CIPD Centres’

Guide to
Referencing

151 The Broadway London SW19 1JQ United Kingdom

T +44 (0)20 8612 6200 F +44 (0)20 8612 6201
E [email protected] W www.cipd.co.uk

CIPD Centres’ Guide to Referencing V.3.0 January 2023

CIPD Guide to Referencing
Contents
Introduction..........................................................................................................................................3
Definition of referencing.....................................................................................................................3
Purpose of referencing.......................................................................................................................3
Referencing methods.........................................................................................................................4
Referencing levels..............................................................................................................................5
Foundation level..................................................................................................................................6
Associate level....................................................................................................................................6
Advanced level....................................................................................................................................7
Marking referencing............................................................................................................................8
CIPD accredited qualifications..........................................................................................................9
Summary............................................................................................................................................10
Appendix: Checklist for marking learner referencing...................................................................11

CIPD Centres’ Guide to Referencing V.3.0 January 2023

Introduction

In their course of study, all CIPD learners will encounter and consider key concepts, theories
and ideas via the research and literature they can access to support their work. This Guide
to Referencing is for CIPD centres and should be consulted when advising learners on how
to correctly reference their work. It outlines the key expectations for referencing in
assessment submissions to ensure that consistency of requirements is maintained within
and between centres. If an individual centre wishes to deviate significantly from the
guidelines below, formal approval is required from the CIPD.

Definition of referencing

For purposes of this guideline, referencing is taken to be the following:

• Citation of a source from which material is quoted.

• Material that is drawn from other sources and is not original work of the learner.

• Citation of a theory, model, concept, or idea that is applied or referred to.

• Statement of source origin for the use of any text, table, graph, diagram, or other
materials derived from other sources, and that is not the original work of the learner.

Purpose of referencing

In qualification terms, referencing has a number of important purposes, such as:

• To avoid accusations of plagiarism, where other people’s material has been used.

• To acknowledge other writers and researchers for work that contributes to or supports a
learner’s assessment.

• To provide information to an assessor about the external work that is being used or
applied to the learner’s analysis or arguments.

• To provide information so that the assessor knows where to locate the original material,
should they wish to check detail or meaning by referring back to the source.

• To enable learners to illustrate knowledge, understanding or application of a previously

published concept.

CIPD Centres’ Guide to Referencing V.3.0 January 2023

• To enable learners to validate their ideas, thoughts and opinions by using referenced
ideas to support their findings or as a benchmark.

• To demonstrate that learners have researched/read widely and found relevant

information.

Referencing methods

CIPD qualifications are undertaken in many centres that are considered academic
institutions, and although the qualifications are regarded by CIPD as ‘practitioner’
qualifications, it is expected that academic convention is applied in the use of referencing.

There are two main methods of referencing within the UK:

• The ‘Harvard Method’, where the author and date are given within the text, and the full
citation is provided in a References List or Bibliography at the end of the assessment
piece.

• The ‘Oxford Method’, sometimes referred to as the ‘British Standard Numerical System’,
where a number is given within the text, and the full citation is given in a numbered entry
in the footer to that page.

CIPD recommends the Harvard Method, although other methods are acceptable within CIPD
qualifications. It is essential that whichever method is used it is applied consistently within a
given assessment item. Mixed referencing methods are not acceptable within a single piece
of work.

It is common for centres to have a preferred referencing method and to provide resources for
learners to understand how to reference. There are also many websites explaining how to
reference effectively using particular methods. Centres that do not have their own guidance
materials should refer to the CIPD study-guide on referencing using the Harvard method,
which can be found at:

https://www.cipd.co.uk/knowledge/study-guides/references

Referencing levels

There are three key ‘levels’ relating to the use of referencing:

CIPD Centres’ Guide to Referencing V.3.0 January 2023

• To demonstrate awareness and Knowledge of an author, concept, model, theory, or idea.
This is expressed by simply using a reference to name the item (author, theory etc.).

• To show Understanding of a concept, model, theory, or idea. This is demonstrated by

briefly explaining the principles of the item (theory, model etc.), that interprets or explains
the understanding.

• To show Application of a concept, model, theory, or idea. This is undertaken by:

a. giving a brief illustrative example showing the theory working (or not).
b. using the model as a checklist against which to evaluate an idea.
c. comparing a workplace activity with that stated in the concept/model.
d. in arguing or evaluating a situation or topic setting out different perspectives
before determining the learner’s own position on an issue

In general terms, these three levels correspond to the expected levels of submissions for
CIPD qualifications. Whilst there will be expected progression from Foundation
demonstrating knowledge, to Associate demonstrating knowledge and understanding, and to
Advanced demonstrating knowledge, understanding and application, these rules are not
restricted to a particular level and could be demonstrated at any level or qualification.

Foundation level
Referencing at Foundation level is not a requirement for CIPD qualifications but is always
encouraged as it will establish good practice and may result in the learner achieving a High
Pass for their assessment.

If at Foundation level referencing is used by a learner, it should demonstrate that the learner
has Knowledge of an idea, (unless the qualification unit specification requires specific
reference and use of one or more concepts, then it becomes mandatory for that unit).

Where the qualification is being undertaken in a competence-based context, it is possible

that good practice theory, concepts or ideas are actually known, explained or applied
throughout. At Foundation level, whilst this is acceptable, a professional approach to work is
expected and therefore, learners should identify and acknowledge the use of all secondary
sources.

Associate level
Referencing at Associate level is expected and essential, to support the work of learners
and to add creditability to their writing. Furthermore, it will help learners to understand the
general principles to apply when citing sources and take steps to avoid plagiarism when

CIPD Centres’ Guide to Referencing V.3.0 January 2023

reflecting on key issues, theories, and concepts.

When referencing is used by a learner at this level, it should demonstrate that the learner
has the Knowledge and Understanding of an idea and can indicate how it might be applied
or used, while supported by external secondary sources and is able to evaluate and use
different perspectives. If a qualification unit specification requires specific reference or use of
one or more concepts, this then becomes mandatory for that unit.

In a competence-based context, the use of referencing protocols is also important. Learners

should explain how they know that their actions or viewpoints reflect current good practice
and clearly identify and acknowledge the use of all secondary sources to avoid plagiarism.

Advanced level
Referencing at Advanced level is also expected and essential to support the work of
learners. This is one way in which Master’s Level (considered comparable to Advanced
level) is demonstrated. Referencing at Advanced level is about knowing, understanding, and
applying current good practice, much of which (but not all) will be derived from research or
literature.

A learner using referencing at this level should, as a minimum, demonstrate Knowledge,

Understanding and Application of an idea that relates to the area of focus. If a
qualification unit specification requires specific reference or use of one or more concepts,
this then becomes mandatory for that unit.

This is also the case in a competence-based context at Advanced level. A professional

approach to work is expected and learners must clearly identify and acknowledge the use of
all secondary sources.

Additionally, at this level some discussion may be appropriate as to how or why a particular
referenced idea was selected, or a range of referenced ideas compared and contrasted for
features and effectiveness.

Marking referencing
As referencing to wider reading is not essential at Foundation level, a learner will not fail
their assessment on the basis that they have not included it. However, they must meet the
assessment criteria for a Pass according to the marking grid. As is encouraged, where a
learner does reference wider reading effectively, they may receive a High Pass grade for
this criterion and potentially for the assessment overall.

At Associate and Advanced levels, referencing is essential. Therefore, if within a single

CIPD Centres’ Guide to Referencing V.3.0 January 2023

assessment piece, a learner has not sufficiently evidenced this, they should be automatically
referred on the assessment regardless of their performance against other criterion. This is
because the CIPD deems evidence of wider reading to be an essential feature of work at
these levels in order to underpin knowledge, understanding and application. It would be
expected that support and feedback are provided by centres to learners in order to achieve a
consistent standard of referencing protocol and to encourage personal development and
achievement.

Centres should regularly hold standardisation meetings to discuss marking issues, and to
undertake a practical activity to compare and harmonise marking results from every marker
having assessed a common item. This will ensure consistency in approach, assessment
decision, and the nature and extent of feedback to the learner. CIPD may decide to observe
such a meeting and will require sight of resulting documentary evidence of the event and
decisions made.

CIPD accredited qualifications

CIPD Accredited qualifications are those where a university or college sets and awards a
qualification that is accredited by the CIPD as meeting requirements for CIPD professional
membership grades. These will be subject to their own internal requirements for referencing,
both in style and extent of overt citations. These are outside the control of CIPD but are
taken into consideration when CIPD accredits a provider programme.

Summary
Referencing is not an exact science. It is therefore not possible or desirable to place
maximum or minimum requirements for a particular number of references in an assessment
submission for a CIPD qualification. This is dependent on the depth and level of engagement
in utilising theories, concepts, and models.

Given the benefits, it is clear that good practice evolves from previous research and
publications, and where this is the case, it is appropriate to call upon such work in support of
the analysis and recommendations for good practice activities wherever appropriate.
Therefore, accurate use of referencing protocols is necessary and mandatory for the
Associate and Advanced levels, while encouraged at the Foundation level.

CIPD Centres’ Guide to Referencing V.3.0 January 2023

Appendix: Checklist for marking learner referencing.

Although not a comprehensive list, the following items should be considered with respect to
how referencing features in the marking of CIPD qualifications:

1. Does the assessment for the unit specify theories or concepts that are expected to
be visited in the learner submission? Does it require that they are referenced, or
simply known, understood, or applied, but not necessarily referenced?
2. Is the submission in the context of an academic item (e.g., university based), or
practitioner item (e.g., competency based)?
3. What referencing requirements or regulations are provided by the centre to the
learner? Are these consistent with CIPD good practice with regard to the purposes
and principles of effective referencing? Have these actually been demonstrated in the
submission?
4. Is the presence and quantity of referencing consistent with the requirement for that
level and type of submission, as stated in this guideline?
5. To what extent is the decision (grade) influenced by the presence or absence of
referencing? Can this stance be fully justified for the level and unit specification?
6. Would a different assessor ‘blind marking’ reach the same decision?
7. Has the presence or absence of referencing met the requirements in avoiding
plagiarism?
8. Has a Bibliography or References List been provided, and has it included all of the
items cited in some way within the submission text?
9. Always remember that a high score in ‘Turnitin’ (or other auto-plagiarism checks)
may result from significant correct referencing, and not be a problem nor necessarily
indicate plagiarism.

CIPD Centres’ Guide to Referencing V.3.0 January 2023