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 5HR01 Employment relationship management

 5HR01 Employment relationship management


Employment relationship management

Learner assessment brief

Version:  1095_5HR01_2021_02

Dated 23/11/2021

Level 5

Associate Diploma in People Management

5HR01 – Employment relationship management

This unit examines the key approaches, practices and tools to manage and enhance the employee relationship to create better working lives and to understand the significant impact this can have on organisational performance.

CIPD’s insight factsheets

Employee relations: an introduction’

Suff, R. (2020) Employee relations: an introduction. Factsheet. London: Chartered Institute of Personnel and Development. Available at:


This factsheet explores what employee relations means to employers and looks at the current state of the employment relationship. It briefly looks at key employee relations competencies, specifically in the areas of communication and conflict management. Finally, the factsheet considers the continuing value of positive employee relations for trade unions, employers, HR practitioners and line managers.


CIPD Reports:

Managing Conflict in the modern workplace

Suff, R. (2020) Managing conflict in the modern workplace. Report. London: Chartered Institute of Personnel and Development. Available at:


The report highlights the key challenges people professionals face in helping their organisations handle conflict effectively. The emphasis is on recognising and nipping conflict in the bud, responding quickly and sensitively to complaints, and ensuring people managers are equipped to manage conflict accordingly.


Employee Engagement: Definitions, measures and outcomes

CIPD (2021) Employee Engagement, Definitions, measures and outcomes. Report. London. Chartered Institute of Personnel and Development. Available at:


This report aims to give HR and related professionals a stronger understanding of employee engagement and a clearer basis to act on it, building the credibility and impact of those specialising in this field. By applying the principles of evidence-based practice, we explore the outcomes of employee engagement and develop guidance on how to best think about it and how to measure it robustly.

CIPD Podcasts:

The Engagement Myth

In this episode we look at both sides of the engagement/productivity debate. We explore the evidence that links the two and we discuss the many ways in which engagement (high or low) can impact an organisation. We also offer advice for HR professionals on assessing their own companies’ engagement levels and tips on getting a better understanding of the productivity and engagement relationship.




Case Study


You are the newly appointed people practice professional at REBU, an organisation operating globally within the gig economy. REBU offer users the facility to arrange and schedule transport using their mobile application software. Currently the organisation offers transportation and food delivery services across the globe.


Its main offices are based in Austin, however it has offices in 75 locations across the world with most being in the USA. Over the last 12 months, REBU has seen its profits rise by 54%, mainly in the food delivery sector.


One of the emerging trends is sustainability and moving to more electric transport with an objective to have zero-emissions within the next 10 years.  REBU have been successful, particularly in the last 12 months. However,

retention of staff is a problem, with turnover increasing by 5% every quarter.  During exit interviews, some of the key reasons stated for leaving are working conditions and wages. To achieve its aims and objectives REBU need to review the employment relationship to create better working lives which would result in less turnover and more successful organisational performance.


Preparation for Tasks:


  • At the start of the assignment, you are encouraged to plan your assessment work with your assessor and, where appropriate, agree milestones so they can help you monitor your progress.
  • Refer to the indicative content in the unit guide and support your evidence.
  • Pay attention to how your evidence is presented. Remember, you are working in the people development team for this task.
  • Ensure that the evidence generated for this assessment remains your own work.


You will also benefit from:


  • Acting on formative feedback from your assessor.
  • Reflecting on your own experiences of learning opportunities, training and continuing professional development.
  • Taking advantage of the CIPD factsheets, reports and podcasts, and any other online material on these topics.




Task 1 – Briefing paper to the Board of Directors


You have been asked by the Board of Directors to produce a briefing paper which outlines how REBU can improve employee engagement.


Your briefing paper must include:


  • A review of emerging developments to approaches to employee voice and engagement and it must provide:
    • Three recommendations on how REBU can improve approaches to employee voice and engagement based on your review.  The recommendations must include clear and actionable justifications (1.1).
    • A critical evaluation of the interrelationship between employee voice and organisational performance focusing on high-performance work practices (1.4).
    • An assessment of surveys, suggestion schemes and team meetings as approaches that can be used drive employee engagement (1.3).
    • A discussion of the differences between employee involvement and employee participation and how these can be used to build effective employment relationships within REBU (AC1.2).
  • A conclusion explaining the concept and design of better working lives in order that REBU to promote good physical and mental health work practices (1.5).


Your evidence must consist of:


A briefing paper of approximately 1300 words (+ or – 10%)


Task 2 – Training session (presentation pack and supporting notes)


Design a short training session for line managers of REBU, addressing how they can manage conflict in the workplace. Your presentation pack and supporting notes should include:


  • An explanation as to the differences between organisational conflict, misbehaviour and what is meant by informal and formal conflict (AC2.1) and an analysis of the key causes of employee grievance within REBU (AC3.2).
  • An explanation of at least two skills required to successfully handle grievances and disciplinaries at work and the importance of handling these effectively so REBU can avoid legal claims (AC3.3, 3.4).
  • A table, outlining one official and one unofficial action an employee might take during conflict, explaining their key features and distinguishing between them (AC2.2).
  • An assessment of the emerging trends in conflicts and industrial sanctions (AC 2.3).
  • A distinction of the following three methods (conciliation, mediation and arbitration) that REBU can use to resolve conflict formally before it escalates to an employment tribunal. Include similarities, differences and key features of your three chosen methods (AC2.4).
  • An explanation of the principles of the key legislation relating to unfair dismissal law and outline the process an employer should follow with regard to with capability and misconduct issues within REBU (AC3.1).


Your evidence must consist of:


Presentation pack and supporting notes of approximately 1800 words (+ or – 10%).






Task 3 – Email to CEO


Write an email to the CEO of REBU outlining the:


  • similarities and differences between various employee bodies including union and non-union forms of employee representation (4.2)
  • main provisions of the statutory recognition procedures relating to collective employment law including official and unofficial action.  Include an evaluation of substantive and procedural agreements relating to collective bargaining and how this could work within REBU. (4.1 & 4.3)


Your evidence must consist of:


Email to the CEO of approximately 500 words (+ or – 10%).







Assessment criteria evidence checklist

Use this as a checklist to make sure that you have included the required evidence to meet the task. Please enter the evidence title and where it can be referred to. An example has been provided for you.

Task 1 – Briefing Paper
Assessment Criteria Evidenced Y/N Evidence Reference (filename)

You must add in the name of the file you have used.

1.1 Review emerging developments to inform approaches to employee voice and engagement. Example eg


1.2 Differentiate between employee involvement and employee participation and how it builds relationships.
1.3 Assess a range of employee voice tools and approaches to drive employee engagement.
1.4 Critically evaluate the interrelationships between employee voice and organisational performance.
1.5 Explain the concept of better working lives and how this can be designed.


Task 2 – Training Session (Presentation pack and supporting notes)
Assessment Criteria Evidenced Y/N Evidence Reference (filename)

You must add in the name of the file you have used.

2.1 Distinguish between organisational conflict and misbehaviour, and between informal and formal conflict.
2.2 Distinguish between official and unofficial employee action.


2.3 Assess emerging trends in the types of conflict and industrial sanctions.
2.4 Distinguish between third-party conciliation, mediation, and arbitration.
3.1 Explain the principles of legislation relating to unfair dismissal in respect of capability and misconduct issues.


3.2 Analyse key causes of employee grievances.



3.3 Explain the skills required for effective grievance and discipline-handling procedures.




Advise on the importance of handling grievances effectively.



Task 3 – Email to CEO
Assessment Criteria Evidenced Y/N Evidence Reference (filename)

You must add in the name of the file you have used.


Explain the main provisions of collective employment law.



Compare the types of employee bodies, union and non-union forms of employee representation.



Evaluate the purpose of collective bargaining and how it works.








Assessment criteria marking descriptors:


Assessors will mark in line with the following assessment criteria (AC) marking descriptors, and will indicate where the learner sits within the marking band range for each AC.


Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors should use the mark descriptor grid as guidance so they can provide comprehensive feedback that is developmental to leaners.  Please be aware that not all the mark descriptors will be present in every assessment criterion, so assessor must use their discretion in marking grading decisions.


The grid below shows the range for each unit assessment results based on total number of marks awarded across all assessment criteria.


To pass the unit assessment learners must achieve a 2 (Low Pass) or above for each of the assessment criteria.


The overall result achieved will dictate the outcome the learner receives for the unit, provided NONE of the assessment criteria have been failed or referred.


Please note that learners will receive a Pass or Fail result from the CIPD at unit level. Referral grades can be used internally by the centre.


Overall mark Unit result
0-31 Fail
32-41 Low Pass
42-52 Pass
53-64 High Pass










Marking descriptors


Mark Range Descriptor
1 Fail Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC.


Insufficient examples included, where required, to support answers.


Presentation and structure of assignment is not appropriate and does not meet the assessment brief.

2 Low Pass Demonstrate an acceptable level of knowledge, understanding or skills (as appropriate) required to meet the AC.


Sufficient and acceptable examples included, where required, to support answers.


Required format adopted but some improvement required to the structure and presentation of the assignment.


Answers are acceptable but could be clearer in responding to the task and presented in a more coherent way.

3 Pass Demonstrates good knowledge, understanding or skills (as appropriate) required to meet the AC.


Includes confident use of examples, where required, to support each answer.


Presentation and structure of assignment is appropriate for the assessment brief.


Answers are clear and well expressed.

4 High Pass Demonstrates a wide range of confident level of knowledge, understanding or skill (as appropriate).


Includes strong examples that illustrate the point being made, that link and support the answer well.


Answers are applied to the case organisation or an alternative organisation.


Answers are clear, concise and well argued, directly respond to what has been asked.


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.




 5HR01 Employment relationship management