5HR01 EMPLOYMENT RELATIONSHIP MANAGEMENT ASSIGNMENT GUIDELINE TASK ONE

An introduction to 5HR01 Employment Relationship Management

The unit describes how to improve productive working relationships. It has an impact on determining how much advocates for better working conditions for employees and organizations are professionals. The unit makes a distinction between employee involvement, participation, and the effects on performance promotion. Employee voice and engagement, conflicts and dispute resolution, managing performance, grievances and disciplinary issues, and finally the idea of employee bodies in employee relations are all crucial concepts that the students will learn.

Assignment Task One guideline

The instructions for responding to the subsequent assignment questions are provided in this section. The task is based on a case study for Evergreen International, a global corporation headquartered in the UK with subsidiaries abroad. The case study revealed that both local employees and experts were unhappy and dissatisfied with their jobs. Students will put on the hat of a senior people practice manager and create a manual on employment-related issues for the senior management team.

AC 1.1 A review of emerging developments to inform approaches to employee voice and engagement

The guideline

Learners define engagement and explain the idea of employee voice from the perspective of the CIPD. The illustrative material outlining changes in employee voice and engagement focuses on various aspects of engagement, such as drivers of engagement, including leadership, voice, and integrity, social media use in driving engagement, and the use of engagement surveys.

Learners identify effective alternatives to create better working conditions for all employees by illustrating the relationships between engagements, employee voice, and well-being. People managers should use the idea of employee voice to determine the most effective ways to handle and manage employee issues. The effects of employee voice and engagement on job quality and worker performance are also discussed by the learners.

When reviewing the connections, students should relate their responses to the case study and explain how local employees should interact with experts for higher levels of employee satisfaction and better job quality.

AC 1.2 An explanation and evaluation covering the differences between employee involvement and employee participation, and how it builds relationships.

The guideline

Employee involvement and participation are defined by the learners. This assessment explains the variations in decision-making and depth when involving employees and developing platforms for participation.

Students make connections between utilitarianism and pluralism theories and involvement and participation in developing employee relationships. To help provide a thorough response on how involvement and participation foster relationships between workers and employers, other job design theories may also be explained.

AC 1.3 An assessment of a range of employee voice tools and approaches to drive employee engagement

The guideline

The response to this assessment rates either of the voice tools listed below:

• Surveys
• team conferences
• Suggestion plans
• committees for joint negotiations
• Collectively negotiating
• workplace forums
• the internet

Additionally, students should talk about one or both of the following engagement factors:

• Manager engagement
• Leadership participation
• Identity and morality
• corporate culture
• Rewards and acclaim

AC 1.4 A critical evaluation of the interrelationships between employee voice and organisational performance

The guideline

When taking into account the components of high-performance work practices, the assessment criteria raise the question of whether employee voice and performance are related. Analyzing how people professionals choose, hire, develop, and keep employees is the main goal of these practices. The role of senior managers in keeping local and expert employees informed and motivated to meet Evergreen’s performance standards is explained by the learners. Work performance is improved by putting an emphasis on the people within the organization and allowing them to talk about their struggles and obstacles.

AC 1.5 An explanation of the concept of better working lives and how this can be designed

The guideline

Designing better working environments depends on management’s and individuals’ contributions to producing high-quality work for the workforce. How managers and employers provide decent and fair work determines whether the work is good. By focusing on the quality of jobs provided to employees based on the terms of employment, the health and safety of the employees, social support, and employee wellbeing, employers create better working environments.

Better working conditions depend on employers’ commitment to offering flexible work schedules to their staff. Flexibility depends on an employer’s capacity to address concerns raised by workers and evaluate how doing so improves their well-being.

Learners should make a connection between these improvements in working conditions and the needs of Evergreen International’s employees.

AC 3.1 An explanation of the principles of legislation relating to unfair dismissal in respect of capability and misconduct issues

The guideline

The concepts of unfair dismissal law, the laws, and the codes of practice that direct professionals in making the best decisions on dismissals are the focus of the indicative content to answering this question.

Students define the distinctions between competence and misconduct. The focus of capability is on a worker’s capacity to deliver results that meet expectations. For instance, if an injured employee is unable to work in any other positions, he may be let go, pending his ability. Employees’ unexpected actions that harm other people and the organization are explained by misconduct. As an illustration, an employee who commits fraud at work may be fired for misconduct.

AC 3.2 An analysis of the key causes of employee grievances

The guideline

Disagreements and disagreements between employers and employees are known as grievances. An example of a grievance’s root is;-

• poorly managed
• Lack of flexibility in the workplace
• unfair treatment of employees
• Unfair work policies
• poor working circumstances
• harassing and bullying

AC 3.3 An explanation of the skills required for effective grievance and discipline-handling procedures

The guideline

Students explain professionals’ skills when implementing grievance and discipline procedures. Examples of the skills include;-

• Good listening skills
• Good investigation skills
• Good interviewing skills
• Effectiveness in note-taking
• Ability to acknowledge and minimise bias
• Individual capability to be objective

AC 3.4 Advice on the importance of handling grievances effectively

The guideline

Managing grievances is critical for both employees and organizations. The following are the benefits of handling grievances effectively:

• Legal claims are reduced.
• Improves the organization’s reputation
• Manages employee annoyances

Furthermore, learners explain the consequences of failing to handle grievances effectively, which include:

• Employee dissatisfaction
• Resignations have increased.
• Workplace absences have increased.
• Employee aversion to change
• Employee resignation.

The ACAS Code of Practice outlines the procedures that practitioners should follow when dealing with grievances and disciplinary issues.

The assessment is required to complete the Associate Diploma in People Management’s 5HR01 unit.

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