact on HR work in organisations. Upskilling and down-skilling; undersupply and oversupply of skills; the role of employers in facilitating the development of knowledge, skills and industrial experience.

3. Understand how change, innovation and creativity can promote improvements in organisational productivity.

3.1 Analyse the effective management and leadership of change in organisations from a people management perspective.

Structural and cultural change; leading change effectively; major theories of change management; principles of the psychology of change; effective leadership and communication during periods of change; increasing capability and readiness for change; major theories of effective change management and debates about these.

3.2 Examine ways that organisations address resistance to change and recognise the levers that will achieve and sustain change.

The role of employee involvement in successful change; encouraging engagement with change agendas; sustaining change; the role played by change consultants and change agents; improving organisational agility.

Levers to achieve change; clear rationale for change; timely, meaningful involvement and consultation with affected parties; communication; process alignment; training and development.

Mechanisms for sustaining change: monitoring and review; open feedback channels; ongoing training and development, communication of outcomes/benefits realisation.

3.3 Evaluate theory and practice in the fields of flexible working and organisational resilience.

Different forms of flexible working and debates about these; non-standard contracts; promoting organisational resilience. Homeworking, hybrid working, four-day working and other evolving patterns of working.

3.4 Assess the contribution of people management aimed at improving organisational productivity, creativity and innovation.

Links between people practice interventions and organisational productivity; effective people practice responses to increased competition in product and labour markets; promoting creativity and innovation.

4. Understand the key interrelationships between organisational commitment to ethics, sustainability, diversity and wellbeing.

4.1 Propose initiatives aimed at improving an organisation’s ethics and values.

Major debates about business ethics and organisational values; the business case for ethical and sustainable people practice and policy; ethical dilemmas in people practice work; people practice interventions to improve ethical standards in organisations, and when working with suppliers, contractors and other organisations; debates about the ethics of people analytics, and the use of AI and other electronic innovations in the workplace.

4.2 Evaluate policy and practice aimed at improving employee wellbeing in an organisation.

The business case for promoting employee health and wellbeing; people practice interventions that support improved wellbeing in organisations; debates about safeguarding and bullying at work.

Promoting financial wellbeing.

4.3 Critically evaluate theory and practice in the fields of corporate social responsibility and sustainable management practices.

The principles of corporate social responsibility; stakeholder approaches to management; principles of sustainability and ways in which people professionals can apply them. Debates about corporate social activism.

4.4 Critically discuss how the effective promotion of greater equality, diversity and inclusion in organisations supports people practice.

Debates about equality, diversity and inclusion in organisations; changing patterns of representation in organisations; approaches to making organisations more equal, diverse and inclusive. Unconscious and conscious biases; the role of people management professionals in monitoring and promoting equality, diversity and inclusion.

CIPD Level 7 Unit 7CO02 Assignment Example 2026

About this Unit

This unit focuses on the ways in which people management professionals and the people management function in organisations create value and make a strategic contribution to the achievement of organisational objectives in different sectors and scenarios. It stresses the importance of evidence- based, outcomes- driven and principles- led practice in support of the core purposes of the people management profession.

What you will Learn

You will understand and be able to explain the advantages and benefits of aligning people practice strategies with organisational objectives and learn about the ways in which organisations integrate people practice with culture, brand and values, including the evaluation of data sources aimed at shaping people practice. You will develop an understanding of contemporary strategic people practice in the core fields of resourcing, performance management, learning and development, reward management, employment relations, employee engagement and organisational design, as well as equality, diversity and inclusion. Understanding the role and influence of people professionals is a key part of your learning for this unit and you will debate the merits of the different and varied ways in which people practice is organised and structured in organisations. You will critically evaluate the practical and ethical challenges presented by data analytics and technological developments in people management work and be able to develop your thinking about how best to evaluate the work of people professionals. Finally, you will explore the different agendas and challenges faced by people management professionals in different sectors as well as internationally.

Learning Outcome, Assessment Criteria and Indicative Content

1 Understand and debate the ways in which people management practices and strategies are connected to organisational outcomes and add value.

1.1 Explain the major objectives of people management practice in contemporary organisations.

Creating value for different stakeholders. Attracting and retaining staff; improving employee performance, motivation and engagement; managing change effectively; maintaining high- trust employment relationships; enhancing wellbeing; promoting equality, diversity and inclusion; enhancing organisational reputation; efficient administration.

1.2 Evaluate ways in which organisations align people management practices with organisational strategy and integrate people management practice within their culture, brand and values.

Vertical and horizontal integration; developing people practice strategies and people plans which relate to pressures up and down the supply chain. Managing and mitigating associated risks including the risks associated with the misalignment of people practice strategies and policies; the long- term impact of people management which improves the organisation’s culture and performance.

1.3 Examine the merits of different models of people practice management, including models of systemic thinking, and the ways these link to effective business performance.

High commitment models; low cost/low road approaches; hard and soft models, systems models. Best fit and best practice models; resource- based thinking. High performance models; debates about the relative merits of these models and when they are best used.

1.4 Critically evaluate research that links people management practice in organisations with improved employer outcomes.

Research linking people management practice to improved organisational effectiveness, including financial performance, customer satisfaction and people management outcomes. High performance work practices and bundles of good people management practice.

2 Understand current strategic practice in major areas of people management and development work.

2.1 Assess different approaches to the development of people management strategies.

Setting medium and long- term strategic objectives; emergent approaches to strategy- making; workforce planning; succession planning; organisational, team and individual development planning; environmental scanning; competitive positioning in labour markets. Communicating and implementing strategic plans.

2.2 Evaluate current developments in the fields of resourcing and performance management.

Core activities and current developments in the fields of recruitment, selection, employee retention, talent management, performance management and reward management.

2.3 Evaluate current developments in the fields of learning and development and organisational design and development.

Major theories and developments in practice in L&D, management development and organisational design and development; learning technologies; management development.

2.4 Evaluate current developments in the fields of employment relations, employee engagement and diversity and inclusion.

Union and non- union settings; informal working, the rise of the gig economy, the quality of work debate, employee involvement; discipline and grievance procedures. Developments in the field of employee engagement; wellbeing, stress management, employee voice, workplace flexibility. Developments in the field of equality, diversity and inclusion.

3 Understand the role and influence of people management professionals.

3.1 Examine the merits of the various ways in which people practice activities are organised and structured.

The variety of people practice roles (generalist and specialist); the structure of people management careers; major alternative ways of structuring the people practice function in organisations; the role of people consultants and providers of outsourced people services; working effectively with line managers and managers in other specialist functions; developing people management specialists and leaders; coaching, mentoring and consulting in different people practice contexts.

3.2 Critically assess the nature of ethics and professionalism in people practice and the role of the CIPD.

The role and objectives of the CIPD; interacting and networking with the people professional community; principles of professionalism and debates about professional management. Major ethical tensions and dilemmas faced by people managers and the ways these can be resolved; professional approaches to the management of the people management function.

3.3 Examine the major ways in which technology is changing the people management function in organisations.

Predictive data analytics, generative artificial intelligence, human resource information systems. Practical challenges associated with these and technological developments for people professionals: the pace of development, attracting and retaining expertise, training and development, managing change, associated costs and risks. Ethical challenges presented by data analytics and technological developments: reliability of data sources, data extraction and manipulation, reporting, data handling and compliance, GDPR, data sensitivity, potential for data security breach, managing risk and reputation.

3.4 Critically assess methods used to evaluate people management practices and interventions.

Employee surveys, focus groups and formal feedback exercises; evaluating return on investments; key people metrics and ratios; benchmarking; goal setting and auditing; effective human capital reporting. Contemporary and likely future developments in the evaluation of people management activity.

4 Understand ways in which people management practice varies in different contexts.

4.1 Analyse the advantages of partnering with external customers and suppliers to understand their current and future needs from a people practice perspective.

Gaining insight from external customers to inform people management and organisational strategy; methods of gathering data and feedback from external customers about people management performance; communicating and building relationships with larger external customers to inform people management practices; working with suppliers and external customers to ensure their people policies are in line with management expectations.

4.2 Examine the different issues and challenges facing people management professionals in different sectors.

People management practice in larger private corporations, public sector organisations, voluntary sector organisations, small and medium- sized enterprises, professional services organisations and different industrial sectors. Variation in the types of people management challenges, cultures and expectations in different organisational settings.

4.3 Assess how people management practice varies internationally.

Global cultural and institutional variation across the world of work and employment; effective structuring of international organisations; managing culturally diverse teams; global staffing strategies; international knowledge management; managing teams of expatriate staff at home and abroad; adopting a global mind- set to understand and improve relationships within and beyond the organisation.

4.4 Demonstrate an ability to build and maintain knowledge and understanding of developments relating to effective people management in different contexts.

Major contemporary research studies in the field of people management; major contemporary debates about current and future workplaces and people management practices; research undertaken, sponsored and published by the CIPD.

CIPD Level 7 Unit 7CO03 Assignment Example 2026

About this Unit

This unit is about supporting successful workers and promoting effective and ethical behaviours to champion better work and working lives and develop business acumen. The theories and concepts that underpin this subject are essential for promoting inclusiveness and influencing others through fair and transparent behaviours. Through core skillsets such as influencing and decision- making, this unit will promote understanding of how actions and inclusive behaviour impact on ethics and the organisation.

What you will Learn

You will critically assess different ethical standpoints in people practice and how ethical behaviour maintains high standards. You will consider business improvement in relation to working lives, evaluating the promotion of voice within organisations as well as the benefits and costs of collaborative methods, both internally and externally across a variety of business boundaries. You will learn how to achieve and maintain challenging business outcomes through an understanding of the business, and self- awareness and improvement to support your career progression. Additionally, you will justify the benefits of maintaining a passion for learning, evaluating the need for continuing professional development and the merits of evidence- based critical thinking. Finally, you will demonstrate behaviours associated with effective influencing and decisionmaking as well as assessing the benefits of networking.

Learning Outcome, Assessment Criteria and Indicative Content

1 Be able to model principles and values that promote inclusivity aimed at maximising the contribution that people make to organisations.

1.1 Make responsible decisions by considering different ethical perspectives.

Different versions of ethics; taking the lead in challenging all levels of the organisation to give balanced responses to the different ethical standpoints both internally and externally, maintaining high standards of ethical behaviour.

1.2 Enable people to have a meaningful voice by involving them in decisions that impact them.

Scope of voice; range of voice channels; access to voice channels; role of line managers in ensuring all team members have a voice; role of voice in decisionmaking.

1.3 Self-evaluate personal integrity and professional courage in relation to ethical practice.

Role- modelling consistent personal and professional integrity; challenging decisions and actions which are not ethical, explaining the organisational risks; challenging constructively and confidently in the face of opposition; demonstrating compassion, humanity and fairness in your approach; requiring others at all levels to do the same; promoting transparency.

1.4 Collaborate across organisation boundaries, cultures and other disciplines, including the value of embracing difference.

Working inclusively and collaboratively within and across organisational boundaries; embracing difference and using diversity to improve organisational performance; building trust, sharing knowledge, experience and skills; promoting positive attitudes and collaboration.

2 Be able to achieve and maintain challenging business outcomes for yourself and organisations.

2.1 Reflect on levels of self-awareness and self- management, leading to improved organisational success.

Various measures such as personality, productivity, quality and impact; managing time; organising and prioritising own work; work and non- work boundary management; managing stress.

2.2 Use business acumen to deliver commercial benefits and manage organisational resilience.

External and internal contexts of the organisation, including governance; business and financial acumen that delivers commercial benefits; awareness of how data relating to products, services and customers can provide insight into people solutions; leading and supporting change; resilience in the face of uncertainty and setbacks.

2.3 Demonstrate impactful behaviour that is aligned with wider organisational vision, values, strategies and plans.

Aligning behaviour with wider organisational vision, values, strategies and plans; a concern for business outputs and impact rather than just following processes; connecting with internal and external peers regularly to benchmark, share good practice and anticipate future trends to inform future priorities and practice.

3 Be able to apply learning to enhance personal effectiveness.

3.1 Demonstrate curiosity and passion for deep learning.

Continuous self- improvement through learning; sharing good practice with others; using feedback to improve; promoting an approach that includes a willingness to take risks.

3.2 Demonstrate continuing professional development that involves both planned learning and reflection.

The broad scope of CPD and the wide variety of methods; planned and reflective learning that spans the mental, emotional, physical and spiritual domains.

3.3 Network to enhance own career and contribution to organisational effectiveness.

Networking: for example, wellbeing clubs, LinkedIn learning, after work clubs; social networking; benchmarking self and organisation; career advancement and organisational success.

3.4 Share knowledge and learning to promote organisational success.

Promoting innovation and change; facilitating organic learning; creating efficiencies; reducing duplication of effort; promulgating an open and inclusive culture.

4 Be able to influence others during decision- making while showing courage and conviction.

4.1 Assess approaches to decision- making on complex issues, taking ownership to remedy mistakes.

Handling complex issues; decision- making models; managing risk in decisions; developing these behaviours in others; biases in decision- making; taking ownership when things go wrong.

4.2 Demonstrate appropriate influencing style to communicate and engage with different audiences.

Using a range of communication tools; making the complex clear; questioning and listening; influencing others at all levels; influencing techniques; ethical influencing.

4.3 Promote organisational improvement through courage, political acumen and the willingness to challenge.

Promoting organisational improvement through fostering a willingness to be brave, challenge people and practices, and use political acumen; leaders as role models, ‘doing the right thing’, moral and legal responsibilities, preparedness to view failure as an opportunity to enhance learning, emphasis on use of good judgement, evidence base for action, mutual respect, choice of language and communication channels, due regard for context and wider organisational reputation.

4.4 Use and apply evidence- based critical thinking in your work.

Conducting good research; questioning and testing of ideas without bias; thinking skills that produce deep understanding, insight and skill, including into financial data and technology; data analytics; the representation of people data in different ways (skills, profit, capability, cost, etc).

CIPD Level 7 Unit 7CO04 Assignment Example 2026

About this Unit

This unit contains the components to enable a systematic approach to define, design and undertake a business research project in people practice. It focuses on developing ability to produce an integrated report based on evidence and to include own recommendations and critical reflection.

What you will Learn

You will identify a people focused business issue and plan a business research project to address this and to add value to the organisation. A research aim and set of objectives will be determined to set the parameters of the study, with a critical review of relevant published literature to establish a set of research questions and to inform the project outcomes. You will learn how to write a research methodology that explains and justifies the research design, considers the potential limitations of this and how to address them, plus the ethical issues associated with your data collection. You will determine how to most effectively analyse and present your data, discussing the overall findings of the study and their implications for the organisation. From this you will draw conclusions and develop business focused recommendations, recognising the need to support these with an action plan for implementation along with a strategic cost benefit analysis to help present a persuasive business case. Finally, you will engage with critical reflection of the project completion, to identify how you could improve future project design and completion, as a part of your CPD.

Learning Outcome, Assessment Criteria and Indicative Content

1 Be able to plan a people practice business research project aimed at adding organisational value.

1.1 Justify terms of reference for the business project.

Develop and justify a research aim and objectives related to an identified business issue that relates to the management of people that has strategic relevance to a business.

1.2 Develop a critical literature review which will inform and address your research aim.

Use a range of appropriate sources, including academic journal papers and book chapters, textbooks, government and sector reports, research by professional bodies and other material; evaluate sources of evidence; structure a literature review, reading and writing critically.

1.3 Develop key research questions to address the project aim.

Analyse key findings from the published research to develop clear, concise and valid questions to explore within the primary research to achieve targeted results.

2 Be able to justify the most appropriate research methods to collect data for the chosen project.

2.1 Justify the most appropriate research methods to support the project’s intended outcomes.

Consider the appropriate research strategy and research design for the project, for example, qualitative and quantitative methods, surveys, questionnaires, interviews, focus groups, participant observation, probability and non- probability sampling.

2.2 Explain and justify the research sample.

Consider validity of the research design, face, content and ecological validity; appropriateness of research methods to achieve the research aim; possible threats to reliability of data collected. Consistency of results, participant and researcher bias, participant and researcher error, pilot, re- test; generalisability of findings, internal and external generalisability.

2.3 Critically assess the ethical issues surrounding data collection, usage and storage for the project.

Key principles of ethical research relating to data collection, analysis and storage; informed consent; confidentiality for interviewees and participants in the research.

3 Be able to analyse data to make decisions and provide business and people management insights.

3.1 Analyse raw data effectively.

Use appropriate methods to analyse quantitative and qualitative data to make sense of the findings.

3.2 Present data collected from primary research.

Select appropriate methods to present quantitative and qualitative data, transforming raw data into a form to make it possible to understand and interpret. Consider tables, charts, graphs and thematic narrative.

3.3 Discuss findings to address business issue.

Compare and contrast primary findings with secondary, assimilating evidenced ideas to identify themes to gain insight into issues key factors and wider implications of the organisation.

4 Be able to propose recommendations based on conclusions derived from the research and analysis.

4.1 Justify conclusions derived from analysis of key findings, which align to the terms of reference.

Draw on the research questions, literature review and data analysis to develop integrated, justified and well- informed conclusions; how to report these concisely and clearly in the report.

4.2 Propose business-focused recommendations, action points and a cost-benefit analysis.

Develop a set of recommendations derived from the project’s conclusions to address the business issue, with an associated action plan for implementation. Techniques of presenting a business case to persuade decision makers, potential costs, business benefits, impact and ROI.

4.3 Evaluate your experience of carrying out the research and compiling the report, including ways in which to improve future project design and delivery.

Skills of critical reflection to improve future actions. Identify strengths and weaknesses of project completion, analysis of research competencies, ways in which to improve future project design and delivery.

CIPD Level 7 Unit 7LD01 Assignment Example 2026

About this Unit

This unit focuses on the principles of organisational design and development. It examines the impact of change on organisational forms and deliberates the process of change through which adaptations are made to the ways in which structure, process and people work; the success of each is dependent on each other. It also examines the impact of change on working lives and the strategies for engaging employees and wider stakeholders in successful implementation. The unit also encourages reflection on the personal skills, techniques and behaviour that support effective organisational design and development work

What you will Learn

You will critically evaluate theory and concepts in relation to organisational design and development in order to understand the general principles and key issues that underpin them. You will examine the meaning and value of organisational design and development and review the rationale for and the complexity of organisational design, considering a range of organisational forms and discussing the contextual relevance of these within an environment demanding increasing flexibility and agility. You will also develop understanding of different methods and approaches to organisational development and how these align with organisational goals. Additionally, you will explore the role of people professionals in the creation of new organisational forms. Finally, you will examine responses and approaches to change, including strategies for employee engagement.

Learning Outcome, Assessment Criteria and Indicative Content

1 Understand the concepts and theories underpinning organisational design and development.

1.1 Critically evaluate the theoretical basis of organisational design and development.

Schools of thought connected with organisational design; different schools of thought and practice surrounding organisation development; behavioural science, social psychology, organisational psychology, motivation theory and job design and redesign, systems theory and application; organisational culture and values and how these are determined; new organisational paradigms; the relationship of organisation design and development with organisational performance.

1.2 Examine the context for organisational design and development.

External, internal and economic drivers for engagement with organisation design and development; context of change; the need for flexibility and agility; broad view of organisational forms including strategy and structure.

1.3 Evaluate the value and impact of organisational design and development.

How design vs development decisions may be reached; how people practice strategies can produce organisational design and development outcomes; establishing organisational KPIs, goals and success criteria; human impact and organisational people measures, for example retention, engagement; feedback from customers, customer perception; measuring effectiveness and cost vs benefit.

1.4 Evaluate key contextual variables and limitations that impact organisational design and development.

Impact of existing structure, size, geography, context, dynamism in the market and sector in which the organisation operates, etc; the nature of the business and organisational culture.

2 Understand the range of options for organisational design and how these may be implemented in practice.

2.1 Explain the factors that determine how organisational design decisions are made.

Design options and how the options are explored and selected – for example whole system in the room; the role of strategic planning and whether outcomes of structure can be meaningfully predicted; horizon scanning; models of organisational strategy development; the merits (and drawbacks) of having multiple/different structures within the same organisation.

2.2 Critically discuss organisational design options within a given context.

Strengths and limitations of organisational forms (flat, hierarchical, matrix structures and networked structures); contemporary alternative structures for example holacracy and self- managed teams; virtual organisations; designs applicable across a range of firm sizes and sectors; impact of local, regional and national culture and business systems on organisational design options.

2.3 Discuss different approaches to implementing organisational designs.

Piloting and prioritising; iterative transition process versus big bang change; influence of the context and other factors on the approach; evaluating and optimising the transition; importance of change ready culture; speed of change.

2.4 Examine the implications of organisational design for the creation of high- performance work systems.

Tensions between centralised control and devolved responsibility; human considerations – response to change and changed structures and responsibilities; implications where rapid/radical redesign is needed.

3 Understand approaches to organisational development as a means of enabling organisations to meet their goals.

3.1 Explain the rationale behind engagement with organisational development.

Need for systemic change; whole systems approach to change; alignment of organisational strategy, goals and purpose; institutionalising continuous improvement culture; need for improved coordination and communication.

3.2 Evaluate different organisational development frameworks.

Static vs dynamic models; Frameworks such as McKinsey 7S and Weisbord six box model; multi- level organisational development strategy; intervention models such as human process interventions, techno- structural interventions.

3.3 Assess the impact that the drivers for change have on the choice of transformation strategies.

Corporate reporting, for example correcting pay gaps and non- compliance in other areas; PESTEL factors; ethical people practice; how the context can influence specific modes of change.

3.4 Critically assess sources of evidence and data that support organisational development choices.

Data visualisation; assessing the quality and reliability of evidence; deciding which data to use and whether data needs to be sourced or is pre- existing; strengths and criticisms of diagnostic tools at individual, organisation and team level; descriptive, diagnostic, predictive and prescriptive analytics to predict/preempt situations.

4 Understand how organisational design and development contributes to effective change.

4.1 Discuss the challenges faced by practitioners when trying to implement holistic approaches to organisational development.

Making the case for change; coordination of individual- , group- , departmental- and strategic- level change; communicating change effectively to disparate groups; issues of parity when managing different types of change, (radical- incremental, the holistic nature of organisational development); power and politics; emergent approaches to change – including stimulating social movement, co- creation.

4.2 Examine reactions to organisational change and discuss why individuals may resist change.

Why resistance to change occurs; critique of models that predict resistance; implications for employee experience; resilience and readiness for change; how leaders impact the change process; Role of messaging, engagement and communication in the execution of change. Understanding human factors of change (for example emotional/mental response)

4.3 Examine strategies for engaging employees with organisational design and development initiatives.

Strategies for employee voice and involvement; co- creation; importance of consultation and risks associated with pseudo- consultation; tools and techniques – appreciative enquiry and dialogic approaches; design thinking.

4.4 Discuss the skills and behaviours that practitioners need in order to be able to implement organisational design and development interventions.

Consultancy skills; problem diagnosis; solution development and implementation; communication; personal resilience; coaching and mentoring; reflection; personal learning and development as key levers for transformation.

CIPD Level 7 Unit 7LD02 Assignment Example 2026

About this Unit

This unit focuses on the distinction between leaders and managers, including how these roles adjust in different contexts. It considers the full range of development interventions to ensure effective impact and how to use learning analytics to capture robust measures that contribute to organisational success. It covers the importance of appraising the complexities of leadership and management development in an international context.

What you will Learn

You will cover the differences between leadership and management in different contexts, evaluating the roles of leaders and managers and their typical knowledge, skills and behaviours. You will also critically discuss the merits of adopting strategic approaches to leadership and management development. Understanding of how learning needs analysis impacts programme design decisions and learning interventions will be developed as well as the importance of CPD for leaders and managers. You will compare metrics and evaluation models and how they can be applied, including the role of data and learning analytics to link leadership outcomes. Finally, you will understand how the development of international leaders and managers in a global context affects cultural and geographical boundaries, including issues faced by micro multinationals and SMEs operating globally.

Learning Outcome, Assessment Criteria and Indicative Content

1 Understand management and leadership within the wider organisational, social, political and cultural context.

1.1 Critically discuss the impact of external factors on the role of leadership and management development.

Definitions of leadership and management and how they differ; the role of leaders and managers in achieving organisational effectiveness and success; leaders and managers in the changing world of work; managing remotely; hybrid working; global teams and how these impact leadership and management development.

1.2 Evaluate how leadership and management structures are underpinned by organisational strategy.

The link between organisational strategy and organisational structures; how this impacts on the flow of targets, KPIs and objectives; the varying roles of managers and leaders within organisations. Leadership and management structures: matrix, flat, hierarchy. The extent to which leaders and managers are empowered and autonomous and can operate in an agile way.

1.3 Critically discuss the impact of organisational culture on the strategic approach to leadership and management development.

Different organisational cultures and their impact on approaches to leadership and management; leadership styles and types of managers, for example ethical leadership, autonomous leadership, disruptive leadership. Aligning leadership and management development to organisational culture, talent management, succession planning.

1.4 Critically analyse approaches to identifying leadership and management development needs.

The different requirements of a leader/manager; desired knowledge, skills, behaviours; future organisational needs. Approaches to performance review; competency frameworks; assessment of current performance and future potential; peer reviews; self- assessments; organisational data and metrics; use of PDPs.

2 Understand differences between a range of leadership and management development interventions.

2.1 Examine how programme design decisions are informed by the output of learning needs analysis.

Learning needs analysis to inform programme design. Differentiating between individual and collective needs; values based leadership; consideration of prior learning and experience; the role of professional bodies.

2.2 Critically discuss the design of leadership and management development programmes.

The appropriateness and value of tailored individual development programmes; the use of collective interventions; the integration of formal and informal learning interventions. The role of education and professional qualifications, face- to- face courses, project based learning, action learning, workshoping, on- the- job learning, coaching and mentoring and their impact.

2.3 Assess the contribution of technology in the development of leaders and managers.

The effective selection and use of digital technologies within a leadership and management development programme. Inclusion of synchronous (for example webinars) and asynchronous (for example discussion forums) activities; collaboration; communities of practice.

2.4 Analyse the importance of continuing professional development for leaders and managers.

The role of continuing professional development (CPD) for leaders and managers; integrating CPD into the roles undertaken by leaders and managers; outputs vs inputs approaches to CPD. Reflective and reflexive practices and their impact. Role of professional development plan for leaders and managers; role of professional learning networks and leadership and management professional bodies.

3 Understand the outcomes of leadership and management development programmes.

3.1 Evaluate a range of analytics used to measure the effectiveness of leadership and management development.

Organisational performance metrics; impact of leadership and management roles on the meeting of KPIs; meeting of team and individual targets; engagement surveys; retention; customer feedback and complaints; employee voice and participation; risk and safety management.

3.2 Evaluate how models of impact measurement are applied to leadership and management development activity.

Review key evaluation theories to include LTEM, Brinkerhoff success case study method, Weinbauer- Heidel model, Kirkpatrick (Katzel, Phillips), the CIPD’s RAM model; return on expectations (as identified in the analysis phase); investment and return on stakeholder expectation; application of impact measurement models to leadership and management development interventions.

3.3 Critically discuss the challenges associated with impact measurement of leadership and management development.

Implications of the time lag between identification, design and delivery of leadership and management development and visibility of results. The complex nature of leadership and management development impacts on choice of evaluation method. Leadership and management role changes and turnover; individual capabilities and potential; lack of observation of skill and behaviour in the workplace; cultures of unaccountability. Opportunity to apply learning and innovate.

3.4 Analyse the links between leadership and management development and organisational success.

The application of data and learning analytics within leadership and management development impact measurement; establishing credible data to evaluate leadership and management development. Links with organisational KPIs and future organisational needs; other factors impacting performance, internal and external; lack of organisational focus, loss of customers, economic downturn and its effects on business.

4 Understand the development of international managers and leaders so that they can operate in a global context.

4.1 Evaluate the complexities that arise when managing across cultural and geographic boundaries.

Management and leadership in differing cultural contexts; managing across cultural boundaries and geographies, language, time zones, technology and how they impact national and international leadership and management development.

4.2 Contrast between leadership and management development across micro multinationals and small and medium enterprises.

Typical structure of micro, small and medium organisations operating across international boundaries; challenges of developing global leaders within micro multinationals and SMEs operating across international boundaries; managing leadership and management development pipelines in small firms operating at international scale.

4.3 Critically analyse the competencies required of international managers and leaders.

Intercultural competences; managing and leading multicultural teams; conflict resolution within diverse groups. Bias, ethical practice, clarity of communication and language, gender difference and stereotype, different interpretations and perceptions relating to diversity and equality practices and definitions.

4.4 Critically analyse the design of global leadership and management development programmes.

Identification of differing needs of global managers; competency frameworks, cultural awareness, equality, diversity and inclusion. Developing and delivering global LMD; emergent v specified, home v host delivery, utilisation of digital learning, remote mentoring, action learning. Importance of learning transfer and evaluation; selection of appropriate evaluation methods.

CIPD Level 7 Unit 7LD03 Assignment Example 2026

About this Unit

This unit focuses on the significance of learning design and delivery considering the organisational context and the needs to be addressed. It explores the theories and models of learning design, both traditional and contemporary, the range of delivery modes and the impact of the learning experience on the transfer of learning into the organisation. It considers the importance of analysing data from learning interventions resulting in meaningful and purposeful learning design.

What you will Learn

You will critically analyse how organisational approaches to learning are impacted by different contexts and the external environment. You will discuss ways in which robust learning strategies and policies are developed and undertake critical analysis of organisational approaches to learning in external and internal contexts. You will evaluate methods through which learning data may be obtained and how it relates to learning needs. You will also critically discuss the differences between a learning gap and a development gap. The importance of design and delivery of learning and the requirements for differentiated approaches will be covered. Finally, you will review the role of impact measurement and how learning professionals develop awareness of impact cultures within organisations.

Learning Outcome, Assessment Criteria and Indicative Content

1 Understand how learning is impacted by both the external environment and internal organisational context.

1.1 Discuss how learning strategies and policies are impacted by internal and external factors.

Developing learning strategy and policy: definitions and characteristics of learning strategy and policy; integration with business strategy (vertical alignment) and people practice strategy (horizontal alignment). External environment and internal context: definitions of learning and development; an exploration of contextual factors impacting learning, including national and sector trends, skill shortages/ the war for talent; the changing nature of the employment relationship. Influence of internal environment and organisational context: its size, life stage, structure and culture, its support and drive for L&D; structure of learning provision in a variety of organisational contexts, including MNCs, public/private sector, and SMEs.

1.2 Critically discuss how learning professionals develop and manage relationships with varying stakeholder groups.

Stakeholder relationships: power and politics and their impact on learning and development; identifying stakeholders; stakeholder management and developing productive working relationships; understanding stakeholder needs and responding to these.

1.3 Propose a business case for investment in learning and development activities that deliver value.

Definition of a business case; elements of a business case; producing business cases; critical analysis of options for L&D; developing persuasive arguments for investment in learning and development; identification of benefits and potential impact. Gaining of key stakeholder support.

2 Understand the importance of learning needs assessment to inform the design process.

2.1 Analyse how changes in the external environment and organisation strategy may create learning needs.

The external factors that can create learning needs: linkage between organisational strategy in the external context and identification of learning needs; analysis of learning needs at different levels – individual, team/group, organisation; how learning needs inform the design of learning objectives to meet organisational outcomes. Impact of existing and emerging technologies and future business goals.

2.2 Evaluate tools and approaches used to identify organisational learning needs.

Analyse sources of organisational learning needs; internal and external factors, current and future business strategies, demand for skills. Identification of organisational learning needs, professional frameworks/maps; hierarchical task analysis, PESTLE/SWOT analysis. Utilisation of organisational data; sales trends, stakeholder surveys, critical incidents.

2.3 Evaluate tools and approaches used to identify individual learning needs.

Importance of adopting a holistic approach in line with organisational learning needs analysis and L&D strategies. Planning frequency, extent of needs analysis and most appropriate methods; capability analysis, competency frameworks, performance reviews, performance consulting. Differentiate needs in terms of knowledge, skills and behavioural requirements; consider attitudes, bias and process limitations of needs analysis

2.4 Critically evaluate the difference between a performance gap and a development gap.

Definitions of performance and development gaps; performance gaps have an impact on organisational metrics and success; development gaps cover individual and team needs; differences between performance and development gaps; causes of performance and development gaps. Immediate, mediumterm and long- term performance and development gaps

3 Understand the role of impact measurement within the learning process.

3.1 Critically review approaches to impact measurement of learning events.

Role of the employee, manager and senior leader in the design process; designing learning to maximise participant engagement, learning transfer and impact; theories and models of learning transfer including the LTEM, Kirkpatrick (Katzel, Phillips) Brinkerhoff success case study method, Weinbauer- Heidel, CIPD RAM model; return on expectations (as identified in the analysis phase); investment and return on stakeholder expectation; evaluating the contextual appropriateness of individual evaluation models/frameworks.

3.2 Discuss how to overcome the barriers faced by learning professionals with respect to the evaluation of learning events.

Barriers to evaluation: exploration of organisational barriers to evaluation of learning; problematic nature of L&D impact measurement: implications of the time lag between identification, design and delivery of learning programmes and visibility of results. The complex nature of L&D and impacts on choice of evaluation method. Difficulties isolating the impact of L&D initiatives due to other factors contributing to performance; lack of learning team visibility in the organisation; lack of observation of skill and behaviour in the workplace; cultures of unaccountability.

3.3 Critically analyse the role of data and the application of learning analytics within the impact measurement process.

Role of data and learning analytics in evaluation: sources of data; data management; management of the evaluation process to include collection and analysis of data. Role of hypothesis in data use. Access and ownership of data. Challenges in complex data analysis. Role of descriptive, inferential, predictive or prescriptive analytics. Use of data visualisation and its application.

3.4 Analyse how learning professionals may develop cultures of impact awareness within organisations.

Developing cultures of impact awareness: stakeholder roles in the identification and evaluation process; the role of the L&D professional in developing a culture of evaluation; how participant engagement with learning (and subsequent impact) is affected by learning design and delivery, addressing any stakeholders’ negativity. The role and relevance of ROI and ROE (return on investment/expectation). To what extent employees see the relevance and application of any formal learning intervention. The role of employee, line manager, leadership team in establishing an impact culture.

4 Understand the importance of design and delivery of learning events in context.

4.1 Analyse how learning needs analysis informs the development of learning objectives.

Translating learning needs into learning objectives: defining a learning objective; translating identified learning needs into concise, relevant, organisation performance- linked objectives; examples of learning objectives; importance of clear objectives in enabling evaluation of learning.

4.2 Critically discuss a variety of learning theories, demonstrating how they inform the design of specific learning interventions.

Learning theories to include behaviourism, cognitivism, constructivism, social/ situational learning, human- centred, and their impact on the design of learning events; linking learning theories and the design of learning interventions. How theories have evolved with the impact of cognitive, motivation and neuroscience advances (for example the debate around the relevance and validity of learning styles).

4.3 Analyse how learning professionals design learning and development initiatives to accommodate individual preferences and needs to help maximise learning transfer.

Consider the debate associated with the relevance and validity of learning styles, VARK, multiple intelligences, Kolb, Honey & Mumford, recognising the need for a variety of methods when designing any learning; the delivery of blended learning. Adult learning theory; factors to consider to maximise their engagement in learning activities. The importance of considering and accommodating different individual needs; the physical environment, access needs, logistics of the programme, language, cultural expectations, disabilities, such as impaired hearing/vision.

4.4 Critically appraise a variety of methods of delivering learning, including the impact of choice.

Individual and collective and collaborative learning; formal and informal methods including classroom training; role play; simulations; coaching and mentoring; self- directed learning; social and peer- to- peer learning; presentation and delivery skills; communities of practice; the use of existing and emerging technology within the design and delivery of learning (to include e- learning and blended learning); awareness of the contextual applicability of a variety of learning approaches.

CIPD Level 7 Unit 7OS01 Assignment Example 2026

About this Unit

This unit focuses on the major principles that underpin employment law, the defences which are available to employers and the remedies that claimants seek when they bring their cases to court. It examines the more common issues relating to employment law which arise in organisations with a view to preparing a defence or helping to settle claims ahead of a hearing. Integral to this is the legal system, the main sources of law and the evolution of contemporary employment regulation in the UK.

What you will Learn

You will develop a broad understanding of UK employment law and the legal framework for employment regulation in the UK. You will explain the major sources of employment law and its evolution, the role and function of the courts and other employment law institutions and the principles of law in the fields of precedent, vicarious liability and continuity of employment. You will cover the Equality Act and its application, including interpretation of the protected characteristics aimed at protecting workers from unlawful acts of discrimination. You will analyse the principles that underpin contracts of employment and debate the principles of wrongful, constructive and unfair dismissal. Finally, you will summarise the law in relation to health and safety at work and personal injury, the regulation of hours and wages, maternity and parental employment rights and the regulations relating to confidentiality at work.

Learning Outcome, Assessment Criteria and Indicative Content

1 Understand the legal framework for employment regulation in the UK.

1.1 Discuss the major sources of employment law and its evolution, including the major employment rights.

The past, present and future development of employment regulation in the UK and debates about these; the major sources of employment law (statute, common law, EU). Possible future developments in employment regulation.

1.2 Explain the role and function of the courts and other institutions responsible for the administration of employment law.

The roles played by legal and quasi- legal institutions which administer and enforce employment law (employment tribunals, appeal courts, common law courts, ACAS, the Health and Safety Executive, the Information Commissioner, the Central Arbitration Committee, the Certification Officer; major employment tribunal rules and procedures.

1.3 Explain employment status and the legal tests used to establish to whom different employment rights apply.

The distinction between employees, workers and self- employed persons; the major employment rights and the groups to whom they do and do not apply. Legal tests used to establish employment status; the control test, the integration test and the multiple test. Case law on worker status and bogus self- employment

1.4 Critically evaluate the principles of the law in the fields of precedent, vicarious liability and continuity of employment.

The role of case law in setting precedent, the impact of key case decisions on prevailing practice. The significance of vicarious liability for employers, responsibility for the welfare of employees, contractors and visitors; the importance of protecting organisational reputation by managing others’ actions, clear policies and practices, adequate training and development to protect organisational interests. Continuity of employment; day one employment rights, rights which accrue with service, including notice periods, statutory redundancy pay, maternity/paternity rights, implications for employees.

2 Understand regulations that aim to protect employees from unlawful acts of discrimination.

2.1 Assess the protected characteristics covered by the Equality Act 2010 and its operation.

Protected characteristics (sex, race, disability, age, sexual orientation, religion and belief, marital status and civil partnership, gender reassignment, pregnancy and maternity); alternative types of claim. Debates about the creation of possible new protected characteristics.

2.2 Evaluate the defences that respondents deploy in discrimination cases and remedies.

Tests applied by courts when determining rulings and debates about these; remedies and awards (financial losses, injury to feelings).

2.3 Explain the principles of equal pay law and regulation on pay gap reporting.

Principles of equal pay law: types of claim, equal pay for work of equal value, like work, work rated as equivalent, defences; significance of market rates, job evaluation process and outcomes, genuine material factors affecting salary and wage differentials. Remedies: declaration, compensation.

Regulation on pay gap reporting: mandatory pay reporting, relevant employer, definition of an employee for reporting purposes, part- time workers and job- sharers, data required for disclosure.

2.4 Assess the management of employment law in respect of specific groups of employees.

Law protecting the rights of part- time workers, fixed- term employees, agency workers, members of trade unions, whistle- blowers and former offenders.

3 Understand law in relation to establishment, alteration and termination of employment contracts.

3.1 Analyse the principles that underpin the law on different types of employment contracts, including their practical significance for organisations.

Express and implied terms; common law duties; establishing a contract of employment; lawful ways to change contracts of employment.

3.2 Debate the principles of the law of wrongful, constructive and unfair dismissal.

Differences between different types of dismissal, qualification requirements, lawful reasons for dismissal, remedies.

3.3 Examine the test of reasonableness in unfair dismissal law and its practical implications for organisations.

Five fair reasons for dismissal, importance of procedural fairness when dismissing employees, right to be accompanied, notice periods, pay and other contractual obligations, defences in unfair dismissal law; settling unfair dismissal claims.

3.4 Explain the process of complying with the law on redundancy and transfers of undertakings.

Selecting people for redundancy; consultation requirements; severance payments; trial periods; rights of employees in insolvent companies; relevant transfers; major rights of transferred employees.

4 Understand compliance in relation to further regulations relevant to major areas of people practice.

4.1 Explain the law on health and safety at work and personal injury.

The Health and Safety at Work Act and other major health and safety regulations; personal injury law; dealing lawfully with cases concerning stress and mental breakdown.

4.2 Discuss the principles underpinning regulation on hours and wages.

The National Living Wage and the National Minimum Wage; lawful and unlawful deductions from wages; statutory sick pay; the Working Time Regulations; statutory holiday entitlements.

4.3 Explain maternity and parental employment rights, including the requirements of flexible working employment legislation.

Statutory maternity pay and leave, time off for antenatal care, statutory paternity pay and leave, statutory adoption pay and leave, shared parental leave, time off for emergencies, time off for dependants; right to request flexible working, fair reasons for refusal.

4.4 Evaluate collective employment law and regulations relating to confidentiality at work.

Data protection and regulations relating to privacy at work; collective employment rights; collective and trade union recognition bargaining rights; the law relating to industrial action.

CIPD Level 7 Unit 7OS02 Assignment Example 2026

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