CIPD 5HR01 Employment Relationship Management Group Assessment September 2024

Compliance Requirements

Notes

Complete the cover sheet in full

This is provided in the assignment brief by Bradfield

Include wet signature + date

Date should be the date you submit the assignment. In the case of resubmission, add the new date in different colour.

Include word count

For each submission, the correct word count should be updated on the cover sheet in different colour.

If there are two tasks, individual word count for each task must be declared.

Clearly mark the AC for each

The AC numbers are included with each question in the

section

assignment brief.

Each AC must have a relevant academic reference

It is mandatory to have at least one in-text citation and a corresponding reference for EACH AC.

Show wider reading with Harvard Style references

Harvard Style Referencing includes two key aspects:

1)      In-text citation in the main body of the assignment. This follows the format of (Author Last Name, Year of publication). Eg: (CIPD, 2023) or (Obama, 2023)

2)      Reference list at the end of the assignment which includes full detail of where the reader can find your reference. You can use citethisforme.com to help you generate correct, alphabetical reference

list.

Don't exceed word count limit.

For each task, you must stay within the word count limit. You have 10% above or beyond the allocated word count to fall in the ideal range of the answer. See table above.

Include all parts in ONE MS word file

You must only submit ONE file on the portal. This should include the cover sheet + answers + references +

feedback sheet in MS Word format only.

Evenly spread the word count across all ACs

It is best practice to have all answers of approximately similar length. Spread the word count evenly across all answers.

Use workplace examples where possible

Enhance each answer with application of theoretical concepts with live workplace examples to score higher.

Understand the command verbs for AC

The brief below explains what each command verb must include. Use your word count wisely to address these command verbs

Assignment Components

Included Yes / No

Title page showing learner and centre details

NO

Contents page

NO

Introduction

YES

Titles

YES

Subtitles

YES

In-text citations

YES

Diagrams / Graphs / Charts

NO

Tables that include numbers

NO

Written narrative included / embedded in tables

YES

Conclusion

YES

Recommendations

YES

Assessment questions (The A.C wording / numbers)

NO

Appendices

NO

Reference List

NO

5HR01

Format

Word Count

Briefing Paper

A clear, well-structured written response to the 10 questions.

3510 - 4290 words (max, inclusive)

Assignment Question

Tutor & Learner Guidance

Explanation of the command Verb

Indicative content provided by CIPD

A.C 1.1

Differentiate between employee involvement and employee participation and how they build relationships.

Make clear the differences between employee involvement and employee participation with definitions and ONE example of each practice.

Demonstrate in your answer how each helps to build the employee relationship.

Higher grades may be awarded for answers that are of a contemporary nature.

Differentiate: Show how or find the difference between things that are compared.

A recommended source for this is:

Employee Engagement & Motivation | Factsheets | CIPD

The Movement - Engage for Success

Employee involvement and employee participation: definitions of involvement and participation; differences in decision-making; differences in depth, form, scope

and methods; links to unitarism and pluralism; links to motivation and Engagement.

A.C 1.2

Compare forms of union and non-union employee representation.

Give comparisons of the following types of UK employee bodies.

·         Trade Unions

·         Employee Forums

Higher grades may be awarded when the explanation is supported by reference to CIPD, UK or ACAS protocols.

Compare: Identify / look for similarities and differences.

A recommended source for this is:

Trade Unions | Factsheets | CIPD

Information and Consultation of Employees | CIPD

Using workplace forums to discuss important matters at work - Acas

Joint negotiation committees; trade unions; employee forums; staff councils; works councils; differences in the power of employee bodies.

A.C 1.3

Evaluate the relationship between employee voice and organisational performance.

Explain the term and practices of employee voice. Then evaluate how this can impact positively or negatively on organisational performance.

Higher grades are possible when UK examples or Best Practice is included.

Evaluate: Make a qualitative (written) judgement considering different factors and using available knowledge

/experience/evidence.

A recommended source for this is: Employee voice | CIPD Viewpoint | CIPD

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

Relationship between employee voice and organisational 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.

AC 1.4

Explain the concept of better working lives and how this can be designed.

Offer a clear definition of the concept ‘better working lives.’

Explain TWO ways this can be built into (designed) day to day work life for organisations.

Higher grades may be awarded when specific Best Practice examples are offered to support your answer.

Explain: Write this in sufficient

detail with descriptions. It is not a short bullet list.

A recommended source for this is:

Good Work Index | Survey reports | CIPD

Better working lives: concept of good work, definitions of good work; fair and decent work; job quality: terms of employment, pay and benefits, health, safety and psychosocial wellbeing, job design and nature of work, social support

and cohesion; flexibility; responsiveness to personal issues; metrics used to assess job quality and good work; how to design good work so that it promotes good physical and mental health.

A.C 2.1

Distinguish between organisational conflict and misbehaviour.

Offer a clear explanation and note differences for each area:

§  Organisational Conflict

§  Misbehaviour.

For a higher grade, work should be clearly presented with researched examples to support explanations.

Distinguish: To notice or understand the difference between two or more things.

A recommended source for this is:

Managing conflict in the modern workplace | CIPD

Five things we know about workplace conflict but ignore | CIPD

Organisational conflict: forms of employee-organised conflict such as strikes, work-to-rule, go-slow, overtime bans, protests and deliberate negative or disruptive behaviour.

Unorganised conflict, also known as misbehaviour, such as sabotage, fraud, absenteeism, walking out or

other more subtle methods of the above.

AC 2.2

Assess emerging trends in the types of conflict and industrial sanctions.

Assess ONE emerging UK trend for CONFLICTS

Assess ONE emerging UK trend for INDUSTRIAL SANCTIONS.

Higher grades may be awarded for recent or organisational examples of such activities across both areas.

Assess: Offer a reasoned judgement of the standard/quality of situation/ skills informed by relevant facts.

Think about and assess why these are happening more now in the UK context

A recommended source for this is:

The cost of conflict | Acas

Workplace conflict: research and commentary | Acas

The law on industrial action - Strikes and industrial action - Acas

Conflicts could include:

Shift from long strikes to shorter strategically planned strikes; trends in number of strikes, working days lost, number of workers involved.

Sanctions could include: 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.

A.C 2.3

Distinguish between third-party conciliation, mediation and arbitration.

Define each of the three areas and then make clear the differences between:

§  Third Party Conciliation

§  Mediation.

Distinguish: To notice or understand the difference between two or more things.

A recommended source for this is:

Solve a workplace dispute: Mediation, conciliation and arbitration - GOV.UK (www.gov.uk)

Definitions of third party; conciliation, mediation and arbitration; uses in individual and collective disputes; role of

conciliation in settlement of employment tribunal claims, role of mediation in restoring and maintaining employment relationship,

role of conciliator and

§  Arbitration.

Higher grades may be awarded to answers that have clear definitions and researched examples to support

their responses.

Arbitration | Acas

How Acas can help - Acas mediation support - Acas

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.

AC 3.1

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

Offer a clear explanation of what constitutes UNFAIR DISMISSAL in the UK and the legislation relating to it.

Then explain this when applied to both:

§  Capability.

§  Misconduct.

Higher grades may be awarded when the explanation is supported by relevant UK Case Law examples.

Explain: To give an account of the purposes or reasons.

A recommended source for this is:

What dismissal is - Dismissals - Acas

Dismissal: your rights: Overview - GOV.UK (www.gov.uk)

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.

AC 3.2

Analyse THREE key causes of employee grievances.

Offer an analysis of THREE, common causes of employee of grievances found in the UK.

The analysis may be presented in a table for clarity (please note the word count still contributes to the totals allowed)

Higher grades may be awarded is relevant UK Case Law is applied.

Analyse: Separate information into components and identify their characteristics.

A recommended source for this is: Employee Relations | Factsheets | CIPD

Employee grievances rise, according to XpertHR (personneltoday.com)

Definitions of grievance; causes of 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.

AC 3.3

As a HR Professional, advise an

Advise: To advise for or against

To avoid legal claims; reputation of

Advise on the importance of handling grievances effectively.

organisational leader on the importance of managing grievances effectively.

Give clear guidance and the reasons for it.

Higher grades will link this to ACAS Best Practice protocols.

something with evidence to support your suggestions.

A recommended source for this is:

Dealing with a problem raised by an employee - Acas

Step 1: Understanding the options - Formal grievance procedure - Acas

organisation and individual; impact on individual and team; addresses issues that may cause employee frustration, poor morale, absence, withdrawal of goodwill, resistance to change, resignation, psychological impact.