3CO03 Core Behaviours for People Professionals is the third of four mandatory core units in the CIPD Level 3 Foundation Certificate in People Practice. It carries 6 credits, with 30 Guided Learning Hours (GLH) and a Total Unit Time (TUT) of 60 hours. This unit is distinctive within the qualification because it focuses not on what people professionals know or do but on how they behave: the ethical principles, professional values, inclusive practices, and commitment to continuous development that define a competent, credible, and principled people practitioner.
While units 3CO01 and 3CO02 develop contextual understanding and analytical competence, and 3CO04 covers the practical activities of people practice, 3CO03 addresses the behavioural foundations that underpin all professional activity. It is rooted in the CIPD’s Profession Map, which establishes the core behaviours expected of all people professionals at every career stage: ethical practice, professional courage and influence, valuing people, and working inclusively. At Foundation level, these behaviours manifest as understanding ethical principles, conforming to relevant regulation, demonstrating inclusive working, maintaining professional curiosity, and engaging in reflective continuous professional development.
This unit is also the most personally reflective in the qualification. Whereas other units can be answered primarily through theoretical analysis and organisational examples, 3CO03 explicitly requires learners to draw on their own professional experience, provide personal examples of ethical behaviour and compliance, demonstrate inclusive and collaborative working behaviours, and produce a reflective CPD record documenting their own professional development. This personal dimension makes 3CO03 unique in its assessment demands and its potential to develop genuine professional self-awareness.
This guide provides a comprehensive exploration of the unit’s content, assessment criteria, underpinning theories and frameworks, reflective practice models, CPD record guidance, and detailed practical tips for producing competitive assignment submissions.
Learning Outcomes and Assessment Criteria
The unit is structured around two learning outcomes containing five assessment criteria. The table below provides the complete mapping:
| AC | Assessment Criterion | Command Verb | Key Requirement |
| 1.1 | Explain ethical principles and professional values including how these can inform approaches to work | Explain | Definitions + personal/organisational examples |
| 1.2 | Specify ways in which you conform consistently with relevant regulation and law within the context of ethics and professional practice | Specify | Personal examples of legal compliance |
| 2.1 | Summarise ways of demonstrating respectful and inclusive working in relation to: contributing views, clarifying issues, and working as part of a team | Summarise | Personal examples across three sub-areas |
| 2.2 | Recommend ways in which you can show inquisitiveness about issues and developments in the people profession and the wider world of work | Recommend | Practical, forward-looking CPD methods |
| 2.3 | Demonstrate proactive approaches to developing, recording, and reflecting on your professional knowledge, skills, and experience | Demonstrate | CPD record + reflective commentary on 3 activities |
Learning Outcome 1: Ethics and Professional Practice
Learning Outcome 1 requires learners to understand insightful approaches to supporting and maintaining ethics and professional practice. It establishes the moral and regulatory foundations upon which all people professional activity should be built.
Ethical Principles and Professional Values (AC 1.1)
AC 1.1 requires learners to explain ethical principles and professional values and demonstrate how these inform approaches to work. This criterion has two distinct components that must both be addressed: the theoretical understanding of ethics and values, and their practical application.
Ethical Principles
Ethical principles are fundamental moral standards that guide human behaviour and decision-making. They serve as a moral compass that helps individuals and organisations distinguish between right and wrong, fair and unfair, just and unjust. Unlike rules or regulations, ethical principles are universal in aspiration and require judgement in their application, as competing principles may sometimes create ethical dilemmas that demand careful deliberation (Fisher and Lovell, 2022).
| Ethical Principle | Description | Application in People Practice |
| Integrity | Acting honestly and transparently, even when it is difficult or unpopular; ensuring consistency between words and actions | Presenting accurate workforce data to senior leaders even when the findings are uncomfortable; refusing to manipulate recruitment outcomes under managerial pressure |
| Fairness | Treating all individuals equitably and without discrimination; ensuring processes are consistently applied and justly administered | Applying the same disciplinary standards to all employees regardless of seniority; ensuring equal access to training and development opportunities |
| Respect | Recognising the inherent dignity of every individual; valuing diverse perspectives and treating others as they wish to be treated | Listening attentively to employee concerns during consultation; protecting personal data and confidentiality; accommodating diverse needs and preferences |
| Responsibility | Accepting accountability for one’s actions, decisions, and their consequences; acting as stewards of organisational resources and trust | Taking ownership of errors in recruitment processes; proactively flagging compliance risks to management rather than waiting for problems to emerge |
| Courage | Willingness to challenge unethical behaviour, speak truth to power, and make difficult decisions when necessary | Challenging a manager who proposes discriminatory selection criteria; raising concerns about unsafe working practices; advocating for employees in vulnerable positions |
Professional Values
Professional values are the specific standards, qualities, and commitments that define competent practice within a profession. While ethical principles are universal, professional values are shaped by the expectations of a particular professional community. For people professionals, the CIPD’s Code of Professional Conduct (CIPD, 2023) establishes four core principles that define professional values:
| CIPD Principle | Meaning | Practical Implication |
| Stewardship | Acting in the long-term interest of the profession and wider society, not merely short-term organisational benefit | Considering the broader societal impact of people practices; promoting sustainable employment practices; contributing to the profession’s reputation |
| Integrity | Maintaining honesty, accuracy, and ethical standards in all professional dealings | Being truthful in communications; accurately representing qualifications and competence; declaring conflicts of interest |
| Professional Behaviour and Competence | Maintaining and developing the knowledge and skills necessary to practise competently | Engaging in continuous professional development; seeking feedback on practice; staying current with employment legislation and HR developments |
| Representation of the Profession | Acting in ways that enhance respect for and confidence in the people profession | Conducting oneself professionally in all interactions; sharing good practice; mentoring less experienced colleagues; upholding the profession’s public standing |
The strongest answers to AC 1.1 provide at least one concrete personal or organisational example of how ethical principles or professional values have informed a specific workplace decision or behaviour. For instance, a learner might describe a situation where they challenged a proposed recruitment approach that would have inadvertently discriminated against older applicants, explaining how the ethical principle of fairness and the CIPD’s professional value of integrity guided their decision to speak up.
Conforming with Regulation and Law (AC 1.2)
AC 1.2 requires learners to specify ways in which they personally conform with relevant regulation and law within the context of ethics and professional practice. The command verb ‘specify’ demands concrete, particular examples rather than general statements about legal compliance.
People professionals operate within a dense legislative framework that includes employment law, data protection regulation, equality law, health and safety obligations, and sector-specific regulatory requirements. AC 1.2 does not require an encyclopaedic recitation of all applicable legislation but rather a focused demonstration that the learner understands how specific laws and regulations shape their professional behaviour and that they actively conform to these requirements in their daily practice.
| Legislation / Regulation | Core Requirement | How a People Professional Conforms |
| Equality Act 2010 | Prohibits discrimination based on nine protected characteristics in employment, including recruitment, terms, and dismissal | Using objective, job-related selection criteria; conducting equality impact assessments; ensuring reasonable adjustments for disabled employees; monitoring pay equity |
| UK GDPR / Data Protection Act 2018 | Requires lawful, fair, and transparent processing of personal data, with specific provisions for sensitive employee data | Limiting access to personnel files; obtaining consent where required; conducting data protection impact assessments; managing subject access requests within statutory timeframes |
| Employment Rights Act 1996 | Establishes rights including unfair dismissal protection, redundancy entitlements, and written statement of employment particulars | Ensuring disciplinary processes follow fair procedure; providing written contracts from day one of employment; calculating redundancy entitlements accurately |
| Health and Safety at Work Act 1974 | Places duties on employers to ensure, so far as reasonably practicable, the health, safety, and welfare of employees | Conducting workplace risk assessments; supporting occupational health referrals; ensuring safe working environments for remote and hybrid workers |
| CIPD Code of Professional Conduct | Requires CIPD members to demonstrate integrity, stewardship, competence, and represent the profession positively | Maintaining CPD records; acting within competence boundaries; declaring conflicts of interest; reporting breaches of professional standards |
Learners should select two or three pieces of legislation and provide personal examples of how they conform to each. For example, a learner might describe how they handle employee data requests in accordance with the UK GDPR, ensuring that only the minimum necessary data is shared, that sensitive health information is processed with appropriate safeguards, and that data retention schedules are adhered to. The personal, experiential dimension is essential: generic descriptions of legislation without evidence of personal conformity will not achieve a strong pass.
Learning Outcome 2: Inclusive Working, Inquisitiveness, and CPD
Learning Outcome 2 shifts from the ethical and legal foundations covered in LO1 to the behavioural competencies that people professionals must actively demonstrate: inclusive and respectful working, intellectual curiosity about the profession, and a structured commitment to continuous professional development.
Demonstrating Respectful and Inclusive Working (AC 2.1)
AC 2.1 requires learners to summarise ways of demonstrating respectful and inclusive working in relation to three specific sub-areas: contributing views and opinions, clarifying problems and issues, and working effectively as part of a team. Each sub-area must be addressed separately with specific examples.
| Sub-Area | What ‘Good’ Looks Like | Competitive Example Approach |
| Contributing Views and Opinions | Sharing perspectives confidently and constructively, even when they differ from the majority; using evidence to support contributions; encouraging quieter colleagues to contribute; challenging proposals respectfully while remaining open to counter-arguments | Describe a specific meeting or project where you contributed a view that challenged the status quo. Explain the evidence or reasoning behind your contribution, how it was received, and what the outcome was. Demonstrate professional courage alongside respect for others’ perspectives. |
| Clarifying Problems and Issues | Asking probing questions to understand root causes; summarising complex information for non-specialist audiences; using data and evidence to diagnose issues accurately; avoiding assumptions and seeking multiple perspectives | Describe a situation where you identified confusion or ambiguity within the team and took proactive steps to clarify the issue. Explain the methods you used (data analysis, stakeholder consultation, process mapping) and how the clarification improved outcomes. |
| Working Effectively as Part of a Team | Supporting colleagues, sharing workload, meeting commitments, communicating openly, adapting to different working styles, managing conflict constructively, and contributing to a psychologically safe team environment | Describe a specific team project or collaborative effort where you played an active supportive role. Explain how you adapted to the team’s needs, supported others, managed any tensions, and contributed to a successful collective outcome. Reference Belbin’s (2022) team role theory or Tuckman’s model if appropriate. |
The CIPD’s Profession Map (2023) positions inclusive working as a core behaviour that runs through all aspects of people professional practice. Inclusive working is not merely about compliance with the Equality Act 2010 but about creating an environment where every individual feels valued, heard, and able to contribute their best. Kandola (2023) argues that true inclusion requires active effort and conscious behaviours, not merely the absence of discrimination. Learners should demonstrate that their inclusive behaviours are deliberate, intentional, and reflective, not accidental or passive.
Showing Inquisitiveness About the Profession (AC 2.2)
AC 2.2 requires learners to recommend ways of demonstrating inquisitiveness about issues and developments in the people profession and the wider world of work. The command verb ‘recommend’ requires forward-looking, practical suggestions rather than merely describing what has already been done.
Professional inquisitiveness is the habit of staying curious, informed, and engaged with developments in the field. For people professionals, this is not optional but essential, given the pace of change in employment law, technology, workforce demographics, and organisational design. The CIPD (2024a) identifies professional curiosity as a distinguishing characteristic of effective practitioners who add strategic value to their organisations.
| Method | Description | Practical Application |
| CIPD Resources | Regularly reviewing CIPD factsheets, research reports, People Management magazine, and CIPD podcasts to stay current with professional thinking and evidence | Setting a weekly schedule to read at least one CIPD factsheet; subscribing to the CIPD’s weekly email digest; listening to podcasts during commuting time |
| Professional Networking | Engaging with professional communities through CIPD branch events, LinkedIn HR groups, specialist forums, and cross-organisational learning networks | Attending quarterly CIPD branch meetings; joining LinkedIn groups such as ‘HR Professionals UK’; participating in online discussions about current HR topics |
| Employment Law Updates | Monitoring changes to legislation, case law, and statutory guidance that affect people practice, particularly during periods of significant reform | Subscribing to ACAS and government email alerts for legislative changes; attending employment law update seminars; reviewing implications for organisational policies |
| Cross-Functional Learning | Learning from other business functions such as finance, operations, technology, and marketing to develop broader commercial awareness | Attending organisational board or committee meetings; shadowing colleagues in other departments; reading business publications beyond the HR specialism |
| Wider World of Work Trends | Monitoring broader trends including AI in HR, the future of work, hybrid and remote working developments, the gig economy, and ESG reporting | Following thought leaders on social media; attending webinars on emerging topics; reading reports from McKinsey, Deloitte, and the World Economic Forum on workforce trends |
The strongest answers will provide specific, actionable recommendations that demonstrate genuine engagement with professional development rather than generic statements. Learners should explain not just what they recommend but why each method is valuable and how it will practically fit into their professional routine.
Developing, Recording, and Reflecting on Professional Development (AC 2.3)
AC 2.3 is the most distinctive and practically demanding criterion in the unit. It requires learners to demonstrate proactive approaches to developing, recording, and reflecting on their professional knowledge, skills, and experience. This criterion is assessed through a structured CPD record that documents at least three professional development activities undertaken within the last twelve months, accompanied by reflective commentary on their impact.
The CPD Record
The CPD record can take one of two forms: a formal structured CPD record table, or pages from the CIPD’s ‘My CPD Reflections’ tool. Whichever format is used, the record must include the following for each activity: the date and duration of the activity; the nature or type of the activity (such as workshop, course, reading, conference, mentoring, networking); what was learned, including specific knowledge, skills, or insights gained; the impact on professional practice, describing how the learning has been applied or is intended to be applied in the workplace; and reflective commentary using a recognised reflective model.
Reflective Practice Models
Reflective practice is the process of critically examining one’s own experiences, actions, and decisions in order to learn from them and improve future practice. Several established models provide structured frameworks for reflection:
| Model | Key Stages | Strengths | Best Used When |
| Gibbs’ Reflective Cycle (1988) | Description → Feelings → Evaluation → Analysis → Conclusion → Action Plan | Comprehensive; includes emotional dimension; structured action planning | Reflecting on a specific event or experience in depth; where emotional responses need to be examined |
| Kolb’s Experiential Learning Cycle (1984) | Concrete Experience → Reflective Observation → Abstract Conceptualisation → Active Experimentation | Links reflection to action; emphasises learning through doing; cyclical and continuous | Learning from practical activities; where the focus is on translating insight into improved practice |
| Schön’s Reflection-in/on-Action (1983) | Reflection-in-action (during the event) and reflection-on-action (after the event) | Distinguishes between real-time and retrospective reflection; applicable to daily practice | Reflecting on professional judgement; when analysing how you adapted your approach in real time during a challenging situation |
| Driscoll’s What? Model (2007) | What? (description) → So What? (analysis) → Now What? (action) | Simple and accessible; easy to apply quickly; suitable for shorter reflections | Quick reflections on routine activities; where brevity is needed due to word count constraints |
Learners are not required to use the same reflective model for all three CPD activities but should select the model most appropriate to each experience. The key is that the reflection goes beyond surface-level description to critically examine what was learned, why it matters, and how it has or will change professional practice. Generic reflections that do not connect learning to specific behavioural or practice change are unlikely to achieve a strong pass.
Types of CPD Activities
The CIPD recognises a broad range of activities as valid CPD. Learners should select three activities from the last twelve months that demonstrate variety and genuine impact on their professional practice. Suitable activities include formal learning such as CIPD workshops, employment law seminars, and online courses; self-directed learning such as reading academic texts, CIPD factsheets, or professional journals; professional networking including CIPD branch events, LinkedIn learning communities, and sector conferences; workplace learning such as taking on new projects, shadowing senior colleagues, participating in cross-functional teams, or leading training sessions; and reflective activities such as receiving and acting on feedback, conducting self-assessments, or engaging in mentoring relationships (CIPD, 2024b).
The three activities chosen should ideally demonstrate a balance of formal and informal learning, and each should have produced a tangible impact on the learner’s professional knowledge, skills, or behaviours.
Key Theories and Frameworks for 3CO03
Beyond the specific theories referenced above, learners will benefit from understanding several additional frameworks that underpin the unit’s themes:
| Theory / Framework | Key Concept | Relevance to 3CO03 |
| CIPD Profession Map (2023) | Establishes the knowledge, core behaviours, and specialist capabilities expected of people professionals at Foundation, Associate, Chartered, and Fellow levels | The overarching framework for the entire unit; all assessment criteria link directly to Profession Map behaviours |
| Belbin’s Team Roles (2022) | Identifies nine complementary team roles (e.g. Coordinator, Plant, Team Worker, Implementer) that contribute to effective team functioning | Useful for AC 2.1 (teamwork); helps learners analyse their own contribution to teams and explain how diverse roles create collective effectiveness |
| Tuckman’s Team Development Model | Teams progress through Forming, Storming, Norming, Performing (and Adjourning) stages | Explains how team dynamics evolve and why inclusive behaviours are essential at every stage, particularly during the ‘Storming’ phase |
| Wenger-Trayner Communities of Practice (2023) | Learning occurs through participation in communities of shared interest and practice, not just through formal instruction | Relevant to AC 2.2 (inquisitiveness); explains why professional networking and peer learning are powerful development methods |
| Kolb’s Learning Styles (1984) | Individuals have preferred learning styles (Diverging, Assimilating, Converging, Accommodating) that influence how they engage with learning experiences | Relevant to AC 2.3 (CPD); helps learners select development activities that match their learning preferences and plan for activities that stretch beyond their comfort zone |
| Bandura’s Social Learning Theory | People learn by observing, imitating, and modelling the behaviours of others, particularly role models and respected figures | Explains why mentoring, shadowing, and professional networking are effective CPD methods; people professionals develop ethical behaviour partly through observing ethical role models |
Assessment Approach and Tips for Success
Assessment Format
The 3CO03 assessment is structured around two tasks. Task 1 is a written response covering ACs 1.1 and 1.2, with an approximate word count of 1,250 words. This section requires learners to define and explain ethical principles and professional values with applied examples, and to specify personal examples of legal and regulatory conformity. Task 2 covers ACs 2.1, 2.2, and 2.3 through a combination of written responses and a CPD record with reflective commentary. The CPD record, which may be presented as a formal table or through the CIPD’s My CPD Reflections tool, should document at least three professional development activities with detailed reflective analysis.
Tips for a Competitive Submission
| Strategy | Detail |
| Make it personal | 3CO03 is the most personally reflective unit in the qualification. Every assessment criterion either explicitly or implicitly requires personal examples. Generic, abstract answers that could apply to any organisation will not demonstrate the level of personal engagement that assessors expect. Draw on real experiences from your workplace, studies, or professional interactions. |
| Reference the CIPD Code of Conduct | The CIPD’s Code of Professional Conduct is the definitive framework for professional values at this level. Explicitly referencing its four principles (stewardship, integrity, professional competence, and representation) demonstrates professional awareness that assessors will recognise and reward. |
| Separate ethical principles from professional values | A common weakness in AC 1.1 responses is treating ethical principles and professional values as interchangeable. Ethical principles (integrity, fairness, respect, courage) are universal moral standards; professional values (as defined by the CIPD Code) are profession-specific behavioural expectations. Address both clearly and distinctly. |
| Give specific legislative examples for AC 1.2 | Do not list multiple pieces of legislation superficially. Select two or three laws and provide detailed personal examples of how you conform to each. Depth is more important than breadth. Explain what you actually do, not just what the law requires. |
| Address all three sub-areas in AC 2.1 | AC 2.1 explicitly requires evidence of inclusive working in relation to contributing views, clarifying issues, AND teamwork. Missing any one sub-area will result in a referral. Use clear sub-headings or structure to ensure each area is visibly addressed. |
| Use a recognised reflective model for AC 2.3 | The CPD reflective commentary must use a structured reflective model such as Gibbs, Kolb, Driscoll, or Schön. Simply describing what you did is not reflection. Genuine reflection analyses what worked, what did not, what you felt, what you learned, and what you will do differently as a result. |
| Demonstrate impact, not just attendance | The CPD record should show tangible impact from each activity on your professional practice. ‘I attended a workshop’ is description; ‘Attending the workshop challenged my assumption about X, which led me to change my approach to Y, resulting in Z’ is reflective practice that demonstrates genuine development. |
| Start your CPD record early | Do not leave the CPD record until the end of your studies. Begin documenting development activities from the start of your qualification, as this provides a richer pool of experiences to draw upon and produces more authentic reflections than retrospective reconstruction. |
Essential Reading and Resources
Core Textbooks
Armstrong, M. and Taylor, S. (2023) Armstrong’s Handbook of Human Resource Management Practice. 16th edn. London: Kogan Page.
Fisher, C. and Lovell, A. (2022) Business Ethics and Values: Individual, Corporate and International Perspectives. 5th edn. Harlow: Pearson.
Kandola, B. (2023) Racism at Work: The Danger of Indifference. 2nd edn. Oxford: Pearn Kandola Publishing.
Belbin, R.M. (2022) Management Teams: Why They Succeed or Fail. 4th edn. Oxford: Butterworth-Heinemann.
Reflective Practice
Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit.
Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Driscoll, J. (2007) Practising Clinical Supervision: A Reflective Approach for Healthcare Professionals. 2nd edn. Edinburgh: Bailliere Tindall.
Schön, D.A. (1983) The Reflective Practitioner. New York: Basic Books.
CIPD Resources
CIPD (2023) Code of Professional Conduct. London: Chartered Institute of Personnel and Development.
CIPD (2023) The CIPD Profession Map. London: Chartered Institute of Personnel and Development.
CIPD (2024a) Continuing Professional Development. Factsheet. London: CIPD.
CIPD (2024b) Ethical Practice and the Role of People Professionals. Factsheet. London: CIPD.
Conclusion
3CO03 Core Behaviours for People Professionals is arguably the most important unit in the CIPD Level 3 Foundation Certificate, not because it is the most technically demanding but because it addresses the foundational question of what kind of professional the learner aspires to be. Technical knowledge of employment law, data analysis, and HR processes is essential, but without the ethical compass, professional values, inclusive instincts, and reflective habits developed in 3CO03, that knowledge risks being applied mechanistically, inconsistently, or harmfully.
The unit recognises that effective people practice is not merely a set of skills but a way of being: principled, curious, inclusive, and committed to continuous growth. Learners who approach 3CO03 with genuine self-reflection, honest engagement with their own development journey, and a willingness to be challenged by ethical complexity will not only pass the assessment but will lay the behavioural foundations for a distinguished career in the people profession.
By grounding their responses in the CIPD’s Code of Professional Conduct and Profession Map, referencing recognised ethical and reflective frameworks, providing authentic personal examples, and producing a CPD record that demonstrates real impact rather than mere activity, learners can produce submissions that meet and exceed the CIPD’s expectations for this transformative unit.
References
Armstrong, M. and Taylor, S. (2023) Armstrong’s Handbook of Human Resource Management Practice. 16th edn. London: Kogan Page.
Belbin, R.M. (2022) Management Teams: Why They Succeed or Fail. 4th edn. Oxford: Butterworth-Heinemann.
CIPD (2023) Code of Professional Conduct. London: Chartered Institute of Personnel and Development.
CIPD (2023) The CIPD Profession Map. London: Chartered Institute of Personnel and Development.
CIPD (2024a) Continuing Professional Development. Factsheet. London: Chartered Institute of Personnel and Development.
CIPD (2024b) Ethical Practice and the Role of People Professionals. Factsheet. London: Chartered Institute of Personnel and Development.
Driscoll, J. (2007) Practising Clinical Supervision: A Reflective Approach for Healthcare Professionals. 2nd edn. Edinburgh: Bailliere Tindall.
Fisher, C. and Lovell, A. (2022) Business Ethics and Values. 5th edn. Harlow: Pearson.
Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit.
Kandola, B. (2023) Racism at Work: The Danger of Indifference. 2nd edn. Oxford: Pearn Kandola Publishing.
Kolb, D.A. (1984) Experiential Learning. Englewood Cliffs, NJ: Prentice Hall.
Lewis, D. and Sargeant, M. (2023) Employment Law: The Essentials. 17th edn. London: CIPD Kogan Page.
Schön, D.A. (1983) The Reflective Practitioner. New York: Basic Books.
Wenger-Trayner, E. and Wenger-Trayner, B. (2023) Learning to Make a Difference: Value Creation in Social Learning Spaces. Cambridge: Cambridge University Press.
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