Task 1 – Policy Document 2,200 words

Evidence required: Formal business report

 Policy Document (advised 2,200 words, fine if students borrow some word count from task 2)
 The document should be produced in a professional format with page numbers, contents page, and appropriate front cover to show
purpose, author and audience and date.
 Appropriate sections, headings and sub-headings should relate to assessment criteria. A report format should be followed to support
accessibility and readability. If the report is produced in a different format, appropriate developmental feedback should be provided,
but the learner must not be penalised if they have met the CIPD assessment criteria.
 The report must be supported with research and this must be referenced according to the Harvard method.
 Learners must address each assessment criterion within each section. The assessor will take a holistic approach, examining the
body of work to establish assessment outcomes.
A Marking Guidance Fail (1) Low Pass (2) Pass (3) High Pass (4)
C
1. Learning Outcome 1 Insufficient Demonstrates an Demonstrates good Demonstrates a wide
1 Understand employee demonstration of acceptable level of knowledge, range and confident
voice, engagement and knowledge, knowledge, understanding or skills level of knowledge,
practices to support better understanding or skills understanding or skills (as appropriate) understanding or skill
working lives (as appropriate) (as appropriate) required to meet the (as appropriate).
Task 1 – Section 1 – Point A required to meet the required to meet the AC.
AC. AC. Includes strong
A review of emerging Includes confident use examples that illustrate
developments to inform Insufficient examples Sufficient and of examples, where the point being made,
approaches to employee included, where acceptable examples required, to support that link and support
voice and engagement required, to support included, where each answer. the answer well.
answers. required, to support
Indicative Content: answers. Presentation and Answers are applied to
Dimensions of engagement, Presentation and structure of assignment the case organisation
for example intellectual, structure of assignment Required format is appropriate for the or an alternative
affective and social is not appropriate and adopted but some assessment brief. organisation.
engagement; drivers of does not meet the improvement required
engagement, for example assessment brief. to the structure and Answers are clear and Answers are clear,
leadership, engaging presentation of the well expressed. concise and well
managers, voice and assignment. argued, directly
integrity, role of social respond to what has
media in voice and Answers are acceptable been asked.
engagement; use of but could be clearer in
responding to the task
Page 1 of 23
 engagement surveys; risk and presented in a more The presentation of the
attached with over- coherent way. assignment is well
engagement and burnout; structured, coherent
relationship between voice, and focusses on the
engagement and wellbeing; need of the questions.
shift from indirect to direct
voice; voice for gig economy Includes clear evidence
workers and contractors; of the use of references
importance of ‘speak-up’ to wider reading to help
methods; legal frameworks inform answer.
for voice; role of voice and
engagement in job quality;
impact of voice and
engagement on
psychological contract.

Marking Guidance
Students must undertake a
review of emerging
developments to inform
approaches to employee
voice and engagement.
Developments must be
relevant and be at the
forefront of current thinking
around employee voice and
engagement
Examples of areas that
could be covered are in the
indicative content
A Marking Guidance Fail (1) Low Pass (2) Pass (3) High Pass (4)
C
1. Learning Outcome 1 Insufficient Demonstrates an Demonstrates good Demonstrates a wide
2 Understand employee demonstration of acceptable level of knowledge, range and confident
voice, engagement and knowledge, knowledge, understanding or skills level of knowledge,
practices to support better understanding or skills understanding or skills (as appropriate) understanding or skill
Page 2 of 23
working lives (as appropriate) (as appropriate) required to meet the (as appropriate).
required to meet the required to meet the AC.
Task 1 – Section 1 – Point B AC. AC. Includes strong
Differentiate between Includes confident use examples that illustrate
employee involvement and Insufficient examples Sufficient and of examples, where the point being made,
employee participation and included, where acceptable examples required, to support that link and support
how it builds relationships required, to support included, where each answer. the answer well.
answers. required, to support
Indicative Content: answers. Presentation and Answers are applied to
Employee involvement and Presentation and structure of assignment the case organisation
employee participation: structure of assignment Required format is appropriate for the or an alternative
definitions of involvement is not appropriate and adopted but some assessment brief. organisation.
and participation; does not meet the improvement required
differences in decision- assessment brief. to the structure and Answers are clear and Answers are clear,
making; differences in presentation of the well expressed. concise and well
depth, form, scope and assignment. argued, directly
methods; links to unitarism respond to what has
and pluralism; theories of Answers are acceptable been asked.
job design and links to but could be clearer in
motivation. responding to the task The presentation of the
and presented in a more assignment is well
coherent way.
Marking Guidance structured, coherent
Students must differentiate and focusses on the
between employee need of the questions.
involvement and employee
participation and how it Includes clear evidence
builds relationships of the use of references
to wider reading to help
We would expect definitions inform answer.
of involvement and
participation and how they
differ in depth, form, scope
and methods (not all of the
last four are needed)

Students should tie that all

Page 3 of 23
 together by discussing how
both elements build
relationships
A Marking Guidance
C
1. Learning Outcome 1
3 Understand employee
voice, engagement and
practices to support better
working lives
Task 1 – Section 1 – Point
C Includes confident use examples that illustrate
Assess a range of employee
voice tools and approaches
to drive employee
engagement
Indicative Content:
Employee voice tools and
approaches: surveys,
suggestion schemes, team
meetings, town hall
meetings, collective
bargaining, joint negotiating
committees, joint
consultative committees,
works councils, employee
forums, role of social media,
etc.
Engagement: dimensions of
engagement such as
intellectual, affective and
social engagement; drivers
of engagement such as
leadership, engaging
managers, voice and
Fail (1) Low Pass (2) Pass (3) High Pass (4)
Insufficient Demonstrates an Demonstrates good Demonstrates a wide
demonstration of acceptable level of knowledge, range and confident
knowledge, knowledge, understanding or skills level of knowledge,
understanding or skills understanding or skills (as appropriate) understanding or skill
(as appropriate) (as appropriate) required to meet the (as appropriate).
required to meet the required to meet the AC.
AC. AC. Includes strong
Insufficient examples Sufficient and of examples, where the point being made,
included, where acceptable examples required, to support that link and support
required, to support included, where each answer. the answer well.
answers. required, to support
answers. Presentation and Answers are applied to
Presentation and structure of assignment the case organisation
structure of assignment Required format is appropriate for the or an alternative
is not appropriate and adopted but some assessment brief. organisation.
does not meet the improvement required
assessment brief. to the structure and Answers are clear and Answers are clear,
presentation of the well expressed. concise and well
assignment. argued, directly
respond to what has
Answers are been asked.
acceptable but could
be clearer in The presentation of the
responding to the task assignment is well
and presented in a structured, coherent
more coherent way. and focusses on the
need of the questions.
Includes clear
evidence of the use of
Page 4 of 23
 integrity, reward, references to wider
recognition, perceptions, reading to help inform
organisational culture. answer.

Marking Guidance
Students must assess a
range of employee voice
tools and approaches to
drive employee
engagement.

We will expect to see an

assessment of a range of
tools and approaches.

Students should cover at

least three and critique them
(look at positive and
negative elements) and
form a judgement

Students could critique the

tool’s currency, application
in the workplace, adoption
rate in organisations,
success rate with
employees or uptake rates
by employees,
Examples of tools and
approaches that could be
covered are in the indicative
content
A Marking Guidance Fail (1) Low Pass (2) Pass (3) High Pass (4)
C
1. Learning Outcome 1 Insufficient Demonstrates an Demonstrates good Demonstrates a wide
4 Understand employee demonstration of acceptable level of knowledge, range and confident
Page 5 of 23
voice, engagement and
practices to support better
working lives
Task 1 – Section 1 – Point
D AC.
Critically evaluate the
interrelationships between
employee voice and
organisational performance
Indicative Content:
Interrelationship between
employee voice and
organisation performance:
arguments that support a
link, for example high-
performance work practice
research, arguments that
question whether voice
leads to improved
organisational performance,
for example difficulties in
measuring performance,
variations in methods of
voice in practice, impact of
other variables.
Marking Guidance
Students must assess the
interrelationships between
employee voice and
organisational performance.
Bringing in opinions,
research and sources is
critical for this task.
knowledge, knowledge, understanding or skills level of knowledge,
understanding or skills understanding or skills (as appropriate) understanding or skill
(as appropriate) (as appropriate) required to meet the (as appropriate).
required to meet the required to meet the AC.
AC. Includes strong
Includes confident use examples that illustrate
Insufficient examples Sufficient and of examples, where the point being made,
included, where acceptable examples required, to support that link and support
required, to support included, where each answer. the answer well.
answers. required, to support
answers. Presentation and Answers are applied to
Presentation and structure of assignment the case organisation
structure of assignment Required format is appropriate for the or an alternative
is not appropriate and adopted but some assessment brief. organisation.
does not meet the improvement required
assessment brief. to the structure and Answers are clear and Answers are clear,
presentation of the well expressed. concise and well
assignment. argued, directly
respond to what has
Answers are been asked.
acceptable but could
be clearer in The presentation of the
responding to the task assignment is well
and presented in a structured, coherent
more coherent way. and focusses on the
need of the questions.
Includes clear
evidence of the use of
references to wider
reading to help inform
answer.
Page 6 of 23
 We would expect students
to provide a balanced
argument around the
relationship between voice
and performance and then
make their own judgements
Examples of arguments
could be the difficulties in
measuring performance or
variations in methods of
voice in practice
A Marking Guidance
C
1. Learning Outcome 1
5 Understand employee
voice, engagement and
practices to support better
working lives
Task 1 – Section 1 – Point E
Explain the concept of
better working lives and how included, where
this can be designed
Indicative Content:
Better working lives:
concept of good work,
definitions of good work; fair is not appropriate and
and decent work; job
quality: terms of
employment, pay and
benefits, health, safety and
psychosocial wellbeing, job
Fail (1) Low Pass (2) Pass (3) High Pass (4)
Insufficient Demonstrates an Demonstrates good Demonstrates a wide
demonstration of acceptable level of knowledge, range and confident
knowledge, knowledge, understanding or skills level of knowledge,
understanding or skills understanding or skills (as appropriate) understanding or skill
(as appropriate) (as appropriate) required to meet the (as appropriate).
required to meet the required to meet the AC.
AC. AC. Includes strong
Includes confident use examples that illustrate
Insufficient examples Sufficient and of examples, where the point being made,
acceptable examples required, to support that link and support
required, to support included, where each answer. the answer well.
answers. required, to support
answers. Presentation and Answers are applied to
Presentation and structure of assignment the case organisation
structure of assignment Required format is appropriate for the or an alternative
adopted but some assessment brief. organisation.
does not meet the improvement required
assessment brief. to the structure and Answers are clear and Answers are clear,
presentation of the well expressed. concise and well
assignment. argued, directly
respond to what has
Page 7 of 23
 design and nature of work, Answers are been asked.
social support and acceptable but could
cohesion; flexibility; be clearer in The presentation of the
responsiveness to personal responding to the task assignment is well
issues; metrics used to and presented in a structured, coherent
assess job quality and good more coherent way. and focusses on the
work; how to design good need of the questions.
work: so that it promotes
good physical and mental Includes clear
health. evidence of the use of
references to wider
Marking Guidance reading to help inform
Students must explain the answer.
concept of better working
lives and how this can be
designed

We will expect to see an

explanation of the concept
of better working lives AND
how this can be designed

Examples that could be

covered are in the indicative
content
A Marking Guidance Fail (1) Low Pass (2) Pass (3) High Pass (4)
C
3. Learning Outcome 3 Insufficient Demonstrates an Demonstrates good Demonstrates a wide
1 Understand how to manage demonstration of acceptable level of knowledge, range and confident
performance, disciplinary knowledge, knowledge, understanding or skills level of knowledge,
and grievance matters understanding or skills understanding or skills (as appropriate) understanding or skill
lawfully (as appropriate) (as appropriate) required to meet the (as appropriate).
required to meet the required to meet the AC.
Task 1 – Section 2 – Point A AC. AC. Includes strong
Includes confident use examples that illustrate
Explain the principles of Insufficient examples Sufficient and of examples, where the point being made,
Page 8 of 23
legislation relating to unfair
dismissal in respect of
capability and misconduct
issues.
Indicative Content:
Unfair dismissal law: the
principles of unfair dismissal
law; relevant legislation;
relevant codes of practice.
Capability and misconduct
issues: definitions of
capability and misconduct;
fair and unfair reasons for
dismissal, importance of
acting fairly and reasonably;
formal hearings and
warnings; differences
between ordinary and gross
misconduct; record keeping;
right to be accompanied to
disciplinary hearings.
Marking Guidance
Explain the principles of
legislation relating to unfair
dismissal in respect of
capability and misconduct
issues.
We need students to cover
both capability and
misconduct issues in their
answer
Unfair dismissal law: the
included, where acceptable examples required, to support that link and support
required, to support included, where each answer. the answer well.
answers. required, to support
answers. Presentation and Answers are applied to
Presentation and structure of assignment the case organisation
structure of assignment Required format is appropriate for the or an alternative
is not appropriate and adopted but some assessment brief. organisation.
does not meet the improvement required
assessment brief. to the structure and Answers are clear and Answers are clear,
presentation of the well expressed. concise and well
assignment. argued, directly
respond to what has
Answers are been asked.
acceptable but could
be clearer in The presentation of the
responding to the task assignment is well
and presented in a structured, coherent
more coherent way. and focusses on the
need of the questions.
Includes clear
evidence of the use of
references to wider
reading to help inform
answer.
Page 9 of 23
 principles of unfair dismissal
law; relevant legislation;
relevant codes of practice.
Differences between
ordinary and gross
misconduct; record keeping;
right to be accompanied to
disciplinary hearings can all
be included
3. Learning Outcome 3 Insufficient Demonstrates an Demonstrates good Demonstrates a wide
2 Understand how to manage demonstration of acceptable level of knowledge, range and confident
performance, disciplinary knowledge, knowledge, understanding or skills level of knowledge,
and grievance matters understanding or skills understanding or skills (as appropriate) understanding or skill
lawfully (as appropriate) (as appropriate) required to meet the (as appropriate).
required to meet the required to meet the AC.
Task 1 – Section 2 – Point B AC. AC. Includes strong
Analyse key causes of Includes confident use examples that illustrate
employee grievances Insufficient examples Sufficient and of examples, where the point being made,
Indicative Content: included, where acceptable examples required, to support that link and support
required, to support included, where each answer. the answer well.
Definitions of grievance; answers. required, to support
causes: individual and answers. Presentation and Answers are applied to
collective grievances; poor Presentation and structure of assignment the case organisation
management, lack of flexibility,
structure of assignment Required format is appropriate for the or an alternative
inequality in treatment, unfair
rules, workload, working
is not appropriate and adopted but some assessment brief. organisation.
conditions, grading issues, does not meet the improvement required
interpretation of an existing assessment brief. to the structure and Answers are clear and Answers are clear,
collective agreement, bullying presentation of the well expressed. concise and well
and harassment. assignment. argued, directly
respond to what has
Marking Guidance Answers are acceptable been asked.
Students must analyse key but could be clearer in
causes of employee responding to the task The presentation of the
grievances and presented in a more assignment is well
coherent way.
Students must scrutinise structured, coherent
key causes – why they and focusses on the
Page 10 of 23
 happen, their impact and
what can be done to stop
them
Causes: - individual and
collective grievances; poor
management, lack of
flexibility, inequality in
treatment, unfair rules,
workload, working
conditions, grading issues,
interpretation of an existing
collective agreement,
bullying and harassment
A Marking Guidance
C
3. Learning Outcome 3
3 Understand how to manage
performance, disciplinary
and grievance matters
lawfully
Task 1 – Section 2 – Point
C Includes confident use examples that illustrate
Explain the skills required
for effective grievance and
discipline-handling
procedures
Indicative Content:
Active listening; questioning;
investigation; interviewing;
note-taking; mediating.
Being objective,
acknowledging and
minimising bias.
need of the questions.
Includes clear evidence
of the use of references
to wider reading to help
inform answer.
Fail (1) Low Pass (2) Pass (3) High Pass (4)
Insufficient Demonstrates an Demonstrates good Demonstrates a wide
demonstration of acceptable level of knowledge, range and confident
knowledge, knowledge, understanding or skills level of knowledge,
understanding or skills understanding or skills (as appropriate) understanding or skill
(as appropriate) (as appropriate) required to meet the (as appropriate).
required to meet the required to meet the AC.
AC. AC. Includes strong
Insufficient examples Sufficient and of examples, where the point being made,
included, where acceptable examples required, to support that link and support
required, to support included, where each answer. the answer well.
answers. required, to support
answers. Presentation and Answers are applied to
Presentation and structure of assignment the case organisation
structure of assignment Required format is appropriate for the or an alternative
is not appropriate and adopted but some assessment brief. organisation.
does not meet the improvement required
assessment brief. to the structure and Answers are clear and Answers are clear,
presentation of the well expressed. concise and well
assignment. argued, directly
Page 11 of 23
 respond to what has
Marking Guidance Answers are been asked.
Explain the skills required acceptable but could
for effective grievance and be clearer in The presentation of the
discipline-handling responding to the task assignment is well
procedures and presented in a structured, coherent
more coherent way. and focusses on the
An explanation is only need of the questions.
needed so not many words
are expected here Includes clear
evidence of the use of
We would expect skills references to wider
recognised by the reading to help inform
CIPD/Acas to be brought answer.
into this part of the
assessment task
Some sample skills are
covered in the bullet points
A Marking Guidance Fail (1) Low Pass (2) Pass (3) High Pass (4)
C
3. Learning Outcome 3 Insufficient Demonstrates an Demonstrates good Demonstrates a wide
4 Understand how to manage demonstration of acceptable level of knowledge, range and confident
performance, disciplinary knowledge, knowledge, understanding or skills level of knowledge,
and grievance matters understanding or skills understanding or skills (as appropriate) understanding or skill
lawfully (as appropriate) (as appropriate) required to meet the (as appropriate).
required to meet the required to meet the AC.
Task 1 – Section 2 – Point AC. AC. Includes strong
D Includes confident use examples that illustrate
Advise on the importance of Insufficient examples Sufficient and of examples, where the point being made,
handling grievances included, where acceptable examples required, to support that link and support
effectively required, to support included, where each answer. the answer well.
answers. required, to support
Indicative Content: answers. Presentation and Answers are applied to
To avoid legal claims; Presentation and structure of assignment the case organisation
reputation of organisation structure of assignment Required format is appropriate for the or an alternative
and individual; impact on is not appropriate and adopted but some assessment brief. organisation.
Page 12 of 23
individual and team; does not meet the improvement required
addresses issues that may assessment brief. to the structure and Answers are clear and Answers are clear,
cause employee frustration, presentation of the well expressed. concise and well
poor morale, absence, assignment. argued, directly
withdrawal of goodwill, respond to what has
resistance to change, Answers are been asked.
resignation, psychological acceptable but could
impact. be clearer in The presentation of the
responding to the task assignment is well
Marking Guidance and presented in a structured, coherent
Advise on the importance of more coherent way. and focusses on the
handling grievances need of the questions.
effectively.
Includes clear evidence
Students should look at of the use of references
some of the impacts of to wider reading to help
when they aren’t handled inform answer.
effectively and the impacts
of this.

Page 13 of 23
Task 2 – Advisory Briefing Note 1,700 words

This task requires students to produce an advisory briefing note to senior managers facing industrial unrest in the organisation.

The briefing note should be clear, easy to follow and contain current and relevant advice to managers that is recommended by
professional bodies and based on best practice.

The briefing note should be attractively presented for a diverse audience in an accessible and easy to read format. Learners should
structure this with appropriate headings and sub-headings, bullets and numbering etc. Although the presentation shows the appropriate
business skills, learners must not be penalised as long as they have met the ACs. Developmental feedback can emphasise the need to
develop presentation skills as appropriate. The focus must remain on meeting the knowledge requirements as set out in the CIPD
assessment criteria.

AC Marking Guidance
2.1 Learning Outcome 2
Understand different forms of
conflict behaviour and dispute
resolution.
Task 2 – Point 1
Distinguish between
organisational conflict and
misbehaviour, and between
informal and formal conflict.
Indicative Content:
Organisational conflict and
misbehaviour: forms of
employee-organised conflict
Fail (1) Low Pass (2) Pass (3) High Pass (4)
Insufficient Demonstrates an Demonstrates good Demonstrates a wide
demonstration of acceptable level of knowledge, range and confident
knowledge, knowledge, understanding understanding or skills level of knowledge,
understanding or skills or skills (as appropriate) (as appropriate) understanding or skill
(as appropriate) required to meet the AC. required to meet the (as appropriate).
required to meet the AC.
AC. Sufficient and acceptable Includes strong
examples included, where Includes confident use examples that illustrate
Insufficient examples required, to support of examples, where the point being made,
included, where answers. required, to support that link and support the
required, to support each answer. answer well.
answers. Required format adopted
but some improvement Presentation and Answers are applied to
Presentation and required to the structure structure of assignment the case organisation or
structure of and presentation of the is appropriate for the an alternative
Page 14 of 23
such as strikes, work-to-rule, go- assignment is not
slow, overtime bans, protests
and deliberate negative
or disruptive behaviour; forms of
unorganised conflict, also known
as misbehaviour, such as
sabotage, fraud, absenteeism,
walking out.
Informal and formal conflict:
informal conflict: spontaneous
arguments, disagreements,
cultural issues of differing
opinions, models of conflict
style.
Formal conflict: leadership
styles, encouraging debate and
differing perspectives.
Recognition that conflict can be
both positive as well as
negative.
assignment. assessment brief. organisation.
appropriate and does
not meet the Answers are acceptable but Answers are clear and Answers are clear,
assessment brief. could be clearer in well expressed. concise and well
responding to the task and argued, directly respond
presented in a more coherent to what has been asked.
way.
The presentation of the
assignment is well
structured, coherent and
focusses on the need of
the questions.
Includes clear evidence of
the use of references to
wider reading to help
inform answer.

Marking Guidance
Students must distinguish
between organisational conflict
and misbehaviour, and between
informal and formal conflict

We would expect to see

definitions which clearly tell
apart conflict and misbehaviour
and examples of both

We would also expect examples

Page 15 of 23
 of informal and formal conflict
and the differences between
both

Examples could be strikes,

work-to-rule, go-slow, overtime
bans, protests, informal conflict:
spontaneous arguments,
disagreements, cultural issues
of differing opinions.

Formal conflict: leadership

styles, encouraging debate and
differing perspective
AC Marking Guidance Fail (1) Low Pass (2) Pass (3) High Pass (4)
2.2 Learning Outcome 2 Insufficient Demonstrates an Demonstrates good Demonstrates a wide
Understand different forms of demonstration of acceptable level of knowledge, range and confident
conflict behaviour and dispute knowledge, knowledge, understanding understanding or skills level of knowledge,
resolution. understanding or skills or skills (as appropriate) (as appropriate) understanding or skill
(as appropriate) required to meet the AC. required to meet the (as appropriate).
Task 2 – Point 2 required to meet the AC.
Distinguish between official and AC. Sufficient and acceptable Includes strong
unofficial employee action examples included, where Includes confident use examples that illustrate
Insufficient examples required, to support of examples, where the point being made,
Indicative Content: included, where answers. required, to support that link and support the
Official action: criteria for required, to support each answer. answer well.
action to be classified as official answers. Required format adopted
such as, in furtherance of a but some improvement Presentation and Answers are applied to
trade dispute, balloting Presentation and required to the structure structure of assignment the case organisation or
requirements; structure of and presentation of the is appropriate for the an alternative
supported/authorised/sanctioned assignment is not assignment. assessment brief. organisation.
by trade union; relevant appropriate and does
legislation and legal protection. not meet the Answers are acceptable but Answers are clear and Answers are clear,
assessment brief. could be clearer in well expressed. concise and well
Unofficial action: any conflict responding to the task and argued, directly respond
or disruptive action that does not presented in a more coherent to what has been asked.
Page 16 of 23
 fall within the definition of formal
action, for example lack of trade
union or official authorisation,
may be spontaneous, lack of
legal protection for those
involved.
Marking guidance
Students must distinguish
between official and unofficial
employee action
Official action - balloting
requirements;
supported/authorised/sanctioned
by trade union; relevant
legislation and legal protection.
Unofficial action - lack of trade
union or official authorisation,
may be spontaneous, lack of
legal protection for those
involved.
AC Marking Guidance
2.3 Learning Outcome 2
Understand different forms of
conflict behaviour and dispute
resolution.
Task 2 – Point 3
Assess emerging trends in the
types of conflict and industrial
sanctions
Indicative Content:
Shift from long strikes to shorter answers.
way.
The presentation of the
assignment is well
structured, coherent and
focusses on the need of
the questions.
Includes clear evidence of
the use of references to
wider reading to help
inform answer.
Fail (1) Low Pass (2) Pass (3) High Pass (4)
Insufficient Demonstrates an Demonstrates good Demonstrates a wide
demonstration of acceptable level of knowledge, range and confident
knowledge, knowledge, understanding understanding or skills level of knowledge,
understanding or skills or skills (as appropriate) (as appropriate) understanding or skill
(as appropriate) required to meet the AC. required to meet the (as appropriate).
required to meet the AC.
AC. Sufficient and acceptable Includes strong
examples included, where Includes confident use examples that illustrate
Insufficient examples required, to support of examples, where the point being made,
included, where answers. required, to support that link and support the
required, to support each answer. answer well.
Required format adopted
Page 17 of 23
strategically planned strikes;
trends in number of strikes,
working days lost, number of
workers involved; increasing use
of injunctions by organisations;
individualisation of workplace
conflict. Nature of sanctions
possible and currently being
applied, for example
internal/external policies and
principles, legislation and how
applied.
Marking Guidance
Students must Assess emerging
trends in the types of conflict
and industrial sanctions
Emerging trends must be
current, relevant and
contemporary. Students should
avoid anything from 2 years ago
or later
but some improvement Presentation and Answers are applied to
Presentation and required to the structure structure of assignment the case organisation or
structure of and presentation of the is appropriate for the an alternative
assignment is not assignment. assessment brief. organisation.
appropriate and does
not meet the Answers are acceptable but Answers are clear and Answers are clear,
assessment brief. could be clearer in well expressed. concise and well
responding to the task and argued, directly respond
presented in a more coherent to what has been asked.
way.
The presentation of the
assignment is well
structured, coherent and
focusses on the need of
the questions.
Includes clear evidence of
the use of references to
wider reading to help
inform answer.

Students should discuss a

minimum of 2 trends

A good example would be

remote working. Throughout the
COVID-19 pandemic, an
emerging trend has been
organisations adopting a
flexible, home working approach
with its staff.

Students to focus on conflict and

Page 18 of 23
 industrial sanctions
AC Marking Guidance
2.4 Learning Outcome 2
Understand different forms of
conflict behaviour and dispute
resolution.
Task 2 – Point 4
Distinguish between third-party AC.
conciliation, mediation and
arbitration
Indicative Content:
Definitions of third party;
conciliation, mediation and
arbitration; uses in individual
and collective disputes; role of structure of
conciliation in settlement of
employment tribunal claims, role appropriate and does
of mediation in restoring and
maintaining employment
relationship, role of conciliator
and mediator in helping parties
resolve their dispute; role of
arbitrator in making a binding
decision in a dispute; managing
potential conflict situations to
achieve consensus legally and
ethically.
Marking Guidance
Students must Distinguish
between third-party conciliation,
mediation and arbitration.
We would expect to see
Fail (1) Low Pass (2) Pass (3) High Pass (4)
Insufficient Demonstrates an Demonstrates good Demonstrates a wide
demonstration of acceptable level of knowledge, range and confident
knowledge, knowledge, understanding understanding or skills level of knowledge,
understanding or skills or skills (as appropriate) (as appropriate) understanding or skill
(as appropriate) required to meet the AC. required to meet the (as appropriate).
required to meet the AC.
Sufficient and acceptable Includes strong
examples included, where Includes confident use examples that illustrate
Insufficient examples required, to support of examples, where the point being made,
included, where answers. required, to support that link and support the
required, to support each answer. answer well.
answers. Required format adopted
but some improvement Presentation and Answers are applied to
Presentation and required to the structure structure of assignment the case organisation or
and presentation of the is appropriate for the an alternative
assignment is not assignment. assessment brief. organisation.
not meet the Answers are acceptable but Answers are clear and Answers are clear,
assessment brief. could be clearer in well expressed. concise and well
responding to the task and argued, directly respond
presented in a more coherent to what has been asked.
way.
The presentation of the
assignment is well
structured, coherent and
focusses on the need of
the questions.
Includes clear evidence of
the use of references to
wider reading to help
inform answer.
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 definitions which clearly tell
apart conciliation, mediation and
arbitration

We would also expect examples

brought in to help distinguish
them
Students can also look at
advantages and disadvantages
and when to use these
approaches, to help separate
them

Learners could display this

guidance as a checklist or a flow
chart, with a supporting narrative
AC Marking Guidance Fail (1) Low Pass (2) Pass (3) High Pass (4)
4.1 Learning Outcome 4 Insufficient Demonstrates an Demonstrates good Demonstrates a wide
Understand the role of employee demonstration of acceptable level of knowledge, range and confident
bodies in employment relations. knowledge, knowledge, understanding understanding or skills level of knowledge,
Task 2 – Point 5 understanding or skills or skills (as appropriate) (as appropriate) understanding or skill
Explain the main provisions of (as appropriate) required to meet the AC. required to meet the (as appropriate).
collective employment law required to meet the AC.
AC. Sufficient and acceptable Includes strong
Indicative Content: examples included, where Includes confident use examples that illustrate
Statutory recognition Insufficient examples required, to support of examples, where the point being made,
procedures, official and included, where answers. required, to support that link and support the
unofficial action; disclosure of required, to support each answer. answer well.
information for collective answers. Required format adopted
bargaining; picketing; legal but some improvement Presentation and Answers are applied to
enforceability of collective Presentation and required to the structure structure of assignment the case organisation or
agreements. structure of and presentation of the is appropriate for the an alternative
assignment is not assignment. assessment brief. organisation.
Marking Guidance appropriate and does
Students must Explain the main not meet the Answers are acceptable Answers are clear and Answers are clear,
provisions of collective assessment brief. but could be clearer in well expressed. concise and well
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 employment law.
Statutory recognition
procedures, official and
unofficial action disclosure of
information for collective
bargaining
Picketing and legal
enforceability of collective
agreements can be covered
AC Marking Guidance
4.2 Learning Outcome 4
Understand the role of employee
bodies in employment relations.
Task 2 – Point 6
Compare the types of employee
bodies, union and non-union
forms of employee
representation
Indicative Content:
Joint negotiation committees,
employee forums, staff councils,
works councils, differences in
the power of employee bodies.
Marking Guidance
Students must compare the
types of employee bodies, union
and non-union forms of
employee representation.
Joint negotiation committees,
responding to the task and argued, directly respond
presented in a more to what has been asked.
coherent way.
The presentation of the
assignment is well
structured, coherent and
focusses on the need of
the questions.
Includes clear evidence
of the use of references
to wider reading to help
inform answer.
Fail (1) Low Pass (2) Pass (3) High Pass (4)
Insufficient Demonstrates an Demonstrates good Demonstrates a wide
demonstration of acceptable level of knowledge, range and confident
knowledge, knowledge, understanding understanding or skills level of knowledge,
understanding or skills or skills (as appropriate) (as appropriate) understanding or skill
(as appropriate) required to meet the AC. required to meet the (as appropriate).
required to meet the AC.
AC. Sufficient and acceptable Includes strong
examples included, where Includes confident use examples that illustrate
Insufficient examples required, to support of examples, where the point being made,
included, where answers. required, to support that link and support the
required, to support each answer. answer well.
answers. Required format adopted
but some improvement Presentation and Answers are applied to
Presentation and required to the structure structure of assignment the case organisation or
structure of and presentation of the is appropriate for the an alternative
assignment is not assignment. assessment brief. organisation.
appropriate and does
not meet the Answers are acceptable Answers are clear and Answers are clear,
assessment brief. but could be clearer in well expressed. concise and well
responding to the task and argued, directly respond
presented in a more to what has been asked.
coherent way.
Page 21 of 23
 employee forums, staff councils, The presentation of the
works councils, differences in assignment is well
the power of employee bodies structured, coherent and
can also be discussed. focusses on the need of
the questions.

Includes clear evidence

of the use of references
to wider reading to help
inform answer.
AC Marking Guidance Fail (1) Low Pass (2) Pass (3) High Pass (4)
4.3 Learning Outcome 4 Insufficient Demonstrates an Demonstrates good Demonstrates a wide
Understand the role of employee demonstration of acceptable level of knowledge, range and confident
bodies in employment relations. knowledge, knowledge, understanding understanding or skills level of knowledge,
Task 2 – Point 7 understanding or skills or skills (as appropriate) (as appropriate) understanding or skill
Evaluate the purpose of (as appropriate) required to meet the AC. required to meet the (as appropriate).
collective bargaining and how it required to meet the AC.
works. AC. Sufficient and acceptable Includes strong
examples included, where Includes confident use examples that illustrate
Indicative Content: Insufficient examples required, to support of examples, where the point being made,
Joint determination of rules; included, where answers. required, to support that link and support the
industrial governance; required, to support each answer. answer well.
negotiation, constructive answers. Required format adopted
compromise and purposeful but some improvement Presentation and Answers are applied to
persuasion; substantive and Presentation and required to the structure structure of assignment the case organisation or
procedural agreements; use of structure of and presentation of the is appropriate for the an alternative
industrial action to achieve assignment is not assignment. assessment brief. organisation.
bargaining aims. appropriate and does
not meet the Answers are acceptable Answers are clear and Answers are clear,
Marking Guidance assessment brief. but could be clearer in well expressed. concise and well
Students must Evaluate the responding to the task and argued, directly respond
purpose of collective bargaining presented in a more to what has been asked.
and how it works. coherent way.
Joint determination of rules; The presentation of the
industrial governance; assignment is well
negotiation, constructive structured, coherent and
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compromise and purposeful focusses on the need of
persuasion; substantive and the questions.
procedural agreements; use of
industrial action to achieve Includes clear evidence
bargaining aims of the use of references
to wider reading to help
inform answer.

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