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Unit Template: 7HR01 Strategic Employment Relations
Reed Learning
Assignment code
288P_7HR01_24_01
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Guidance on completion of the template and wordcount
The Unit template is the key vehicle for your entire submission. This can be used for the complete submission if that is your preferred method. Or if choosing one or more of the other methods it must be used to explain and signpost to your other documents to cover all the LOs.
Refer to the separate ‘Advanced Diploma Specialist Unit Assessment Guidance’ document for advice on how to complete your submission.
Checklist:
In your final submission only include the assessment criteria (AC) which you are submitting for summative assessment: the other assessment criteria can be deleted from this template.
Each learning outcome (LO) should include at least one Assessment Criteria (AC) (max.2).
Word count should be approx. 1000 words +/-10% for each question. Enter your total wordcount for the submission above and for each LO/AC where indicated. Maximum overall word count is strictly 4400 or your submission will be referred.
Include your references list at the end.
Complete the authenticity statement.
Provide any additional evidence documents plus your evidence grid.
Learning Outcome 1: Understand different perspectives on employment relations and how they influence the roles of people professionals and line managers. (X,XXX words)
Assessment Criteria:
1.1 Critically evaluate different perspectives on employment relations.
Indicative Content: Unitarist, pluralist and radical perspectives on employment relations; power, authority and managerial prerogatives in the workplace; influences on people professionals and their work.
1.2 Contrast examples of cooperation and conflict within the employment relationship in different organisational contexts.
Indicative content: Mix of conflict and cooperation; indeterminacy and the contested nature of work; how this varies between workplaces and different issues.
1.3 Critically evaluate employer strategies towards trade unions and whether they are fit for purpose.
Indicative content: Partnership with unions; ‘traditional’ adversarial relationship with unions; sophisticated paternalism without unions; low-cost non-unionism; employee-owned firms
1.4 Review ways in which people professionals can foster positive employment relations at work.
Indicative content: The meaning of good employment relations; working with line managers, employees and their workplace representatives to achieve and sustain this, challenges to good workplace relations.
Learning Outcome 2: Understand how external institutions can shape employment relations at organisational level. (X,XXX words)
Assessment Criteria:
2.1 Critically evaluate the extent to which globalisation and other international influences have shaped and transformed employment relations within organisations.
Indicative content: Globalisation and international developments; the role of the state in regulating employment relations. How these institutions shape employment relations at organisation level.
2.2 Review the practice of employment relations at organisation level, including how it is being shaped by short-term competitive pressures.
Indicative content: Technological change; labour market and product market pressures; political developments; shaping organisation strategy, culture and employment relations.
2.3 Critically appraise the advice that external bodies can provide in order to help people professionals make appropriate decisions for their organisation.
Indicative content: The role of UK bodies such as ACAS, the CBI and TUC (or equivalent bodies in own country); employers’ organisations; sector bodies that provide support for people professionals at organisation level.
2.4 Analyse the changing nature of work in different parts of the economy.
Indicative content: The growth of precarious work across the economy; zero-hours contracts; the hollowing out of high-skilled manual labour and routine administrative roles; the role of robots; the notion of high- and low-quality jobs.
Learning Outcome 3: Understand how people professionals can work with employees and trade unions to sustain mutuality and voice. (X,XXX words)
Assessment Criteria:
3.1 Critically analyse how different forms of indirect voice could contribute to improved levels of organisational performance and employee outcomes.
Indicative content: Works councils, joint consultative committees and partnership agreements; evidence of how forms of indirect voice can contribute to organisational performance and employee outcomes.
3.2 Critically analyse how different forms of informal and direct voice could contribute to improved levels of organisational performance and employee outcomes.
Indicative content: Formal voice such as team briefing, problem-solving groups, employee attitude surveys, employee engagement; informal voice on a daily basis between line managers and their teams; how these contribute to organisational performance and employee outcomes.
3.3 Evaluate the extent to which voice enhances both organisational performance and employee outcomes.
Indicative content: Identifying key measures of performance, such as productivity, team output, quality of ideas, capability; identifying key measures of employee outcomes, such as satisfaction, commitment, wellbeing and engagement.
3.4 Evaluate how organisations drive and assess employee engagement.
Indicative content: Definitions of engagement; drivers of engagement; engagement strategies; benefits of engagement; relationship between engagement and organisational performance; use of data analytics to measure engagement; problems measuring engagement; barriers to employee engagement.
Learning Outcome 4: Understand how people professionals work with employees and trade unions to mitigate organisational risks. (X,XXX words)
Assessment Criteria:
4.1 Critically analyse the role of collective bargaining in determining pay and other contractual issues in organisations.
Indicative content: The role of collective bargaining, purposes and outcomes; the nature and extent of collective bargaining in different sectors; alternative mechanisms for determining wages and resolving differences in non-union firms.
4.2 Assess the impact of negotiations between employers and employee associations/trade unions aimed at problem resolution.
Indicative content: The dynamics of negotiations; the roles of the parties in negotiation; the stages through which negotiations progress; potential outcomes from agreement to industrial action.
4.3 Review the advantages and disadvantages of third-party options in resolving disagreements at work.
Indicative content: Arbitration, conciliation and mediation, alternative dispute resolution (ADR).
The value of seeking external advice to overcome barriers and blockages; independent, impartial, ‘felt fair’, expedient, logic and fact-based, potential to dissipate sensitive emotional barriers to resolution.
Disadvantages of third-party intervention; failure to fully understand context or history, impersonal, perceived as too formal or legalistic, risks escalating antagonism between parties to the disagreement.
4.4 Examine the design and implementation of grievance, disciplinary and other procedures and their fitness for purpose in the organisation.
Indicative content: Grievance, disciplinary and other procedures to resolve differences; the value of agreed procedures in reducing unfairness and consistency; the design, operation, and review of joint procedures.
References List
Use Harvard referencing and list in alphabetical order
Example Answer:
1.1 Critically evaluate different perspectives on employment relations.
Employment relations encompass how employers and employees interact, and there are various perspectives on this dynamic. Understanding these perspectives can help us navigate the complexities of the workplace.
1. The Traditional Perspective
The traditional perspective views employment relations as a straightforward contract between employer and employee. This view is grounded in the notion that work is a transaction where employees provide labour in exchange for wages. This perspective emphasises that as long as the terms of the contract are met, both parties will be satisfied. Critics argue this view is too simplistic, as it overlooks the complexities of worker motivation and job satisfaction.
2. The Human Resource Management (HRM) Perspective
The HRM perspective focuses on managing employees in a way that aligns their interests with the goals of the organisation. It sees employees as valuable assets whose skills and motivations should be developed to benefit both the individual and the organisation. This view promotes practices like training and development, performance management, and employee engagement. While it aims to create a positive work environment, critics argue that it can sometimes prioritise organisational goals over individual needs, potentially leading to a lack of genuine employee support.
3. The Industrial Relations Perspective
The industrial relations perspective considers the role of formal institutions like trade unions and regulatory bodies in managing employment relations. It highlights the importance of collective bargaining and legal frameworks in resolving disputes and ensuring fair treatment. This view is beneficial for protecting workers` rights and ensuring a balanced power dynamic between employers and employees. However, it can be critiqued for sometimes creating rigid structures that may not adapt quickly to changing workplace dynamics.
4. The Critical Perspective
The critical perspective examines power imbalances in employment relations. It argues that the traditional and HRM views often ignore the inherent power disparities between employers and employees. This perspective highlights issues such as exploitation, inequality, and the impact of capitalist systems on worker rights. Critics of this view suggest it can be overly pessimistic and may not fully acknowledge positive developments in worker rights and protections.
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