5OS05
Equality, diversity and inclusion
Scenario
Your organisation, Service Sector Solutions Ltd is a public sector services outsourcing business that prides itself on delivering services on behalf of clients in a more efficient and cost-effective way. A significant proportion of growth comes from successful wins from clients mainly in the public sector although outsourcing for the private sector is a potential market for further growth.
Submissions of bids include statements on corporate social responsibility and adherence to equality, diversity and inclusion practices and legislation.
Service Sector Solutions Ltd has recently completed an employee engagement survey for its 15,000 employees, in which key findings and feedback from the employees has highlighted:
• more needs to be done to promote an environment that promotes equality, diversity and inclusion.
• there is an under representation of female and multi-ethnic representation in leadership and managerial roles within the organisation.
• there is not a culture that celebrates equality, diversity and inclusion events.
In addition, there has recently been a high number of employment tribunal cases, which have cited allegations of discrimination from both existing and ex-employees.
The board has requested that you as the Equality, Diversity and Inclusion Manager produce a report that covers the value of equality, diversity and inclusion in the workplace and provides strategy to implement within the organisation.
To achieve this, you are required to produce a report that consists of three sections. You should provide a written response to each point in each section, making appropriate use of academic theory and practical examples to expand your response and illustrate key points.
To help the reader, please use headings and assessment criteria references to signpost the assessment criteria being addressed. Please refer to word count policy.
Section One
Section one should provide the Board with an understanding of the importance of embracing equality, diversity and inclusion practices in organisations.
You are required to:
1. Assess the value of equality, diversity and inclusion in organisations for employees, customers and wider stakeholders. (AC 1.1)
2. Explain the key elements of anti-discrimination legislation and regulation associated with equality, diversity and inclusion. (AC 1.2)
3. Identify the barriers to achieving equality, diversity and inclusion in organisations. (AC 1.3)
SECTION ONE
Your evidence must consist of:
• Written responses to each of the three instructions above.
• Approximately 1300 words in total, refer to CIPD word count policy.
Section Two
Section two requires an in-depth review to show how equality, diversity and inclusion is reflected and promoted in the organisation.
You are required to:
4. Conduct an organisational review of three people practices, gauging the strengths and limitations in respect of equality, diversity and inclusion. (AC 2.1)
5. Conduct an equality impact assessment (EqIA) to ensure that there are no disproportionate impacts on protected individuals or groups. (AC 2.2)
6. Recommend approaches to strengthen and measure equality, diversity and inclusion within organisational policies and practices. (AC 2.3)
There is no requirement to include evidence of the use of references to wider reading for AC 2.1, AC 2.2 and AC 2.3.
SECTION TWO
Your evidence must consist of:
• Written responses to each of the three instructions above.
• Approximately 1300 words in total, refer to CIPD word count policy.
Section Three
Section three should recommend approaches to embed a culture of equality, diversity and inclusion, and the role leaders and managers play in achieving this.
You are required to:
7. Evaluate the role managers and leaders play in creating an organisational culture which fully embraces equality, diversity and inclusion. (AC 3.1)
8. Recommend approaches that organisations can take to celebrate difference and engender a culture of equality, diversity and inclusion among workers and other stakeholders. (AC 3.2)
9. Develop approaches to measure and monitor the impact of an equality, diversity and inclusion organisational culture. (AC 3.3)
SECTION THREE
Your evidence must consist of:
• Written responses to each of the three instructions above.
• Approximately 1300 words in total, refer to CIPD word count policy.
Assessment Criteria Evidence Checklist
You may find the following checklist helpful to make sure that you have included the required evidence to meet the task. This is not a mandatory requirement as long as it is clear in your submission where the assessment criteria have been met.
Section 1
Assessment criteria Evidenced
Y/N Evidence reference
1.1 Assess the value of equality, diversity and inclusion in organisations for employees, customers and wider stakeholders.
1.2 Explain the key aspects of antidiscrimination legislation and regulation associated with equality, diversity and inclusion.
1.3 Identify the barriers to achieving equality, diversity and inclusion in organisations.
Section 2
Assessment criteria Evidenced
Y/N Evidence reference
2.1 Conduct an organisational review to improve equality, diversity and inclusion in an organisational context.
2.2 Conduct an equality impact assessment (EqIA) to ensure that there are no disproportionate impacts on protected individuals or groups.
2.3 Recommend approaches to strengthen and measure equality, diversity and inclusion within organisational policies and practices.
Section 3
Assessment criteria Evidenced
Y/N Evidence reference
3.1 Evaluate the role managers and leaders play in creating an organisational culture which fully embraces equality, diversity and inclusion.
3.2 Recommend approaches that organisations can take to celebrate difference and engender a culture of equality, diversity and inclusion among workers and other stakeholders.
3.3 Develop approaches to measure and monitor the impact of an equality diversity and inclusion organisational culture.
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 17 Fail
18 to 22 Low Pass
23 to 29 Pass
30 to 36 High Pass
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.
Insufficient or no evidence of the use of wider reading to help inform 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.
Sufficient evidence of appropriate wider reading to help inform answer. Satisfactory in-text referencing.
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.
Good evidence of appropriate wider reading to help inform answer. A good standard of in-text referencing.
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.
Considerable evidence of appropriate wider reading to inform answer. An excellent standard of in-text referencing.
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.
* Evidence of wider reading is an important feature of assessments at this level. However, whilst a good and appropriate level of this should be seen across the assessment, there is no requirement for references to appear within every AC response. The following AC(s) do not require referencing: AC 2.1, AC 2.2 and AC 2.3.