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Sample Paper on Employee Relations

CIPD Portfolio Title:

A 750-word individual portfolio based on CIPD skills workshop:

Task Details/Description:

Students are expected to write a 750-word portfolio based on critical reflection of material covered in the CIPD skills workshop. They are required to carefully examine the performance related pay policy for teachers introduced by the British government and prepare negotiation points for employers, management, and the trade unions side. In doing so they should consider the following:

  1. Summarize the dispute concerning performance-related pay for teachers
  2. Summarize key demands of each side
  3. Suggest ways to approach the negotiation towards dispute settlement.

 Module Learning Outcomes Assessed:

  1. Demonstrate knowledge of the roles and functions of different actors/stakeholders in the employment relationship
  2. Develop appropriate skills to manage conflict situations effectively.


Employee Relations

In an ever growing economy of any nation, teachers are considered as one of the driving force and well a big part of the nation’s workforce. Teachers are said to be at the foundation of it all. The foundation of the economy is based on the ability to have skilled individuals in various professions who are intelligent to steer the economy in the positive direction. All these professionals pass through schools. Therefore, it is the responsibility of the teacher to try as much as possible to help increase the performance of the individual students. Thus, nations have for some time measured the performance of teachers guided by the performance of their students (Barnett et al., 2014). Furthermore, the national and local government went ahead to relate this aspect of performance to the teachers’ pay. However, since the onset of the system for appraisal regarded on performance, life has never been the same for teachers.

The problem in the modern society is that many factors guide the occurrences of events in the classrooms and, therefore, affects the performance of individual students. Looking at the situation of teachers pay from the performance perspective. It is prudent to consider that a school is a dynamic environment and sometimes it is not upon the teachers to effect on the performance of students rather it is the effect of other factors in place (Darling-Hammond et al., 2012). Therefore, when a system for appraisal and teachers pay was introduced the teachers were disowning the system. Over 60% of the teachers refused or did not approve the introduced system. Although they argued that performance was the only way to measure success in a classroom. However, it is not the only way to measure the effectiveness of a teacher professionally. Therefore, the idea of relating performance to the teacher’s pay and the appraisal was not an idea that took into account all the factors that affect performance.

The teachers, in essence, demand that a new appraisal system for the professional development of teacher be structured in a way that it considers most of the factors that affect the teacher’s performance. This way, the teachers would feel safe when their performance levels are evaluated under such a scheme. In such a system, the appraisal may be said to be fair according to the teachers. Regarding that, there are many involvements that affect the effectiveness of a teacher in a classroom. Therefore, the appraisal for progress or development purposes would not be restricted to certain criteria that favor only a given minority of teachers both in secondary and primary level.

The teacher in the survey also pointed out that the new system had some major fault. The fault was considered on discriminatory grounds. Simply said, the system was encouraging discrimination of some type. Considering that the results of the survey found that there was a higher number of black and Asian teachers denied for progression than their white British counterparts. Hence, such a system would not be at all effective if it has the backing of only the favors section of teachers in a nation. Therefore, the National Union of Teachers (NUT) has warned that the use of the new system might not be all good for the education sector that might result in a system that is biased, faulted and some discrimination that is not considered professional. Therefore, the progression of teacher’s pay and appraisal system should be restructured in a way that suits the professional assessment of teachers without any biases or discrimination involved (Barnett et al., 2014).

The new system might create an employee relations problem. Negotiation might be the best way to go through with the new system. This would first involve a sit-down where the two conflicting parties would be given the ground to express their suggestions and grievances. After each party has done so, the points noted down are discussed in a detailed manner and using a broad range of perspectives. This way, every said the issue is bound to be looked at with keenness and the professionalism and seriousness it desires. What follows would be a discussion on how to improve the current system so that it would be suitable for both party’s needs. In some negotiation, the line would be drawn on how performance should be measured and how it should affect the progress of a teacher’s professional development. Hence, ensuring that a quite elaborate and well-guided system for appraisal is structured.

In conclusion, the teacher’s pay has been an issue of concern for many years in the education sector of every nation. The reason being that it is not equitable to weigh the performance of teachers to determine their pay. A system based on such variable of measurement would not be effective or accepted to be professional by the teachers affected. It is essential that such a system be withdrawn and a better system that considered all the underlying factors that affect teacher’s performance be included.


Barnett, J., Ritter, G., Jensen, N., & Denny, G. (2014). Merit Pay Programs for Improving Teacher Retention, Teacher Satisfaction, and Student Achievement in Primary and Secondary Education: A Systematic Review.

Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2012). Evaluating teacher evaluation. Phi Delta Kappan, 8-15.

Springer, M. G., Ballou, D., Hamilton, L., Le, V. N., Lockwood, J. R., McCaffrey, D. F., … & Stecher, B. M. (2011). Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching (POINT). Society for Research on Educational Effectiveness.




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