5HR01 Employment relationship management

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Learner Assessment Brief

Assessment ID / CIPD_5HR01_24_01

2667104385369

Level 5 Associate Diploma in

People Management

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Please write clearly in block capitals.

Centre number: Centre name:

Learner number (1st 7 digits of CIPD Membership number): Learner surname:

Learner other names:

Unit code: 5HR01

Unit title: Employment relationship management

Assessment ID: CIPD_5HR01_24_01

Assessment start date: Assessment submission date: First resubmission date for centre marking if applicable Second resubmission date for centre marking if applicable Declared word count

right8255005HR01Employment relationship management

right215455500This unit examines the key approaches, practices and tools to manage and enhance the employee relationship to create better working lives and the significant impact this can have on organisational performance.

CIPDs insight

The Professional Map Employee Relations

Employee relations is about creating and maintaining a positive working relationship between an organisation and its people.

An important part of that relationship is the culture, and the extent to which the organisation seeks to be resolution-focused. People professionals have an important role in setting that culture through the development of policies and processes which apply the law in a practical, fair and transparent way. So, specialists in this area need a deep understanding of employment / labour law, keeping up to date with legislative developments in order to advise the business and line managers to create the best outcome for individuals and the organisation.

https://peopleprofession.cipd.org/profession-map/specialist-knowledge/employee-relationsEmployee voice

Wellbeing, commitment and innovation are negatively impacted when employees feel they are without voice in their organisation. We believe all employers should have policies and practices in place which enable employees to express themselves on matters that are important to them in their work.

Employee voice means individuals being able to safely put forward their viewpoints on their work, at work, irrespective of where, when and how they do their work. When employee voice channels work effectively, employees can feel valued, trusted and influential. In turn, this can increase their job satisfaction and performance.

For employers, effective employee voice can mean better relationships with their employees and, ultimately, improved organisational performance. Line managers, people professionals and voice champions have a responsibility to actively bring out, listen to and respond to employees voices. They can encourage employees to express themselves in individual and collective channels, both directly, for example to their team leader, and indirectly, for example through an employee representative.

lefttop00Employee voice channels include individual self-representation, for example one-to-one meetings with a line manager and employee surveys, as well as collective representation such as trade unions and an employee representative on the company board. Employee voice platforms increasingly include digital technologies, for instance for group meetings, and protected social networking apps for more informal communication.

https://www.cipd.co.uk/news-views/viewpoint/employee-voiceEngagement

Employees who have good quality jobs and are managed well, will not only be happier, healthier and more fulfilled, but are also more likely to drive productivity, better products or services, and innovation. This mutual gains view of motivation and people management lies at the heart of employee engagement, a concept thats become increasingly mainstream in management thinking over the last decade. As part of our work in this area, we sponsor Engage for Success, the voluntary UK movement promoting employee engagement.

Employment law regulates the relationship between employers and employees. It governs what employers can expect from employees, what employers can ask employees to do, and employees rights at work.

Please note that the purpose of this insight is to link you to CIPDs research and evidence within the subject area, so that you can engage with the latest thinking. It is not provided to replace the study required as part of the learning or as formative assessment material.

center32067500Preparation for the Tasks:

At the start of your assessment, you are encouraged to plan your work with your assessor and where appropriate agree milestones so that they can help you monitor your progress.

Refer to the indicative content in the unit to guide and support your evidence.

Pay attention to how your evidence is presented.

Ensure that the evidence generated for this assessment remains your own work.

You will also benefit from:

Completing and acting on formative feedback from your assessor.

Reflecting on your own experiences of learning opportunities and continuous professional development.

Reading the CIPD Insight, Fact Sheets and related online material on these topics as well as key research authors on the subject.

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Scenario

The public sector organisation that you work for has recently undergone a merger with another similar public sector organisation that has had significant staff changes across key departments.

The incoming leadership, management and people practice teams are relatively new to their posts and have limited awareness of managing employee relations in the public sector as many of them have been recruited from the private sector.

There are concerns that this could affect commitment to existing employee relations practices. With this in mind, your people practice director has asked you to write a briefing paper. You need to provide the teams with knowledge and understanding about:

the various forms of representation that can be employed at work and how these are used to support workplace harmony, and

the different forms of conflict and dispute resolution and how to manage performance, disciplinary and grievance matters lawfully.

To complete the briefing paper, you should include written responses to each of the 10 points below, making appropriate use of academic literature, case and statutory law, codes of practice, research and good practical examples to substantiate your response and illustrate key points. Please ensure that you use reputable sources as indicated on the unit reading list and that all cited sources are correctly acknowledged and presented in full in a bibliography at the end of your briefing paper.

Briefing paper

Referring to the above scenario:

Differentiate between employee involvement and employee participation and how they build relationships. (AC 1.1)

Compare forms of union and non-union employee representation. (AC 1.2)

Evaluate the relationship between employee voice and organisational performance.

(AC 1.3)

Explain the concept of better working lives and how this can be designed. (AC 1.4)

Distinguish between organisational conflict and misbehaviour. (AC 2.1)

Assess emerging trends in the types of conflict and industrial sanctions. (AC 2.2)

Distinguish between third-party conciliation, mediation and arbitration. (AC 2.3)

Explain the principles of legislation relating to unfair dismissal in respect of capability and misconduct issues. (AC 3.1)

Analyse three key causes of employee grievances. (AC 3.2)

Advise on the importance of handling grievances effectively. (AC 3.3).

right154305Your evidence must consist of:

A briefing paper setting out written responses to each of the 10 instructions above.

And be approximately 3900 words in total (refer to CIPD word count policy).

00Your evidence must consist of:

A briefing paper setting out written responses to each of the 10 instructions above.

And be approximately 3900 words in total (refer to CIPD word count policy).

Assessment Criteria Evidence Checklist

You may find the following checklist helpful to make sure that you have included the required evidence to meet the task. This is not a mandatory requirement as long as it is clear in your submission where the assessment criteria have been met.

Briefing paper - section one

Assessment criteria EvidencedY/N Evidence reference

1.1 Differentiate between employee involvement and employee participation and how they build relationships. 1.2 Compare forms of union and non-union employee representation. 1.3 Evaluate the relationship between employee voice and organisational performance. 1.4 Explain the concept of better working lives and how this can be designed. 2.1 Distinguish between organisational conflict and misbehaviour. 2.2 Assess emerging trends in the types of conflict and industrial sanctions. 2.3 Distinguish between third-party conciliation, mediation and arbitration. 3.1 Explain the principles of legislation relating to unfair dismissal in respect of capability and misconduct issues. 3.2 Analyse key causes of employee grievances. 3.3 Advise on the importance of handling grievances effectively. Declaration of Authentication

Declaration by learner

I can confirm that:

this assessment is all my own work.

where I have used materials from other sources, they have been properly acknowledged and referenced.

I have not used Artificial Intelligence tools to generate content for my assessment.

I understand the consequences of malpractice and accept that any violation of this agreement may result in disciplinary action.

Learner name:

Learner signature:

Date*

*This should be the date on which you submit your assessment

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Employment relationship management

Assessment Criteria marking descriptors.

Assessors will mark in line with the following assessment criteria (AC) marking descriptors, and will indicate where the learner sits within the marking band range for each AC.

Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors should use the mark descriptor grid as guidance so they can provide comprehensive feedback that is developmental for learners. Please be aware that not all the mark descriptors will be present in every assessment criterion, so assessors must use their discretion in making grading decisions.

The grid below shows the range for each unit assessment result based on total number of marks awarded across all assessment criteria.

To pass the unit assessment learners must achieve a 2 (Low Pass) or above for each of the assessment criteria.

The overall result achieved will dictate the outcome the learner receives for the unit, provided NONE of the assessment criteria have been failed or referred.

Please note that learners will receive a Pass or Fail result from the CIPD at unit level. Referral grades can be used internally by the centre.

Overall mark Unit result

0 to 19 Fail

20 to 25 Low Pass

26 to 32 Pass

33 to 40 High Pass

Marking Descriptors

Mark Range Descriptor

1 Fail The response DOES NOT demonstrate sufficient knowledge, understanding or skill (as appropriate) to meet the AC.

Insufficient examples included where required to support answer.

Insufficient or no evidence of the use of wider reading to help inform answer.

Presentation or structure of response is not appropriate and does not meet the requirement of the question/assessment brief.

2 Low Pass The response demonstrates an acceptable level of knowledge, understanding or skill (as appropriate) to meet the AC.

Sufficient acceptable examples included where required to support answer.

Sufficient evidence of appropriate wider reading to help inform answer. Satisfactory in-text referencing.

Answer is acceptable but could be clearer in responding to the question/task and presented in a more coherent way.

Required format adopted but some improvement required to the structure and presentation of the response.

3 Pass

The response demonstrates a good level of knowledge, understanding or skill (as appropriate) to meet the AC.

Includes confident use of examples, where required to support the answer.

Good evidence of appropriate wider reading to help inform answer. A good standard of in-text referencing.

Answer responds clearly to the question/task and is well expressed.

Presentation and structure of response is appropriate for the question/task.

4 High Pass The response demonstrates a wide and confident level of knowledge, understanding or skill (as appropriate) to meet the AC.

Includes strong examples that illustrate the points being made and support the answer.

Considerable evidence of appropriate wider reading to inform answer. An excellent standard of in-text referencing.

Answer responds clearly to the question/task and is particularly well expressed or argued.

Presentation and structure of response is clear, coherent, and responds directly to the requirements of the question/task.

Marking grid and feedback for learner

Unit 5HR01: Assessor Feedback to Learner

Centre number Centre name Learner number (1st 7 digits of CIPD Membership number) Learner surname Learner other names (e.g. first name and middle name(s)) Note to Assessor Please enter a mark for each AC. You need only provide feedback

where you have awarded a mark of 1. This feedback should be developmental.

Task - Briefing paper

AC Number Assessment Criteria Mark

1-4

1.1 Differentiate between employee involvement and employee participation and how they build relationships. Assessor feedback first submission (if applicable)