The CIPD Level 3 Foundation Certificate in People Practice is the entry-level qualification for individuals starting a career in Human Resources (HR) or Learning & Development (L&D) . The qualification is designed to equip students with the foundational knowledge and practical skills required for a support role in the people profession. The assessment for this qualification is typically assignment-based, with the collection of these assignments often referred to as the student’s portfolio of evidence. This article provides a detailed breakdown of the qualification structure and offers unit-by-unit examples to guide students in developing a successful portfolio.
The CIPD Level 3 Qualification Structure
The qualification is structured around four mandatory units, which cover the essential aspects of the people profession . Successful completion of the assignments for these units forms the core of the academic portfolio.
Unit Code |
Unit Title |
Core Focus |
3CO01 |
Business, Culture and Change in Context
|
External influences (PESTLE), organizational culture, and the impact of change.
|
3CO02 |
Principles of Analytics
|
Evidence-based practice, data analysis, and using HR metrics for decision-making.
|
3CO03 |
Core Behaviours for People Professionals
|
Ethical principles, professional values, and the importance of continuous professional development (CPD).
|
3CO04 |
Essentials of People Practice
|
The full employee lifecycle, including recruitment, selection, performance management, and exit.
|
Understanding the “Portfolio” Requirement
For most students pursuing the Foundation Certificate, the term “portfolio” refers to the compilation of the four mandatory unit assignments. However, it is important to note that for apprenticeships, a formal Portfolio of Evidence is a specific requirement for the End Point Assessment (EPA) . This EPA portfolio requires the collection of workplace evidence to demonstrate competence against the apprenticeship standard. For the purpose of this article, we will focus on the structure and content of the unit assignments, which form the core of the academic portfolio.
Unit-by-Unit Portfolio Examples (Assignment Focus)
The following examples illustrate the type of content and depth of analysis expected for each unit’s assignment.
1. 3CO01: Business, Culture and Change in Context
This unit requires students to demonstrate an understanding of the wider business environment and its influence on the people profession.
Assessment Criteria Example: Explain the impact of at least three external factors on a chosen organisation, and discuss how these factors influence the organisation’s culture.
A well-structured response would begin by defining the chosen organization and its sector. It would then use the PESTLE framework (Political, Economic, Social, Technological, Legal, Environmental) to identify three relevant external factors, such as the rise of remote work (Technological/Social) or new employment legislation (Legal) . The analysis must then link these factors directly to changes in the organization’s culture, for example, how a shift to remote work necessitates a culture of trust and results-orientation. The portfolio evidence should include a clear explanation of the factor, its impact on the business, and the resulting cultural shift.
2. 3CO02: Principles of Analytics
This unit focuses on the importance of data and evidence in making informed decisions within the people profession.
Assessment Criteria Example: Explain the meaning of evidence-based practice and discuss how people professionals can use data and analytics to inform decision-making in two areas of people practice.
The assignment should first define evidence-based practice as the process of making decisions through the conscientious, explicit, and judicious use of four sources of information: scientific literature, organizational data, stakeholder values, and professional expertise . The portfolio example should then provide a practical application of data. For instance, a student could discuss using turnover data (organizational data) to identify high-risk departments and then using exit interview feedback (stakeholder values) to inform a new retention strategy. The key is to show how data moves from raw metric to actionable insight.
3. 3CO03: Core Behaviours for People Professionals
This unit assesses the student’s understanding of professional ethics, values, and the need for continuous self-development.
Assessment Criteria Example: Explain the importance of ethical principles in the workplace and outline a plan for your own continuous professional development (CPD) over the next 12 months.
The first part of the response should define ethical principles (e.g., integrity, transparency, accountability) and explain their importance in building trust and ensuring fair treatment of employees. The second part is a personal reflection and planning exercise. The CPD plan should be specific, measurable, achievable, relevant, and time-bound (SMART). It should identify current skills gaps, link them to CIPD Professional Standards, and propose activities (e.g., shadowing, online courses, reading) to close those gaps . The portfolio evidence here is the CPD plan itself, demonstrating self-awareness and commitment to professional growth.
4. 3CO04: Essentials of People Practice
This unit covers the practical, day-to-day activities of a people professional across the employee lifecycle.
Assessment Criteria Example: Outline the main stages of the recruitment process and prepare a job description and person specification for a specific role within an organisation.
A strong portfolio example for this unit will be highly practical. The response should clearly detail the stages of recruitment, from workforce planning and job analysis to selection and onboarding. The main deliverable is the Job Description (JD) and Person Specification (PS). The JD should outline the role’s purpose, key responsibilities, and reporting lines, while the PS should detail the essential and desirable knowledge, skills, and experience required . This evidence demonstrates the student’s ability to apply foundational HR tools.
Best Practices for a Successful Portfolio
To ensure your CIPD Level 3 portfolio meets the required standard, adhere to the following best practices:
- Link Theory to Practice: Every theoretical concept discussed must be supported by a real-world or credible hypothetical example. The CIPD places a high value on the ability to apply knowledge in a practical context .
- Master the Command Words: Pay close attention to the command words in the assessment criteria (e.g., Explain, Discuss, Review). An “explanation” requires a clear definition and description, while a “discussion” requires considering different viewpoints and arguments.
- Use a Clear Structure: Structure each assignment with a brief introduction, main content addressing the criteria, and a concise conclusion. This ensures clarity and logical flow .
- Reference Correctly: All sources, including academic models, books, and CIPD resources, must be cited using the Harvard referencing style (unless otherwise specified by your centre).
By approaching the CIPD Level 3 assignments as a cohesive portfolio of practical evidence, students can effectively demonstrate their readiness for a career in the people profession.
