Professional behaviours and valuing people

Appraise what it means to be a people professional.

What that asks for: Judge the value or quality of something, with reasons. Your view has to be visible.

Recognise how personal and ethical values can be applied in the context of people practice.

What that asks for: Show you can identify it in a real situation, not just define it.

Consider the importance of people professionals contributing to discussions in an informed, clear and confident way to influence others.

What that asks for: Weigh it up and say what you make of it. Lighter than evaluate, but still a view rather than a description.

Recognise when and how you would raise matters which conflict with ethical values or legislation.

What that asks for: Show you can identify it in a real situation, not just define it.

Argue the human and business benefits of people feeling included, valued, and fairly treated at work linking to related theory.

What that asks for: Take a position and defend it with evidence. Neutrality fails this one.

Discuss strategies for designing and ensuring inclusive people practices.

What that asks for: Set out more than one view and show how they relate. A one-sided answer is the usual miss.

Reflect on your own approach to working inclusively and building positive working relationships with others.

What that asks for: Write about your own practice and what changed because of it. First person is correct here, and the outcome matters more than the account.

Explore how the role of a people professional is evolving and the implications this has for continuing professional development.

What that asks for: Look at it from more than one angle and follow where it leads. Breadth counts for more than a verdict here.

Assess your strengths, weaknesses and development areas based on self-assessment and feedback from others.

What that asks for: Judge the significance or extent of something. Close to evaluate, but the emphasis is on how much it matters.

Formulate a range of formal and/or informal continuing professional development (CPD) activities to support your learning journey.

What that asks for: Produce the actual thing — a plan, a set of activities — not a description of what one would contain.

Reflect on the impact of your continuing professional development activities on own behaviour and performance.

What that asks for: Write about your own practice and what changed because of it. First person is correct here, and the outcome matters more than the account.