5HR01

EMPLOYMENT
RELATIONS
MANAGEMENT
 PART 1 LEARNING – LEARNING JOURNAL

• On a scale of 1 – 10, how do you rate your

knowledge of Employment Relations?

• How you would you describe Employment Relations?

2
 • To explore the key approaches,
practices and tools to manage and
enhance the employee
relationship to create better
AIMS working lives and the significant
impact this can have on
organisational performance

• To apply theory in practice –

embed your learning in the
context of your role.
3
 LEARNING OUTCOMES
LO 1 – Understand employee voice, engagement and practices to
support better working lives.
AC 1.1 Review emerging developments to inform approaches to employee voice and
engagement.

AC 1.2 Differentiate between employee involvement and employee participation and how it
builds relationships.
LEARNING
AC 1.3 Assess a range of employee voice tools and approaches to drive employee
engagement. OUTCOME
1
AC 1.4 Critically evaluate the interrelationships between employee voice and organisational
performance.

AC 1.5 Explain the concept of better working lives and how this can be designed.
4
 LEARNING OUTCOMES
LO 2 – Understand different forms of conflict behaviour and dispute
resolution.
AC 2.1 Distinguish between organisational conflict and misbehaviour, and
between informal and formal conflict.

AC 2.2 Distinguish between official and unofficial employee action.

LEARNING
OUTCOME
AC 2.3 Assess emerging trends in the types of conflict and industrial 2
sanctions.

AC 2.4 Distinguish between third-party conciliation, mediation and

arbitration
5
 LEARNING OUTCOMES
LO 3 – Understand how to manage performance, disciplinary and
grievance matters lawfully.
AC 3.1 Explain the principles of legislation relating to unfair dismissal
in respect of capability and misconduct issues..
LEARNING
AC 3.2 Analyse key causes of employee grievances.
OUTCOME
AC 3.3 Explain the skills required for effective grievance and 3
discipline-handling procedures

AC 3.4 Advise on the importance of handling grievances effectively.

6
 LEARNING OUTCOMES
LO 4 – Understand employee voice, engagement and practices to
support better working lives.
AC 4.1 Explain the main provisions of collective employment
law. LEARNING
OUTCOME
AC 4.2 Compare the types of employee bodies, union and 4
non-union forms of employee representation.

AC 4.3 Evaluate the purpose of collective bargaining and how

it works.
7
8
 ASSESSMENT BACKGROUND
• YOU ARE GOING TO THE UK ON A 1 YEAR
SECONDMENT TO GO QUEST
• UK LAWS APPLY
• DO NOT APPLY YOUR OWN LOCAL
LEGISLATION TO THE CASE STUDY
• YOU COULD APPLY UK LEGISLATION ON
YOUR OWN ORGANISATION

9
 ASSESSMENT - SCENARIO
• Go Quest is a privately owned company that has accepted union recognition for its
employees. It produces high-end adventure clothing and has seen a consistent increase
in growth during and post the pandemic. You have recently taken on the role of
Employee Relations manager at Go Quest and at your first meeting with the Directors
they explain that they are keen to draw on your knowledge and experience of working
in the public sector within employment relationship management as this is an area that
the company management seeks to improve.

• They have asked you to produce a report for senior and line managers that provides
them with knowledge and understanding of approaches to employee voice and how
these can be best used to foster engagement, performance and better working lives.
Additionally, they need to understand the different forms of workplace conflict
behaviour; disputes and sanctions; the role and main provisions of collective
employment law; third party interventions; and managing discipline and grievance
resolution.

10
 REPORT – WORD COUNT
CASE STUDY 1500 WORDS
(+ / - 10%)

SECTION
ONE HARVARD FOCUS ON THE COMMAND
VERBS
REFERENCING ASSESS, ADVISE, COMPARE,
(MANDATORY) CHOOSE, DISCUSS,EXPLAIN,
EXAMINE, EVALUATE,
IDENTIFY, SUMMARISE, ETC…

TO COMPLETE BOTH SECTIONS OF THE REPORT, YOU SHOULD

PROVIDE WRITTEN RESPONSES TO EACH OF THE 16 POINTS IN
THE LAB, MAKING APPROPRIATE USE OF ACADEMIC THEORY,
CASE AND STATUTORY LAW, RESEARCH AND GOOD PRACTICAL
EXAMPLES TO SUBSTANTIATE YOUR RESPONSE AND
ILLUSTRATE KEY POINTS.
11
 Understand employee voice,
engagement and practices to
LEARNING support better working lives
OUTCOME
1

12
 A.C.1.1
REVIEW
EMERGING • Provide a brief definition of Employee Voice
DEVELOPMENT
TO INFORM
• Review 2 examples of recent trends in employee voice
APPROACHES TO (Direct Participation,Employee Representation at Board
EMPLOYEE VOICE Level, Use of social media etc…) referring to the case
AND study organisation GO QUEST.
ENGAGEMENT
• Summarise how to use these examples to build
employee engagement.
APPROX.
300 WORDS

13
 EMPLOYEE VOICE DEFINED

• The ability of employees to express their views, opinions, concerns and suggestions, and for
these to influence decisions at work’. To enable a genuine two-way communication between
employers and their people, it’s important that managers listen to and act on employee voice.
• It’s also fundamental to ensuring job quality in the context of changing working practices. Valuing
people is a core behaviour in our Profession Map as ensuring individuals’ views are heard is key
for people professionals.
CIPD(2022)

Purpose of Employee Voice –

•Organisational voice refers to the positive benefits that voice can bring to an organisation, for
example, higher innovation. Some voice mechanisms, such as suggestion schemes, allow the
organisation to benefit from employees’ ideas.
•Individual voice argues that voice is a fundamental right. It allows employees to be involved in
decision-making and to express their concerns.

14
 EMPLOYEE PARTICIPATION DEFINED
Activities and measures taken to get employees to participate together in an initiative
to achieve a common goal.
Difference - Participation is simply taking action, while engagement is making an
investment.
Benefits:
• Proactive community - Employees who feel that their opinions are valued and actioned feel
happier in the workplace and are more motivated to work towards the organization’s
success. Employees then continue to engage well as the quality of their delivered results are
important to them.
• Communication barriers are removed - When employees effectively share their suggestions,
they are also more likely to highlight bottlenecks in their daily workflow and come up with
innovative ways for improvement.
• Personal Health - Increased participation also supports the employee’s (mental) health,
although this is no guarantee. Stress is lowered by applying participation in organisations as
employees can express concerns regarding their performance and business changes.
• Productivity and quality - Productivity improves through less stress, a more efficient work
environment, motivation and dedication as a result of a safe working environment.
15
16
 Recent trends in
Employee
Participation
Direct Participation
Employee Representation at Board
Level
Use of social media
Naming competition for new projects
or initiatives
Establish a direct connection
between SMT, middle management
and employees
Provide employees with a fun
working environment
Autonomy
People First Culture
Diversity and Inclusion in the
Workplace
Millennials and Gen-Z friendly
employee benefits
How to use these to build Employee Engagement
Connects financial incentives with employee ownership and affects the growth of satisfaction with the work performed and high motivation
for achievement of the results by integrating the company's goals with individual goals of employees
Elevate the visibility of people issues to the Board and sheds light on the pulse of the business. Employees then see that the Board are taking
their issues seriously. It helps reinforce other initiatives around people/ engagement, helping the management on wider cultural journeys.
Create a work social media post about the advancement of your employee in their career. This would help people know that you value them
and engage congratulatory from their peers.
Promotes creativity and gives a sense of excitement and ownership to employees.
Removes barriers across levels and gives a sense of collaboration and team spirit.
Employees feel more invested in the organisation if they enjoy working at the workplace.
Giving employees freedom, responsibility and power promotes confidence and engagement
A people-first culture can bloom only when every individual feels cared for and respected by the people organization, starting from top-level
to bottom. It is a path that every organization must venture on.
A diverse, fair, and just culture, it results in a more innovative, creative, and engaged workforce.
Particular emphasis on the job package. Prefer unique, personalized, and thoughtful employee benefits and perks, diverse and flexible
choices.(Free snacks, Napping rooms, Free breakfast, paid holiday, Paid fitness memberships, vacation time, etc.)
17
A.C.1.1 – PRACTICAL – FLIP CHART DISCUSSION

• Provide a brief definition of Employee Voice

• Review 2 examples of recent trends in employee

voice (Direct Participation,Employee
Representation at Board Level, Use of social
media etc…) referring to the case study
organisation GO QUEST.

• Summarise how to use these examples to build

employee engagement.

18
 A.C.1.2
DIFFERENTIATE • Explain the differences between Employee Involvement
BETWEEN EMPLOYEE and Employee Participation.
INVOLVEMENT AND
EMPLOYEE
PARTICIPATION AND • Using 1 example of employee involvement, explain how
HOW IT BUILDS it could build strong and positive working relationships
RELATIONSHIPS. at the case study organisation GO QUEST.
(APPROX.300 WORDS)

• Using 1 example of employee participation, explain how

it could build strong and positive working relationships
at the case study organisation GO QUEST.

• Differentiate to show or find the difference between things that

are compared:
• If you differentiate between things or if you differentiate one thing from
another, you recognize or show the difference between them.
19
 EMPLOYEE INVOLVEMENT AND
EMPLOYEE PARTICIPATION DEFINED

•Employee Involvement:
Involvement refers to situations where
staff members have a level of input
in the business activities they perform.

•Employee Participation:
Participation refers to employees taking
part in business activities. In staff
participation initiatives, employees
actively participate in whatever element
of the business they're contributing to.
20
 DIFFERENCES BETWEEN EMPLOYEE PARTICIPATION AND EMPLOYEE
INVOLVEMENT
EMPLOYEE PARTICIPATION
Refers to the actual business activities that employees
perform
Fosters a team approach in which a group of workers
completes a project using their diverse skill sets to
achieve a common goal
Situations where staff members have a degree of input
in the business activities they perform
A one-on-one approach between the employee and
management as the tasks are assigned by the superiors
or the management.
EMPLOYEE INVOLVEMENT
Involvement is about the level of input in decision-
making that employees have regarding which business
activities they perform.
All about the direct connection between workers and
management to foster improved communication and
greater empowerment in how decisions that affect the
workplace are made.
Requires a team approach, with working groups and
teams of employees working together with
responsibility for a particular business task.
Employee’s ideas and attitudes are concerned in the
decision-making process. In employee involvement, all
the employees contribution is taken together in
achieving a particular objective on behalf of the
organization.
21
 EXAMPLES OF EMPLOYEE INVOLVEMENT
• Continuous Improvement teams.
• Formal quality of work life programs.
• Quality control circles.
• Flatter organizational structures.
• Labour management problem solving efforts.
• Employee problem solving task forces and teams.
• Structured suggestion systems.
• Suggestion boxes

For example, General Motors' new Saturn operation

uses a high involvement design that includes work teams,
skill-based pay and gainsharing, intensive training each
year, and extensive sharing of business information.

22
 EXAMPLES OF EMPLOYEE PARTICIPATION

• Open forums for employees to

suggest ideas to help complete a task

• Profit sharing

• Co-ownership / shareholding

• Board representation

23
 A.C.1.2 – PRACTICAL ACTIVITY
CREATE A PRESENTATION
• Create a short presentation on the following:

• Explain the differences between Employee

Involvement and Employee Participation.

• Using 1 example of employee involvement, explain

how it could build strong and positive working
relationships at the case study organisation GO
QUEST.

• Using 1 example of employee participation, explain

how it could build strong and positive working
relationships at the case study organisation GO
QUEST.
24
 A.C.1.3
ASSESS A RANGE • Explain the strengths and weaknesses of 3 employee
voice tools that are used to drive employee engagement
OF EMPLOYEE [Surveys, Town Hall meetings, employee forums], based
VOICE TOOLS on your research and the case study GO QUEST.
AND
APPROACHES TO
• Explain the strengths and weaknesses of 2 approaches
DRIVE EMPLOYEE to driving employee engagement [ employee
ENGAGEMENT participation /involvement, total reward packages;
(APPROX.400 coaching and mentoring; effective performance
management etc.]
WORDS)

25
 EMPLOYEE VOICE TOOLS
• Employee voice exists when: Communication tools have been put in place to enable employees to have ongoing
conversations in different ways, to ensure every voice is heard. Everyone in the company feels they can have a say
and that their voice is heard and listened to.

• Surveys and polls

• Town Halls
• Informal via team meetings
• Communication Initiatives
- Open meetings
- Suggestion boxes
- Idea walls
- Employee forums
- Nominating employee representatives
- Run focus groups

• Strengths and weaknesses?

26
 EMPLOYEE ENGAGEMENT DEFINED…
• Employee engagement is about the relationships between employers and
employees. It pertains to how enthusiastic employees feel about their work,
and therefore how dedicated they are to a company’s core values and
success.
• Employee engagement is the degree to which employees invest their
cognitive, emotional, and behavioral energies toward positive organizational
outcomes.
• Employee engagement is the strength of the mental and emotional connection
employees feel toward the work they do, their teams, and their organization.
• The level of enthusiasm and dedication a worker feels toward their job. Engaged
employees care about their work and about the performance of the company and
feel that their efforts make a difference.
• An engaged employee is in it for more than a paycheck and may consider their
well-being linked to their performance, and thus instrumental to their company's
success - Win-win for both employer and employees!
• What are they key messages in the video?

27
 APPROACHES TO DRIVING
EMPLOYEE ENGAGEMENT
• Surveys
• Suggestion schemes
• Team meetings
• Town hall meetings
• Employee forums
• Social media

• How are they used?

• Which ones are used in your organisations?
• Strengths / weaknesses?
• Are they effective?

28
 A.C.1.3 – PRACTICAL ACTIVITY
FLIP CHART DISCUSSION

• Explain the strengths and weaknesses of 3

employee voice tools that are used to drive
employee engagement [ Surveys, Town Hall
meetings, employee forums], based on your
research and the case study GO QUEST.

• Explain the strengths and weaknesses of 2

approaches to driving employee engagement
[ employee participation/involvement, total reward
packages; coaching and mentoring; effective
performance management etc.]

29
 • Using 2 subheadings, provide 2 examples of employee
AC 1.4 voice from the previous task, AC 1.3
CRITICALLY EVALUATE
THE
INTERRELATIONSHIPS
BETWEEN EMPLOYEE • Critically evaluate (look at the pros and cons) the
VOICE AND interrelationship between these examples of employee voice
ORGANIZATIONAL and organisational performance.
PERFORMANCE
(APPROX.250 WORDS)

• Provide a balanced argument, based on the case study

organisation GO QUEST.

30
 THE INTER-RELATIONSHIP BETWEEN EMPLOYEE
VOICE AND ORGANISATIONAL PERFORMANCE
(PROS)
• Drives better decisions
• Reduces workplace conflicts
• Boosts engagement
• Improves employee retention
• Drives customer success
• Boosts organisational resilience
• Drives innovation

• When your people feel heard, they tend to be more

engaged with their work, more resilient, and more
effective.
31
 THE INTER-RELATIONSHIP BETWEEN EMPLOYEE
VOICE AND ORGANISATIONAL PERFORMANCE
(CONS)
• Failing to act on feedback - Soliciting the feedback and not acting on it can be worse than not
requesting the feedback in the first place, so make sure you develop an action plan when you get
your survey results in.

• Managers struggling to adjust - Managers should be able to transition from a controlling,

micromanaging approach to serving as more of a supportive coach, which will allow employees
to feel empowered and express themselves more freely.

• Ensuring employees can express themselves confidentially – if the feedback is not anonymous,
they might not feel safe to give honest feedback, which in turn can lead to unresolved issues at
your company.

32
 A.C.1.4 – PRACTICAL ACTIVITY
SAMPLE CASE STUDY – BRITISH GAS

• What are they key messages from the case study?

• Were there any other alternatives?

• What recommendations would you make to

strengthen employee voice at British Gas?

This is how you need to answer your assessment case study – GO Quest
33
 A.C.1.5
EXPLAIN THE • Define and explain the concept of better
CONCEPT OF working lives (This is not the same as work-
BETTER life balance)
WORKING LIVES
AND HOW THIS
CAN BE • Using 2 examples, such as pay and
DESIGNED benefits and health and safety, explain
(APPROX.250 how these could be used to design a
WORDS) better working life within the case study
organisation GO QUEST.

34
 BETTER WORKING LIVES

• Good work provides a supportive environment with

constructive relationships. Good work allows for work–
life balance. Good work is physically and mentally healthy.
Good work gives employees the voice and choice they
need to shape their working lives. CIPD (2018)

• The fundamental purpose of the people profession is

to champion better work and working lives. Creating
roles, opportunities, organisations and working
environments that help get the best out of people,
delivering great organisational outcomes, in turn driving
our economies, and making good, fair and inclusive work a
societal outcome.

• What are the key themes of the video?

35
 LET’S REFLECT…
• Using 2 examples, such as pay and benefits
and health and safety, explain how these
could be used to design a better working life
within the case study organisation GO
QUEST.
• Justify each
• Does your organisation reflect these to create
a better working life?
• Why or why not?

36
 REPORT – WORD COUNT
CASE STUDY 2400 WORDS
(+ / - 10%)

SECTION
TWO HARVARD FOCUS ON THE
REFERENCING COMMAND VERBS –
(MANDATORY) EXPLAIN, EXAMINE,
DISCUSS, EVALUATE,
SUMMARISE, ETC…

TO COMPLETE BOTH SECTIONS OF THE REPORT, YOU SHOULD

PROVIDE WRITTEN RESPONSES TO EACH OF THE 16 POINTS IN
THE LAB, MAKING APPROPRIATE USE OF ACADEMIC THEORY,
CASE AND STATUTORY LAW, RESEARCH AND GOOD PRACTICAL
EXAMPLES TO SUBSTANTIATE YOUR RESPONSE AND
ILLUSTRATE KEY POINTS. 37
 Understand different forms of
conflict behaviour and dispute
LEARNING resolution
OUTCOME
2

38
 • Please refer to CIPD and ACAS/UK legislation guidelines
• Use 2 subheadings OR 2 tables with sufficient
explanatory narrative.
AC 2.1
DISTINGUISH • Define organisational conflict
BETWEEN • Define organisational misbehaviour
ORGANSIATIONAL • Advise GO QUEST on the differences between them.
CONFLICT AND
• Define formal conflict
MISBEHAVIOUR AND
• Define informal conflict
BETWEEN FORMAL • Advise GO QUEST on the differences between them.
AND INFORMAL
CONFLICT (You could discuss: Formal conflict - strikes, work-to-rule, go-
(Approx.400 words) slow, overtime bans, protests. Informal conflict: spontaneous
arguments, disagreements, cultural issues of differing opinions)

• Distinguish to notice or understand the difference between two things,

or to make one person or thing seem different from another:
• If you can distinguish one thing from another or distinguish between
two things, you can see or understand how they are different.
39
 ORGANISATIONAL CONFLICT AND
ORGANISATIONAL MISBEHAVIOUR DEFINED
• Organisational Conflict: The different types of
disagreements between employees or departments in an
organisation, and how these affect it’s activities.
• Ex: Cultural, operational, contractual, and structural
issues.

• Organisational Misbehaviour: ‘anything you do at work

that you are not supposed to do’. It is also often identified
as behaviour that is unacceptable to management and
may significantly disrupt its functioning.Organisational
misbehaviour is voluntary and committed by choice.

• Ex: harassment, discrimination, theft, or violation of

safety procedures

40
 DIFFERENCES BETWEEN
ORGANISATIONAL CONFLICT AND ORGANISATIONAL MISBEHAVIOUR
ORGANISATIONAL CONFLICT ORGANISATIONAL MISBEHAVIOUR

Two or more people do not agree on something Intentional negative behaviour on employee conduct
Situations in which the interests, values, or goals of Actions or behaviours that are inappropriate or violate the
different individuals or groups within an organization rules or policies of the organization
are incompatible or in conflict with one another
Occur at various levels within the organization, Occurs at an individual level – person centric
including between employees, between
departments, or between management and
employees
Could be positive or negative Generally seen as a negative occurrence within the
organization, as it can have negative impacts on the work
environment and the overall functioning of the organization
Others? Others?

41
 FORMAL AND INFORMAL CONFLICT
DEFINED…
• Formal Conflict: May involve a claim brought
against your organization in a labour case

• Informal Conflict: May involve a minor clash

or disagreement between two people
- Spontaneous arguments
- Disagreements
- Cultural issues of differing opinions

• Any others?
42
 DIFFERENCES BETWEEN
FORMAL AND INFORMAL CONFLICT
FORMAL CONFLICT INFORMAL CONFLICT

Time and cost intensive Time and cost efficient

Aimed at resolving issues
formally
Discipline, Grievance procedures
When informal approaches don’t
work
Others?
Aimed at resolving issues informally
and building relationships
Discussions, one to one meetings
Before going the formal route
Others?
43
 A.C.2.1 – PRACTICAL ACTIVITY
CREATE A PRESENTATION
• Please refer to CIPD and ACAS/UK legislation
guidelines
• Use 2 subheadings OR 2 tables with sufficient
explanatory narrative.

• Define organizational conflict

• Define organizational misbehaviour
• Advise GO QUEST on the differences between
them

• Define formal conflict

• Define informal conflict
• Advise GO QUEST on the differences between them.

(You could discuss: Formal conflict - strikes, work-to-

rule, go-slow, overtime bans, protests. Informal conflict:
spontaneous arguments, disagreements, cultural issues
of differing opinions)
44
45
 RECAP OF DAY 1
• What is employee voice? Examples of employee voice tools?
• What is employee participation? Recent trends?How do they build employee
engagement?
• What are the differences between employee involvement and participation?
Examples of each?
• What is employee engagement? Approaches?
• Discuss the pros and cons of the relationship between employee voice and
organisational performance.
• Discuss the concept of better working lives.
• What are organisational conflict and misbehaviour? Differences?
• What are formal and informal conflict? Differences?
• Look at the assignment writing guide on the HUB
• Against each AC, put a tick on any task that you can answer, and highlight which
ones you need clarity on
• There are additional resources on the HUB can help you with that

46
 • We suggest you use a table here with sufficient
explanatory narrative.

AC 2.2 • Explain official employee action and provide 2

Distinguish between specific examples - E.g. (balloting requirements;
official and unofficial supported/authorised/sanctioned by trade union;
employee action. relevant legislation and legal protection)
(Approx.200
words)
• Explain unofficial employee action and provide 2
specific examples - E.g. (lack of trade union or
official authorisation, may be spontaneous, lack of
legal protection for those involved)

• Distinguish to notice or understand the difference between two things,

or to make one person or thing seem different from another:
• If you can distinguish one thing from another or distinguish between
two things, you can see or understand how they are different.
47
 OFFICIAL ACTION (UK) DEFINED…
• Trade Union - An organisation made up of members (a membership-based organisation) and its
membership must be made up mainly of workers. One of a trade union's main aims is to protect and
advance the interests of its members in the workplace. Most trade unions are independent of any
employer.

• Official Action – Formally backed by a trade union and members of that

union are taking part in it. Dispute cannot be resolved through
negotiation.

• Formally supported by a union (Public Sector)

• Ballot of members - essentially a legal requirement –

the union must put a proposal for industrial action to its members.
Official action can’t move ahead if majority vote NO.

- Strike - where workers refuse to work for the employer

- Action short of a strike - where workers take action such as working to rule, go slows,
overtime bans or callout bans
- Lock-out - a work stoppage where the employer stops workers from working 48
 UNOFFICIAL ACTION (UK) DEFINED…
• Unofficial Action -Workers get together and organise industrial action themselves – this is not
done through a union. Action not supported by a union (Public Sector)
o Walkouts - a labor strike, the act of employees collectively leaving the workplace and withholding labor
as an act of protest.
o Go slow - work or progress is deliberately delayed or slowed down.
o Work to rule - official working rules and hours exactly in order to reduce output and efficiency,
especially as a form of industrial action.
o Disobedience - failure or refusal to obey rules or someone in authority.

• Private Sector – “WhatsApp” Generation – because workers are able to organise action collectively
very easily via this medium. Example here is Southeastern Railway, where employees in dispute
with their employer coordinated sick days altogether at the same time.

• Local v national action - There is also a trend towards localised strike and other forms of industrial
action, whereas in the past, this was carried out on a national basis.

• No support from union e.g. strike pay 49

 DIFFERENCES BETWEEN
OFFICIAL AND UNOFFICIAL ACTION
OFFICIAL ACTION UNOFFICIAL ACTION

Authorised or sanctioned by trade union – Unauthorised or NOT sanctioned by trade union –

trade union’s responsibility
Supported by union – can not be
terminated
All legal rules followed
Working with management
Restrictive to employees and trade
unions representing them.
NOT the trade union’s responsibility
No support from union – strike pay;
employees are not protected from dismissal
No rules followed
Working against management
Non-members can also undertake unofficial
action.

50
 A.C.2.2 – PRACTICAL ACTIVITY
CONSULTANCY ADVICE / PRESENTATION
• GO Quest needs your support in understanding the following:

• We suggest you use a table here with sufficient

explanatory narrative.

• Explain official employee action and provide 2

specific examples - E.g. (balloting requirements;
supported/authorised/sanctioned by trade union;
relevant legislation and legal protection)

• Explain unofficial employee action and provide 2

specific examples - E.g. (lack of trade union or
official authorisation, may be spontaneous, lack of
legal protection for those involved)

• Advise GO QUEST on the differences between

official and unofficial employee action. 51
 • Research emerging trends (recent changes) in types of
conflict and industrial sanctions
AC 2.3
Assess emerging
trends in the types of
conflict and • Explain the pros and cons of 2 recent trends E.g.
industrial sanctions. (reverting back to large-scale national strikes; greater
focus on individual employee voice; use of online
(Approx.200
petitions to drive support)
words)

• We recommend that you research recent industrial

action in the UK.

52
 EMERGING TRENDS (RECENT CHANGES) IN
TYPES OF CONFLICT AND INDUSTRIAL SANCTIONS
• Changing nature of the workplace
• Changing nature of employer and employee
relationships
• Focus on a “win-win” situation
• Shorter strikes v long strikes
• Employees are opting out of trade unions and
preferring direct representation between employer
and employee
• More focus on development of employees rather
than operational issues
• Employment relations dealt with on a company
level rather than an industry level
• Greater focus on employee voice
53
 RECENT EXAMPLES OF
INDUSTRIAL ACTIONS IN THE UK

• Transport -
- Rail Transport , Air Transport, Freight, Buses, Underground, Ships
• Firemen
• Barristers / Lawyers
• Postal Service
• Healthcare – Doctors, Nurses, Ambulance workers and NHS Staff
• Telecommunications – Engineering, call centre staff
• Education – Teachers, lecturers
• Refuse workers / Sanitation Services
• Others – Passport services, Broadcasting

54
 A.C. 2.3 – PRACTICAL ACTIVITY
DEBATE
• Choose 2 emerging trends (recent changes)
in types of conflicts and industrial sanctions
in the UK (Discuss as a collective group)

• Group 1 will then discuss the benefits / pros

• Group 2 will discuss the risks / cons

55
 • Define the three terms Third-party conciliation,
Mediation and Arbitration

AC 2.4
Distinguish between • Explain the differences between them.
third-party • Use a minimum of 1 example of each to help differentiate
conciliation, (how are they different?)
mediation and
arbitration
(Approx.250
words) • Refer to ACAS guidelines

• Distinguish to notice or understand the difference between two things,

or to make one person or thing seem different from another:
• If you can distinguish one thing from another or distinguish between
two things, you can see or understand how they are different.
56
 ALTERNATIVE
DISPUTE RESOLUTION METHODS
• Third – Party Conciliation - A third party (the conciliator) is
appointed as a neutral and unbiased person to help parties involved
in a dispute to achieve a settlement by steering negotiations
towards an amicable conclusion.
• Mediation - an informal and flexible dispute resolution process. The
mediator's role is to guide the parties toward their own
resolution. The mediator helps both sides define the issues clearly,
understand each other's position and move closer to resolution.
• Arbitration - A procedure in which a dispute is submitted, by
agreement of the parties, to one or more arbitrators who make a
binding decision on the dispute. In choosing arbitration, the parties
opt for a private dispute resolution procedure instead of going to
court.
• What happens within your regional context?
57
 THIRD PARTY CONCILATION MEDIATION ARBITRATION
Informal and voluntary Informal and voluntary Formal - Attorneys control party participation
(mandatory)
Facilitator takes a more active role – Parties Facilitator is impartial and objective – Parties Arbitrator listens to facts and evidence and
control the outcome control the outcome renders an award - Arbitrator controls the
outcome

Facilitator has the responsibility to identify Encouraged to find a solution – facilitator is a Decision based on facts, evidence, and law –
the objectives of the parties and actively help guide Arbitrator given the power to decide
find a solution.

Facilitator also plays the role of evaluator and Facilitator does not give any judgement Formal judgement given by Arbitrator
intervener that base the solution on what is
deemed the most beneficial solution.

A resolution is a necessary outcome and is Not necessary to find a solution, but the aim Arbitrator is given power to decide.
executable as a decree of the civil court. is to find an agreement Final and binding decision.

Governed by the Arbitration and Conciliation Governed by the Code of Civil Procedure Act, Governed by the Arbitration Act 1996
Act, 1996. 1908.
Confidentiality based by law Confidentiality based on trust Private (but decisions publicly available).

Used preventively and aims to stop a dispute Intervenes when a substantial conflict or Disputes relating to contractual breaches are
becoming something substantial. dispute have arisen needing professional often referred to arbitration.
intervention.

58
 ACAS GUIDELINES

• ACAS codes of practice set the minimum standard of fairness that workplaces should
follow. They are used by employment tribunals when deciding on relevant cases.

• Early conciliation – Talks to try and make a legal agreement without going to an employment
tribunal / labour court

• Mediation support – ACAS can advise employers on setting up a mediation scheme,provide

external mediators and train staff in mediation.

• Collective conciliation – Talks to help a group of employees and their employer reach an
agreement.

• Arbitration – A third party makes a decision on a dispute to help both sides reach an agreement.

59
 A.C.2.4 – PRACTICAL ACTIVITY
FLIP CHART DISCUSSION

• Define the three terms Third-party conciliation,

Mediation and Arbitration

• Explain the differences between them.

• Use a minimum of 1 example of each to help
differentiate (how are they different?)

• REFER TO ACAS GUIDELINES

• Apply this to GO Quest 60

 Understand how to manage
performance, disciplinary and
grievance matters lawfully
LEARNING
OUTCOME
3

61
 • Base your answer on the
• UK Employment Rights Act 1996
AC 3.1
Explain the
principles of • Explain the term capability, according to the above act.
legislation relating • When would it be unfair to dismiss someone for it?
to unfair dismissal
in respect of
capability and • Explain the terms gross and ordinary misconduct,
misconduct according to the above act.
issues • When would it be unfair to dismiss someone for it?
(Approx.225
words)
• Provide examples of both, ideally from the case study
organisation GO QUEST.

62
 UK EMPLOYMENT RIGHTS ACT 1996
• An Act to consolidate enactments relating to employment
rights.

• This Act covers areas such as:

-Unfair dismissal
-Redundancy payments
-Protection of wages
-Zero-hour contracts (Casual contracts)

• This means:
-They are on call to work when you need them
-You do not have to give them work
-They do not have to do work when asked

• Sunday working
• Suspension from work
• Flexible working
• Termination of employment 63
 CAPABILITY
• “Capability”, according to the UK Employment Rights Act 1996, in relation to an
employee, means his capability assessed by reference to skill, aptitude, health
or any other physical or mental quality.

• When is it unfair to dismiss someone for capability:

- A capability dismissal may be deemed unfair if an employer could have made
reasonable adjustments to facilitate the employee's return to work. The types of
adjustment to consider will vary depending on the circumstances, but might include: A
phased return to work after illness.
- There was no fair reason for the dismissal
- The reason was not enough to justify dismissing them
- The employer did not follow a fair procedure

• Examples: Lack of flexibility, failing to reach employer’s standards, poor

interpersonal skills with colleagues and customers

64
 GROSS AND ORDINARY MISCONDUCT
• Gross Misconduct - This is where the employee’s
behaviour is so unacceptable that it fundamentally
undermines the implied duty of mutual trust and
confidence, where the employment relationship can no
longer continue.
Eg: theft or physical violence

• Ordinary Misconduct – Minor breaches of conducts that

is unlikely to justify a decision to dismiss. However, where
that conduct persists, despite the employee being warned
of the consequences, this may be sufficiently serious so
as to justify bringing the employment relationship to an
end.
Eg:Occasional lateness or a one-off unauthorized
absence
65
 A.C.3.1 – PRACTICAL ACTIVITY
FLIP CHART DISCUSSION
• Base your answer on the UK Employment Rights Act
1996

• Explain the term capability, according to the above act

• When would it be unfair to dismiss someone for it?

• Explain the terms gross and ordinary misconduct,

according to the above act.
• When would it be unfair to dismiss someone for it?

• Provide examples of both, ideally from the case

study organisation GO QUEST.

66
 • Analyse a minimum of 3 key causes of employee
grievances
• Why do they happen?
• What is their pact?
AC 3.2 • What can be done to stop them?
Analyse key
causes of
employee
grievances Causes could include: -
Poor management, lack of flexibility, inequality in
(Approx.225 treatment, unfair rules, workload, working conditions,
words) grading issues, interpretation of an existing collective
agreement, bullying and harassment.

67
 EMPLOYEE GRIEVANCES
• Employee Grievance defined: Grievance may be any genuine or imaginary feeling of dissatisfaction or injustice which
an employee experiences about his job and its nature, about the management policies and procedures. It is a
complaint that has been formally presented to a management representative.

• Why do they happen?

-Improper working conditions
-Irrational management policies – demotions, inappropriate salary structures
-Violation of organizational rules and practices ; Supervision
-Organisational change; Employee relations
-Others?

• Examples: issues involving pay and benefits, excessive workload, workplace favoritism, bullying or discrimination, lack
of a transparent promotion process, etc.

• What is their impact?: Low productivity, increased attrition, decreased morale, strained relations etc

• How can they be stopped?: Putting in place clear and transparent policies and processes, and ensure they are
followed. This will prevent resentments building up over perceived, real favouritism or inconsistency in decision-making.

68
 A.C.3.2 – PRACTICAL ACTIVITY
GROUP DISCUSSION
• Analyse a minimum of 3 key causes of employee
grievances
• Why do they happen?
• What is their pact?
• What can be done to stop them?

Causes could include: -

Poor management, lack of flexibility, inequality in
treatment, unfair rules, workload, working conditions,
grading issues, interpretation of an existing collective
agreement, bullying and harassment.

69
 • Research CIPD and ACAS guidance [remember to
AC 3.3 reference clearly]
Explain the skills
required for
effective
• Explain a minimum of three skills that are required for
grievance and effective grievance and discipline-handling procedures. E.g.
(active listening, mediating, empathy; communication)
discipline-
handling
procedures
(Approx.200 • Clearly explain how each of these skills could help GO
words) QUEST with effective grievance and discipline handling.

70
 ACAS GUIDANCE
• ACAS statutory Code of Practice
• Guidance
• Procedure to follow
• Principle of fairness
• What happens locally?

71
 SKILLS REQUIRED
• Active listening
• Questioning
• Investigative
• Interviewing
• Note-taking
• Mediating
• Remaining objective
• Acknowledging and minimising bias

72
 A.C.3.3 – PRACTICAL ACTIVITY
MULTIPLE CHOICE QUESTIONS
• Grievance means: Explain
Manipulation Advantage Dissatisfaction Benefit

• Gross misconduct qualifies for : Discuss

Verbal warning First warning Second warning Immediate

(Written) (Written) Dismissal

• Capability is based on : Justify

Skills Aptitude Health All of the above

73
 A.C 3.4
Advise on the • Advise GO QUEST on the importance [the positives] of
handling grievances effectively.
importance of
handling
grievances
effectively.
(Approx. 200 • Explain 2 possible impacts of them not being handled
words) effectively.
E.g. (Unfairness, employer reputation, financial costs
(industrial tribunals, compensation etc…).

74
 THE IMPORTANCE [THE POSITIVES] OF
HANDLING GRIEVANCES EFFECTIVELY
• Improves employee morale as employees feel heard
• Ensures an amiable work environment because it
redresses the grievance to mutual satisfaction of both the
employees and the managers.
• Helps the management to frame policies and procedures
acceptable to the employees.
• Becomes an effective medium for the employees to
express their feelings, discontent and dissatisfaction openly
and formally.
• Helps avoid legal claims
• Upholds the reputation of the organization and the
individual
75
 THE IMPORTANCE [THE NEGATIVES] OF
HANDLING GRIEVANCES EFFECTIVELY
• Resignations and the loss of good workers
• Disciplinary issues and poor performance
• Poor morale which could spread to other employees
• A claim being made against your organization
• Negatively impacts the reputation of the organization and the
individual
• Addresses issues that may cause employee frustration
• Absenteeism
• Resistance to change
• Psychological impact
• Financial impact - compensation

76
 A.C.3.4 – PRACTICAL ACTIVITY
FLIP CHART DISCUSSION
• Advise GO QUEST on the importance [the positives] of
handling grievances effectively.

• Explain 2 possible impacts of them not being handled

effectively.
E.g. (Unfairness, employer reputation, financial costs
(industrial tribunals, compensation etc…).

77
3

78
 RECAP OF DAY 2
• What are official and unofficial action? Differences?
• What are some emerging trends in types of conflict and industrial sanctions? Recent
examples?
• Discuss the three alternative dispute resolution methods and their differences.
• What are the ACAS guidelines?
• Outline the UK Employment Rights Act 1996.
• Define capability and when it’s unfair to dismiss someone for capability – examples?
• Differentiate gross and ordinary misconduct with examples.
• What are employee grievances and why do they happen? Impact? How can they be
stopped? Examples?
• What are the skills required for grievance and discipline handling?
• What is the importance (+ve) of handling grievances effectively?
• Discuss the impact (-ve) of handling grievances effectively.

• Look at the assignment writing guide on the HUB

• Against each AC, put a tick on any task that you can answer, and highlight those you
need clarity on
• There are additional resources on the HUB can help you with that
79
 Understand the role of employee
bodies in employment relations

LEARNING
OUTCOME4

80
 A.C.4.1 • Explain what collective employment law is

Explain the
main • Explain a minimum of 3 parts of the UK Employment
provisions of Law
collective
employment
law Examples -
• Statutory recognition procedures;
(Approx.200 • Official and unofficial action;
• Disclosure of information for collective bargaining;
words Picketing; legal enforceability of collective agreements

81
 COLLECTIVE EMPLOYMENT LAW
• Is the branch of employment law that regulates the activities
and behaviour of trade unions, works councils, and employers'
associations and the pattern of interaction between the two
sides of industry.

• Concerned with issues such as the rights of workers to

collective consultation and codetermination, the freedom of
trade unions to organize, internal union government, trade
union recognition, collective bargaining, and strikes, lockouts,
and other forms of industrial action.

• Regulates the relationship between employee representative

bodies and the employers. It covers things like the rules of
balloting of members before industrial action can take place.
82
 COMPONENTS / PARTS OF
THE COLLECTIVE EMPLOYMENT LAW
• Statutory Recognition Procedures -
Under the statutory recognition process, if an employer
does not voluntarily recognise it, a trade union may
apply to the Industrial Court for the legal right to be
recognised by an employer for collective bargaining
over pay, hours and holidays, in respect of a group of
workers in a particular “bargaining unit”.

• Official and Unofficial Action-

Official action is authorized or sanctioned by an
employee's trade union or by law, while unofficial action
is not.
(Slides 46,47 and 48)
83
 COMPONENTS / PARTS OF
THE COLLECTIVE EMPLOYMENT LAW

• Disclosure of information for collective bargaining (UK)-

An employer who recognises a trade union for collective bargaining
purposes must disclose to trade union representatives such information in
his possession as is necessary to ensure that the union is not impeded in
carrying on collective bargaining with that employer, and which is in
accordance with good industrial relations practice.
• Picketing
Picketing is used as a way of increasing support for industrial action. It
is where workers involved in industrial action attend a workplace to
increase support for their cause.
They might do this by communicating information or persuading others not
to work or not carry out a part of their contracts of employment.

84
 COLLECTIVE AGREEMENTS
• An employer may have an agreement with employees’
representatives (from trade unions or staff associations) that allows
negotiations of terms and conditions like pay or working hours.
This is called a collective agreement.

• The terms of the agreement could include:

- How negotiations will be organised
- Who will represent employees
- Which employees are covered by the agreement
- Which terms and conditions the agreement will cover

85
 LEGAL ENFORCEABILITY OF
A COLLECTIVE AGREEMENT
• A collective agreement is assumed to
be voluntary (i.e. not legally binding)
unless it is in writing and contains a
statement that the parties intend it to
be of legal effect.

• Collective agreements may be

implied or expressly incorporated into
individual employment contracts.

86
 A.C.4.1 – PRACTICAL ACTIVITY
FLIP CHART DISCUSSION

• Explain what collective employment law is

• Explain a minimum of 3 parts of the UK

Employment Law

Examples -
• Statutory recognition procedures;
• Official and unofficial action;
• Disclosure of information for collective
bargaining; Picketing; legal enforceability of
collective agreements

87
 A.C.4.2 • Focus on the UK labour market. Please use 2 sub-headings
OR a table format with sufficient narrative.

Compare the
types of
• Define 1 type of union form of employee representation
employee (e.g. trade union)
bodies, union
and non-union
forms of • Define 1 type of non-union form of employee
representation (e.g. employee advocate; employee
employee forums. Staff council etc.)
representation.
Approx.250
words
• Compare them – what are their similarities and differences?

88
 UNION FORMS OF REPRESENTATION – TRADE UNIONS
• Unions are the most common way of employee representation. A union can be defined as an
organisation that comprises a group of workers who collectively put up their demands and
bargain for an ideal employment contract with the employer.

• A trade union is a group of employees who join together to maintain and improve their conditions of employment.

• Typical activities include:

- Providing assistance and services to their members
- Collectively bargaining for better pay and conditions for all workers
- Working to improve the quality of public services
- Political campaigning
- Industrial action.

• Union members include nurses, school meals staff, hospital cleaners, professional footballers, shop assistants, teaching
assistants, bus drivers, engineers and apprentices.

• Most trade unions are independent of employers but have close working relationships with them.

89
 NON-UNION FORMS OF REPRESENTATION

• Non-union representation is whether employers and employees directly negotiate for a beneficial solutions to the problems encountered in the employment
relationship.

• Common in the private sector and preferred by workers that have a high sense of individual freedom and autonomy

• Employee Advocate – involved representing the interests of employees within the management team and ensuring that there are equitable procedures governing
the employment relationship.

• Employee Forums - a way to discuss and try and resolve issues together. It provides a way for: employees or representatives to raise ideas and questions with
management. employers to present their ideas to employees,and listen to their views and any concerns.

• Staff Councils - Staff councils are the elected representatives of operators and administrators in public services. The council represents all public employees and
administrative officials on a national, state or community level, where it is at most legally recognised as an institution, corporation or foundation.

• Joint Negotiation Committees – in unionised organisations, the trade unions typically provide the employee representatives, but JCCs also run with non-union
employee representatives who meet with management for consultation and information sharing.

• Work Councils - a body or committee formed by an employer among workers within the organization for the discussion of problems of industrial relations.

90
 SIMILARITIES BETWEEN
UNION AND NON-UNION FORMS OF REPRESENTATION

• Both work for the betterment of the employee and to

boost the employee’s performance – the focus is
employee welfare.
• Give security to employees and to enhance their
work performance in the organisation.
• Help the employers to know the need and area for
betterment for the employees.

91
 DIFFERENCES BETWEEN
UNION AND NON-UNION FORMS OF REPRESENTATION
UNION FORMS OF REPRESENTATION NON-UNION FORMS OF REPRESENTATION
Are represented by the trade union – unionised Only represent themselves – non-unionised
collective bargaining

Union will negotiate on behalf of the workers to get Typically have human resources managers to resolve work
better pay, benefits, and workplace conditions. issues, but these managers work for the company and not
necessarily for the employees.

Union representatives ensure that there's a
balance of power between the employer and the
employee.
Discussion with union representatives and
management
The company has the right to decide salary, benefits, and
workplace rules – so long as it's within the law.
Joint consultation between management and employees
(controlled by the management)

Protected by the trade union – better job security Employees can be fired at will

Voice through the union Employees have no voice

Not everyone will agree with the union More autonomy 92

 A.C.4.2 – PRACTICAL ACTIVITY
CONSULTANCY ADVICE /FLIP CHART DISCUSSION
• You are based in the UK on secondment.
• Go Quest has asked for your advice on union and non-
union forms of employee representation.
• Focus on the UK labour market. Please use 2 sub-headings
OR a table format with sufficient narrative.

• Define 1 type of union form of employee representation

(e.g. trade union)

• Define 1 type of non-union form of employee

representation (e.g. employee advocate; employee
forums. Staff council etc.)

• Compare them (Explain)– what are their similarities and

differences?
93
 • Define the purpose of collective bargaining – what is it used
A.C.4.3 for?

Evaluate the
purpose of • Explain how it works.
• Provide 2 examples e.g. (minimum wage, basic benefits,
collective working conditions, etc)
bargaining and
how it works
Approx.200 • Evaluate collective bargaining (explain the advantages
and disadvantages) – how effective is it?
words
• What is the impact for the employees?
• The organisation?
• Is this the best approach?

94
 COLLECTIVE BARGAINING DEFINED:
WHAT IS IT USED FOR?
• Collective bargaining refers to the official process by
which trade unions negotiate with employers on
behalf of their members in respect of employees'
terms and conditions of employment.
• An example of collective bargaining could be about a pay
increase or change in working hours.

What Is It Used For?

• To foster a pleasant and cordial relationship between
employer and employees.
• To equally safeguard the interests of both employer and
employees.
• To ensure that the government intervention is maintained at a
minimum level.
• To encourage the maintenance of a democratic environment 95
at the workplace.
 COLLECTIVE BARGAINING:
HOW IT WORKS
• Negotiations occur between the employer’s management and the labor union leaders, who represent the trade union
workers. The union members pay the labor union leaders for representing the latter.

• The negotiations result in the collective bargaining agreement, which describes the rules of employment for a certain
number of years.

• Collective bargaining is very important because disagreements between employer and employees can result in various
hostile events, such as labor strikes, lockouts, etc

• Minimum wage – Set wage floors (minimum) but should also promote wage increases for workers who also earn more
than the minimum, in line with productivity growth.

• Basic benefits – Includes the terms and conditions of employment and what benefits they are entitled to
including retirement benefits, vacation and compensation packages, bonuses and pay rates as well as medical and
other health and wellness benefits.

• Working conditions - Can see significant improvements and guarantee all workers the same protections. This
includes the implementation of health and safety checks as well as suitable salaries,
overtime pay, and vacation time.

96
 COLLECTIVE BARGAINING:
HOW IT WORKS
• Negotiations occur between the employer’s management and the labor union leaders, who represent the trade union workers.
The union members pay the labor union leaders for representing the latter.

• The negotiations result in the collective bargaining agreement, which describes the rules of employment for a certain number
of years.

• Collective bargaining is very important because disagreements between employer and employees can result in various hostile
events, such as labor strikes, lockouts, etc.

• Minimum wage – Set wage floors (minimum) but should also promote wage increases for workers who also earn more than
the minimum, in line with productivity growth.

• Basic benefits – Includes the terms and conditions of employment and what benefits they are entitled to including retirement
benefits, vacation and compensation packages, bonuses and pay rates as well as medical and other health and wellness
benefits

• Working conditions - Can see significant improvements and guarantee all workers the same protections. This includes
the implementation of health and safety checks as well as suitable salaries, overtime pay, and vacation time.

97
 COLLECTIVE BARGAINING
ADVANTAGES DISADVANTAGES

Both parties get to understand what to expect from Only a few people decide on the settlement - inequality
each other.

Employees are safeguarded from exploitation by
employers.
The management has to deal with a small number
of people (trade union leaders).
Improves working conditions
It is costly, both in terms of money and time, as
representatives have to discuss the same thing multiple
times.
Can create further disagreements – widen the gap between
employers and employees
Can be biased to employers

Collective bargaining helps attract and retain the Does not guarantee 100% productivity
highest quality employees

How Effective Is It?

• Helps to make the relationship between employees and employers smooth.

• A strong bond between the employers and employees contributes to 98
the successful working of the company.
 IMPACT OF COLLECTIVE BARGAINING
• Employees:
- Reduce wage inequality
- Higher wages
- Better benefits
- Safer workplaces
- Narrowing gender pay gap
- Boosts employee morale

• Organisation:
- Improved financial performance
- Positive employee relations climate
- Enhanced organisational reputation
- Boosts productivity

• Is this the best approach?:

- Improved working conditions
- Better health and pension benefits
99
 A.C.4.3 – PRACTICAL ACTIVITY
SMT ADVICE - PRESENTATION
• GO Quest’s Senior Management Team (SMT) has asked for you to create a short
presentation on the following:
• Define the purpose of collective bargaining –
what is it used for?

• Explain how it works.

• Provide 2 examples e.g. (minimum wage, basic
benefits, working conditions, etc)

• Evaluate collective bargaining (explain the

advantages and disadvantages) – how effective is
it?
• What is the impact for the employees?
• The organisation?
• Is this the best approach?
100
 RECAP OF DAY 3
• What is the collective employment law and what are it’s components?

• What are collective agreements and their legal enforceability?

• What are trade unions and their typical activities?

• Discuss the similariies between union and non-union forms of representation.

• Discuss the differences between union and non-union forms of representation.

• What is collective bargaining and what is it used for? How does it work?
Impact?

• Discuss the advantages and disadvantages of collective bargaining.

• Look at the Assignment Writing Guide on the HUB

• Against each AC, put a tick on any task that you can answer, and highlight those you
need clarity on 101
• There are additional resources on the HUB can help you with that
QUESTIONS?

102
 ASSESSMENT BRIEF
• Pre-assignment activities
• Assignment template
• Explain theory and practical application
• Research
• ‘Assessment Guidance’ document
• ‘Materials’
• Harvard Referencing – minimum of
1/question
• Structure
• Spelling and grammar
• Wordcount (+/- 10%)
• Assignment writing guide on the HUB
103
 FINAL CHECKS
You must submit your assessments as a Word document. The Learner Assessment Brief will clearly explain the format you
need to use. Is the correct format used?
You should use black font for submission 1, red for new narrative in submission 2 and blue for new narrative in submission 3.

The CIPD Membership Number must be completed and included in the Learner Assessment Brief together with your name
and Cohort Number.
The ‘wet’ signature and date of submission must be included in every Learner Assessment Brief - you MUST add a new date
for each submission
Assessment Criteria Evidence Checklists should ideally be completed for every Learner Assessment Brief - just repeat the
example already given (do not put long references here)
Have you included both your long and short references? Are these in the right place? Please check the guidance on the
learner platform as to how to do Harvard referencing.
Have you checked your word count? You are allowed 10% + or 10% - the indicative word count.
Have you recorded your wordcount in the correct place in the LAB?
Have you made reference to the Case study if stated in the Learner Assessment brief? You should also try to use examples
from your own organisation to support your points where possible.
Have you shown wider reading, use of sources in each of your answers?
Have you used clear sub-headings linked to the elements of the task to help structure your work?
Have you added your submission dates to page 2? A new date should be added for each submission.

104
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107