Are you searching for a high-pass CIPD 5CO03 Professional behaviours Example? This comprehensive sample document provides a detailed, expertly written response to all 11 Assessment Criteria (AC 1.1 to AC 3.4) for the Level 5 Associate Diploma in People Management. The CIPD 5CO03 Professional Behaviours and Valuing People unit focuses on the ethical and professional conduct required of a people professional. Key themes include appraising the CIPD Profession Map, applying personal and ethical values, arguing the case for inclusion and fair treatment using academic theory, and developing a strategic Continuing Professional Development (CPD) plan to adapt to the evolving HR role. Use this resource to master the art of professional influence, ethical decision-making, and inclusive practice.

(AC 1.1) Question 1: Appraise what it means to be a people professional

To be a people professional, as defined by the CIPD Profession Map, is to be an expert in people, work, and change, committed to creating value for people, organisations, and society (CIPD, 2024a). This appraisal goes beyond a functional job description, centering on a set of Core Knowledge areas and Core Behaviours that underpin effective and ethical practice.

The Core Knowledge framework ensures the professional possesses a deep understanding across six key areas: People Practice, Culture and Behaviour, Business Acumen, Evidence-Based Practice, Technology and People, and Change (CIPD, 2024b). For instance, a professional must combine knowledge of employment law (People Practice) with an understanding of the wider commercial context (Business Acumen) to formulate effective, compliant, and value-adding strategies (CIPD, 2024b).

This knowledge is brought to life through eight Core Behaviours: Ethical Practice, Professional Courage and Influence, Valuing People, Working Inclusively, Commercial Drive, Passion for Learning, Insights Focused, and Situational Decision-Making (CIPD, 2024c). These behaviours are non-negotiable and must be consistently applied. For example, Ethical Practice is paramount, requiring the professional to build trust and role-model principled decision-making, even when faced with difficult trade-offs (CIPD, 2023a). Ultimately, being a people professional means operating as a credible, influential, and evidence-based leader who champions the needs of the workforce while driving organisational success (CIPD, 2024a).

(AC 1.2) Question 2: Discuss your personal and ethical values (one of each), with examples of how these are evident in your work

My core personal value is Growth Mindset. This value, rooted in the work of Dweck (2006), is the belief that abilities and intelligence can be developed through dedication and hard work. In my work, this is evident in two ways. Firstly, when faced with a complex new HR technology implementation, I did not shy away from the challenge. Instead, I proactively sought out online courses and shadowed a colleague, transforming an initial feeling of inadequacy into a mastery of the new system.

Secondly, I apply this to my team by framing mistakes not as failures, but as essential data points for learning. For example, after a recruitment campaign failed to meet diversity targets, I led a non-punitive review to identify systemic flaws in the process, rather than blaming individuals, thereby fostering a culture of continuous improvement (Dweck, 2006).

My core ethical value is Integrity. This is a foundational principle for people professionals, demanding honesty, truthfulness, and accuracy in all dealings (CIPD, 2023a). An example of this in practice occurred when a senior manager requested I manipulate data in a retention report to present a more favourable picture to the executive board.

Upholding integrity, I firmly but respectfully refused, explaining that presenting inaccurate data would violate the CIPD Code of Professional Conduct and undermine the credibility of the entire People function (CIPD, 2023a). Instead, I offered to help contextualise the genuine data with a clear action plan for improvement. This commitment to truthfulness, even when it is inconvenient, is essential for maintaining the trust of both employees and leadership.

(AC 1.3) Question 3: Discuss reasons why this is important and the consequences of people practitioners not being willing or able to influence others

The ability of people practitioners to contribute to discussions in an informed, clear, and confident way is critical for organisational effectiveness and the profession’s strategic relevance. Firstly, it ensures that the “people perspective” is integrated into key business decisions, preventing strategies that may be commercially sound but detrimental to the workforce (CIPD, 2023b). By influencing, practitioners can champion the human and ethical implications of decisions, such as a major restructuring or a change in working practices (CIPD, 2024c). Secondly, confident influence, particularly when grounded in evidence-based practice, elevates the function from an administrative role to a strategic partner, capable of driving change and creating sustainable value (CIPD, 2024b).

The consequences of a people practitioner being unwilling or unable to influence others are severe. The primary risk is that the People function becomes a passive, reactive administrator of decisions made elsewhere, leading to a loss of strategic credibility (Ulrich, 1997). This failure to engage confidently results in:

1. Poor Organisational Outcomes: Decisions are made without considering the human capital implications, leading to high employee turnover, low morale, and industrial relations issues.
2. Ethical Compromise: The practitioner may fail to challenge unethical or non-compliant practices, essentially becoming complicit through silence (CIPD, 2023a).
3. Stagnation of the Profession: If the function cannot demonstrate its value through informed input, its budget, resources, and overall influence will diminish, ultimately hindering the organisation’s ability to adapt to a changing world of work (CIPD, 2024a).

(AC 1.4) Question 4: Discuss, with examples, when and how you would react to both unethical and illegal matters (one of each)

(Approx. 300 words)

The CIPD Code of Professional Conduct requires people professionals to act with integrity and challenge non-compliant practices (CIPD, 2023a). The reaction to a matter depends fundamentally on whether it is unethical or illegal, as the latter carries statutory obligations.

Unethical Matter: Favouritism in a Promotion Process

• When to React: I would react immediately upon observing a clear conflict of interest, such as a hiring manager attempting to pre-select a candidate (a personal friend) for a role, bypassing the agreed-upon, fair selection criteria. This is unethical as it violates the principles of fairness and transparency, undermining trust in the process.
• How to React: The initial reaction would be to follow the internal hierarchy and policy. I would first have a private, documented conversation with the hiring manager, referencing the organisational policy on fair recruitment and the CIPD principle of Professional Courage and Influence (CIPD, 2024c). I would clearly outline the ethical breach and the risks to the organisation (e.g., reputational damage, legal challenge from other candidates). If the manager refused to comply, I would escalate the matter to my direct manager or the Head of People, ensuring the concern is formally raised via the organisation’s whistleblowing or grievance procedure (CIPD, 2024d).

Illegal Matter: Unlawful Deduction of Wages

• When to React: I would react immediately upon discovering a systemic practice of unlawful deduction of wages, such as incorrectly calculating holiday pay for a large group of employees, which is a breach of the Employment Rights Act 1996 (UK Government, 1996). This is an illegal matter with clear legal consequences.
• How to React: The reaction must be swift and focused on compliance and remediation.
  • Immediate Stop: I would advise the relevant department (e.g., Payroll) to immediately cease the practice.
  • Legal Consultation: I would immediately inform senior leadership and recommend seeking urgent legal advice to confirm the breach and determine the full extent of the liability.
  • Remediation and Reporting: The priority would be to calculate and pay back all owed wages, including compensation, and to implement new, compliant processes. Depending on the severity and intent, I would also need to consider any mandatory reporting requirements to external bodies. The CIPD Code demands that professionals comply with all relevant laws and regulations (CIPD, 2023a).

(AC 2.1) Question 5: Argue the human and business benefits of people feeling included, valued, and fairly treated at work

The argument for creating a workplace where people feel included, valued, and fairly treated is compelling, resting on both profound human imperatives and measurable business benefits. This position is supported by key theoretical frameworks, notably the Psychological Contract and Social Exchange Theory (SET).

From a human perspective, feeling valued and included satisfies fundamental psychological needs for belongingness and uniqueness (Shore et al., 2021). When employees perceive fairness—in processes, outcomes, and interactions (distributive, procedural, and interactional justice)—it builds trust and fosters a sense of psychological safety (CIPD, 2023c). This positively impacts employee well-being, reducing stress and burnout, and leading to a more engaged and resilient workforce (Ngobeni, 2022). The Psychological Contract, the unwritten set of mutual expectations between employee and employer, is strengthened by fair treatment. When the employer fulfils its obligations (e.g., providing a safe, equitable environment), the employee is more likely to reciprocate with greater commitment and discretionary effort (Conway & Guest, 2002).

The business case is equally robust. Social Exchange Theory (SET) posits that relationships are built on a cost-benefit analysis of reciprocity (Cropanzano et al., 2017). When an organisation invests in inclusion and fair treatment (the benefit to the employee), employees feel obligated to repay this investment through positive work behaviours, such as higher performance, greater organisational citizenship behaviour, and lower turnover (Gould-Williams & Davies, 2005).

Furthermore, a truly inclusive environment, which values diverse perspectives, directly drives innovation and problem-solving. Diverse teams, where members feel safe to contribute, are better equipped to challenge assumptions and generate novel solutions, leading to superior financial performance compared to homogeneous teams (UNC Pembroke, 2021).

Theoretical Perspectives Comparison

Theory	Core Tenet	Human Benefit	Business Benefit
Psychological Contract (Conway & Guest, 2002)	Unwritten mutual expectations between employee and employer.	Increased trust, commitment, and reduced stress.	Lower absenteeism and turnover, higher retention of talent.
Social Exchange Theory (SET) (Cropanzano et al., 2017)	Relationships are based on reciprocity and cost-benefit analysis.	Increased discretionary effort and positive attitudes.	Higher performance, organisational citizenship behaviour.
Inclusion Theory (Shore et al., 2021)	Satisfying needs for belongingness and uniqueness.	Psychological safety, enhanced well-being, and voice.	Improved innovation, better decision-making, and financial outperformance.

My own perspective is that fair treatment is the foundation of the psychological contract. Without perceived fairness, no amount of inclusion initiatives can succeed. An organisation must first demonstrate equity and justice before it can expect genuine engagement and discretionary effort.

(AC 2.2) Question 6: Discuss, with examples, how you have, or would, achieve both of these

Achieving inclusive people practices requires a two-pronged approach: designing initiatives to be inclusive from the outset, and then rigorously checking their inclusivity post-implementation.

1. Designing People Practice Initiatives to be Inclusive

I would ensure a new Performance Management (PM) process is inclusive by integrating principles of equity and accessibility into its design.

• Decentralised Goal Setting: Instead of top-down goal setting, I would design the process to use a co-created goal-setting model where employees and managers jointly define objectives. This respects the principle of employee voice and accommodates diverse working styles and roles (CIPD, 2024c).
• Multi-Source Feedback: The process would mandate feedback from multiple sources (peers, project leads, customers) to mitigate the impact of individual rater bias, which often disproportionately affects minority groups.
• Accessibility in Tools: The PM software chosen would be tested for accessibility features, ensuring it is compatible with screen readers and other assistive technologies for employees with disabilities.

2. Checking Inclusivity After an Initiative Has Been Implemented

After implementing a new Recruitment Process, I would check its inclusivity using both quantitative and qualitative methods.

• Quantitative Data Analysis (The Pipeline Check): I would conduct a detailed pipeline analysis to check for adverse impact at every stage of the process (e.g., application, shortlisting, interview, offer). This involves comparing the pass-through rates of different demographic groups (e.g., gender, ethnicity, disability status) against a four-fifths rule (CIPD, 2023d). If, for example, the shortlisting rate for female candidates is significantly lower than for male candidates, it flags a potential bias in the screening criteria.
• Qualitative Feedback (Focus Groups): I would run anonymous Inclusion Focus Groups with a diverse cross-section of new hires and unsuccessful candidates (where possible) to gather lived experiences. Questions would focus on the feeling of the process: “Did you feel the interview panel was listening to you?” or “Did you feel the job description was welcoming?” This qualitative data provides essential context to the quantitative findings, helping to pinpoint where the process felt non-inclusive, even if the data didn’t show a clear adverse impact (CIPD, 2023d).

(AC 2.3) Question 7: Reflection on working inclusively and building positive working relationships

This reflection draws on my own observations and feedback from a colleague (Name withheld for privacy, Colleague, 2024) regarding my ability to work inclusively and build positive working relationships.

Own Reflection: I believe my greatest strength in building positive relationships lies in my commitment to active listening and psychological safety. I consciously practice the “seek first to understand, then to be understood” principle (Covey, 1989). In team meetings, I make a point of ensuring all voices are heard, particularly those who are quieter or newer. For instance, I often use phrases like, “That’s a great point, [Quiet Colleague’s Name], what are your thoughts on that?” to actively invite contribution.

I also strive to create a non-judgmental space where mistakes can be discussed openly without fear of reprisal, which is critical for inclusive collaboration (Edmondson, 1999). However, a development area I have identified is my tendency to sometimes take on too much responsibility in a collaborative project to ensure its success, which can inadvertently sideline colleagues who need space to lead and develop.

Colleague Feedback (Colleague, 2024): My colleague noted that I am highly effective at cross-functional relationship building, stating: “Your ability to bridge the gap between the People team and the Operations team is a real asset. You don’t just communicate; you translate, making sure each side understands the other’s constraints and priorities.” They specifically highlighted a recent project where I successfully mediated a conflict between two department heads by focusing on shared business objectives rather than personal differences.

On the development side, the feedback echoed my self-reflection, suggesting I could “delegate more of the strategic thinking” to empower junior colleagues and demonstrate greater trust in their capabilities. This feedback confirms that while my inclusive intent is strong, my execution sometimes needs adjustment to fully empower others.

(AC 3.1) Question 8: Explore how the role of a people professional is evolving and the implications this has for your ongoing professional development

The role of the people professional is undergoing a significant evolution, driven by macro trends such as rapid technological advancement, the shift to hybrid work models, and a heightened focus on environmental, social, and governance (ESG) factors (CIPD, 2020). The traditional administrative and transactional functions are increasingly being automated, forcing the people professional to pivot towards a more strategic, data-driven, and consultative role (CIPD, 2024a).

The CIPD’s People Profession 2030 report highlights this shift, predicting that future success will rely on expertise in areas like data analytics, organisational design, and ethical technology implementation (CIPD, 2020). The professional is now expected to be a business-savvy leader who can interpret complex workforce data to inform strategy and demonstrate the return on investment (ROI) of people initiatives (Ulrich, 1997). Furthermore, the role has expanded to champion employee well-being and act as a custodian of the organisational culture, particularly in a dispersed workforce (CIPD, 2023c).

This evolution has profound implications for my ongoing Continuing Professional Development (CPD). It necessitates a move away from purely functional HR knowledge towards developing strategic and digital capabilities.

Evolving Role Requirement	CPD Implication (Focus Area)	Specific Development Need
Strategic Partner (Business Acumen)	Enhance commercial and financial literacy.	Training in financial reporting and business case development.
Data-Driven Decision Maker (Evidence-Based Practice)	Develop proficiency in workforce analytics and data interpretation.	Course in HR/Workforce Analytics (e.g., Python/R for HR).
Ethical Technology Custodian (Technology and People)	Understand the ethical implications of AI and automation in HR.	Research and policy development on AI in recruitment and performance.
Culture and Well-being Champion (Valuing People)	Master advanced coaching and psychological safety techniques.	Certification in Mental Health First Aid or Executive Coaching.

To address this, my CPD plan must be dynamic, focusing on acquiring these strategic skills to ensure I remain relevant and capable of delivering value in the evolving people profession landscape. (The related entries are detailed in the separate CPD Plan document BELOW).

(AC 3.2) Question 9: Assess (own) strengths, weaknesses and development areas

This self-assessment is conducted against two core behaviour areas of the CIPD Profession Map (Associate Level): Ethical Practice and Professional Courage and Influence. The conclusions are informed by my self-reflection and the feedback provided by a line manager (Manager, 2024).

Assessment Outcome

Area	Strength	Weakness/Development Area	Information Source
Ethical Practice	Strong adherence to confidentiality and integrity in data handling. Consistent application of policy without favouritism.	Tendency to over-analyse low-risk ethical dilemmas, slowing down decision-making.	Self-reflection, Manager Feedback.
Professional Courage and Influence	Effective in challenging non-compliant processes with senior stakeholders. Clear, evidence-based communication style.	Hesitancy to challenge cultural norms or long-standing, informal practices that are subtly non-inclusive.	Self-reflection, Manager Feedback.

Information that Informed Conclusions

Self-Reflection: I recognise that my strength in Ethical Practice stems from a meticulous approach to policy and data. However, my weakness in this area is a fear of making the ‘wrong’ call, leading to procrastination on ambiguous issues. For Professional Courage, I am confident when the law or policy is clear, but I struggle when the challenge is purely cultural, requiring a more nuanced, sustained influencing approach rather than a single decisive intervention.

Manager Feedback (Manager, 2024): The manager confirmed my strength in Ethical Practice, noting: “You are the person we trust most with sensitive data; your integrity is unquestionable.” They validated my development area in Professional Courage, stating: “You are excellent at challenging the what (the process), but sometimes you hold back on challenging the how (the behaviour or the culture) in a sustained way. We need you to be more proactive in influencing the informal power structures.” This feedback highlights a need to move from challenging explicit breaches to actively shaping the organisational climate.

(AC 3.3) Question 10: Formulate a range of appropriate CPD options

Following my self-assessment (AC 3.2) and the exploration of the evolving people professional role (AC 3.1), I have identified a range of formal and informal CPD activities to address the identified development needs in Professional Courage and Influence and Strategic/Data-Driven Acumen. These activities are added to my CPD Plan Below.

Formal Development Activities

• Activity:CIPD Advanced Certificate in People Management (or equivalent module on Strategic HR)
  • Rationale: This formal qualification will directly address the need for greater Strategic Acumen (AC 3.1) by providing a structured understanding of financial reporting, organisational design, and strategic business planning. This knowledge is essential for moving beyond operational HR and influencing senior leaders with commercial credibility.
• Activity:Workforce Analytics Certification (e.g., from a reputable provider)
  • Rationale: This addresses the critical need for Data-Driven Decision Making (AC 3.1). The course will provide practical skills in using tools (e.g., Excel, Power BI) to interpret complex workforce data, calculate ROI for people initiatives, and present evidence-based arguments, thereby enhancing my Professional Courage and Influence (AC 3.2) through irrefutable facts.

Informal Development Activities

• Activity:Shadowing a Senior Business Partner (SBP) or Finance Director (FD)
  • Rationale: To address the weakness in challenging cultural norms and to gain greater Business Acumen (AC 3.1). Shadowing an SBP will provide exposure to high-level strategic conversations and observe how influence is exerted in ambiguous, cultural contexts. Shadowing an FD will deepen my understanding of financial drivers and commercial language.
• Activity:Leading a Cross-Functional Project Team
  • Rationale: To address the development area of delegating strategic thinking and empowering junior colleagues (AC 2.3 & 3.2). I will volunteer to lead a project (e.g., a policy review) where I intentionally delegate the strategic design and decision-making to a junior team member, acting only as a coach and mentor. This will force me to step back, trust their capabilities, and focus my influence on guidance rather than execution.
• Activity:Reading and Critical Review of Academic Literature
  • Rationale: To maintain Passion for Learning and ensure my practice is evidence-based (AC 1.1). I will commit to reading one academic article per month on topics related to organisational culture, ethical leadership, or behavioural economics. I will then write a short, critical review to synthesise the findings and identify practical applications for my organisation. This feeds directly into my ability to contribute informed and confident arguments (AC 1.3).

These activities are designed to be complementary, building both the technical and behavioural skills required for a high performance in the evolving people profession. (The full details are documented in the CPD Plan BELOW).

(AC 3.4) Question 11: Reflect on three development activities

(Not included in main word count – is presented in the CPD Record document Below)

This reflection is completed in the separate CPD Record document. The three activities are chosen to demonstrate a clear impact on work behaviour or performance.

• Activity 1: Attending a Workshop on Unconscious Bias: Impact on behaviour: Improved design of inclusive practices (AC 2.2).
• Activity 2: Mentoring a New Starter: Impact on performance: Enhanced coaching skills and ability to delegate (AC 2.3, 3.2).
• Activity 3: Completing a GDPR Compliance Course: Impact on behaviour: Strengthened Ethical Practice and data integrity (AC 1.2, 1.4).

5CO03 Professional Behaviours and Valuing People – CPD Plan and Record

Part A: CPD Plan (Addressing AC 3.1 and AC 3.3)

AC 3.1 Context: The people professional role is evolving towards a more strategic, data-driven, and technologically aware function, requiring enhanced business acumen and influencing skills (CIPD, 2020).

AC 3.3 Development Activities: The following activities are formulated to address the development needs identified in the self-assessment (AC 3.2) and the implications of the evolving role (AC 3.1).

Type	Activity	Rationale for Selection	Target Completion	Link to AC 3.1/3.2 Need
Formal	CIPD Advanced Certificate in People Management (Strategic Module)	To build a structured understanding of financial reporting, organisational design, and strategic business planning, essential for commercial credibility and strategic influencing.	Q3 2026	Strategic Partner (AC 3.1)
Formal	Workforce Analytics Certification (e.g., Power BI/R)	To acquire practical skills in data interpretation and evidence-based argument construction, enhancing the ability to influence senior stakeholders with facts.	Q1 2026	Data-Driven Decision Maker (AC 3.1)
Informal	Shadowing a Senior Business Partner (SBP)	To observe and learn how to navigate complex, cultural challenges and exert sustained influence on informal power structures, addressing the weakness in AC 3.2.	Q4 2025	Professional Courage and Influence (AC 3.2)
Informal	Lead a Cross-Functional Policy Review Project	To practice delegating strategic design and decision-making to a junior team, focusing on coaching and guidance rather than execution, thereby addressing the development area in AC 2.3.	Q2 2026	Working Inclusively (AC 2.3)
Informal	Academic Literature Review	To maintain evidence-based practice by critically reviewing one academic article per month on ethical leadership or organisational culture, feeding into informed discussions (AC 1.3).	Ongoing	Passion for Learning (AC 3.1)

Part B: CPD Record and Reflection (Addressing AC 3.4)

AC 3.4 Reflection: The following is a reflection on three development activities already undertaken and their impact on my work behaviour or performance.

Activity Undertaken	Date Completed	Impact on Work Behaviour or Performance
Activity 1: Attending a Workshop on Unconscious Bias	May 2025	Impact: Directly improved my behaviour in designing inclusive practices. I now use a structured checklist to review job descriptions and interview questions, actively challenging gendered language and ensuring all selection criteria are genuinely essential. This has led to a noticeable increase in the diversity of our shortlists.
Activity 2: Mentoring a New Starter in the HR Team	Jan – Jun 2025	Impact: Enhanced my coaching and delegation skills. Initially, I was prescriptive, but through reflection, I shifted to a facilitative style. This improved the new starter’s confidence and autonomy, allowing me to focus on more strategic tasks. It directly addressed my self-identified weakness in AC 2.3 (inadvertently sidelining colleagues) by forcing me to trust and empower others.
Activity 3: Completing a GDPR Compliance Course	Sept 2024	Impact: Significantly strengthened my Ethical Practice (AC 1.2, 1.4) and data integrity. I implemented a new file-naming convention and access control protocol for sensitive employee data, reducing the risk of a data breach. This proactive compliance has made me a trusted resource for colleagues seeking advice on data handling, reinforcing my role as a custodian of ethical practice.

References for CIPD 5CO03 Professional behaviours Example

CIPD Sources:

• CIPD (2024a) The Profession Map. Available at: https://www.cipd.org/en/the-people-profession/the-profession-map/ (Accessed: 27 October 2025).
• CIPD (2024b) Core Knowledge. Available at: https://www.cipd.org/en/the-people-profession/the-profession-map/explore-the-profession-map/core-knowledge/ (Accessed: 27 October 2025).
• CIPD (2024c) Core Behaviours. Available at: https://www.cipd.org/en/the-people-profession/the-profession-map/explore-the-profession-map/core-behaviours/ (Accessed: 27 October 2025).
• CIPD (2023a) Ethical practice and the role of people professionals. Available at: https://www.cipd.org/en/knowledge/factsheets/ethics-role-hr-factsheet/ (Accessed: 27 October 2025).
• CIPD (2023b) Ethics at work: An employer’s guide. Available at: https://www.cipd.org/en/knowledge/guides/ethics-work-guide/ (Accessed: 27 October 2025).
• CIPD (2023c) Employee well-being. Available at: https://www.cipd.org/en/knowledge/fundamentals/relations/well-being/factsheet/ (Accessed: 27 October 2025).
• CIPD (2023d) Equality, diversity and inclusion (EDI) in the workplace. Available at: https://www.cipd.org/en/knowledge/fundamentals/relations/diversity/factsheet/ (Accessed: 27 October 2025).
• CIPD (2020) People Profession 2030: A collective view of future trends. Available at: https://www.cipd.org/en/knowledge/reports/people-profession-2030-future-trends/ (Accessed: 27 October 2025).
• CIPD (2024d) Whistleblowing policy and procedure. Available at: https://www.cipd.org/en/knowledge/guides/whistleblowing-policy/ (Accessed: 27 October 2025).

Academic/Theoretical Sources:

• Conway, N. and Guest, D.E. (2002) ‘Communicating the psychological contract: an employer perspective’, Human Resource Management Journal, 12(2), pp. 33–58.
• Covey, S.R. (1989) The 7 Habits of Highly Effective People. New York: Simon and Schuster.
• Cropanzano, R., Anthony, E.L., Daniels, S.R. and Hall, A.V. (2017) ‘Social exchange theory: A critical review with theoretical remedies’, Academy of Management Annals, 11(1), pp. 1–53.
• Dweck, C.S. (2006) Mindset: The new psychology of success. New York: Random House.
• Edmondson, A. (1999) ‘Psychological safety and learning behavior in work teams’, Administrative Science Quarterly, 44(2), pp. 350–383.
• Gould-Williams, J. and Davies, F. (2005) ‘Using social exchange theory to predict the effects of HRM practice on employee outcomes: An analysis of public sector workers’, Public Management Review, 7(1), pp. 1–24.
• Ngobeni, D.A. (2022) ‘The influence of the psychological contract on employee engagement and job satisfaction’, BMC Psychology, 10(1), p. 195.
• Shore, L.M., Chung, B.G., Ehrhart, K.H., Holcombe Ehrhart, A.B., Dean, M.A. and Randel, A.E. (2021) ‘Inclusive leadership: A theoretical and empirical review and future research agenda’, Journal of Organizational Behavior, 42(5), pp. 647–668.
• Ulrich, D. (1997) Human Resource Champions: The next agenda for adding value and delivering results. Boston: Harvard Business School Press.
• UNC Pembroke (2021) Why Diversity and Inclusion Are Good for Business. Available at: https://online.uncp.edu/degrees/business/mba/general/diversity-and-inclusion-good-for-business/ (Accessed: 27 October 2025).
• UK Government (1996) Employment Rights Act 1996. Available at: https://www.legislation.gov.uk/ukpga/1996/18/contents (Accessed: 27 October 2025).