TOPIC 1 — Foundations of Employment Relations

CIPD Level 7 – 7HR01 Strategic Employment Relations

Learning Outcome: LO1 — Understand different perspectives on employment relations and how they influence the roles of people professionals and line managers.
Assessment connection: Q1 / AC 1.4
Q1 wording: Review how Salubrion Technologies’ people professionals could work with line managers, employees and the Employee Council to foster more positive employment relations at work.
Primary teaching source: Supplied Session 1 slides.
Authoritative assessment source: June 2026 CIPD Learner Assessment Brief.

Topic purpose. This topic establishes the conceptual foundation for LO1. It introduces employment relations as a field involving individual and collective relationships, rules, conflict, voice, trust, engagement and wellbeing. It then examines the unitarist, pluralist and radical/conflict perspectives and considers how those perspectives influence the roles of people professionals and line managers.

Assessment boundary. This topic prepares learners to think about Q1 / AC 1.4. It does not answer the question, recommend what Salubrion should do or provide assessment-ready wording. Learners will be asked to identify evidence, compare perspectives and diagnose issues independently.

Topic-level learning progression

Topic source conventions

ASSESSMENT SKILLS WORKSHOP

7HR01 Strategic Employment Relations — LO1 / AC 1.4

Assessment question

“Review how Salubrion Technologies’ people professionals could work with line managers, employees and the Employee Council to foster more positive employment relations at work.”

Workshop purpose

This workshop teaches you how to approach the assessment question at Level 7. It does not provide a model answer, a preferred diagnosis, a recommended intervention or paragraphs that could be submitted as assessment evidence. The learner must generate the argument, select the evidence, conduct the wider reading and reach the professional judgement.

The workshop uses the Salubrion Technologies case because the official assessment brief requires the question to be answered in that organisational context. It preserves the facts supplied in the brief and treats missing information as an information gap. Do not invent workforce numbers, roles, technologies, consultation arrangements, legal outcomes, employee preferences, grievance findings or other details that are not provided in the case.

Authoritative assessment alignment

Academic-integrity boundary

The official assessment brief includes an authentication declaration stating that the work must be the learner’s own, sources must be acknowledged and AI tools must not be used to suggest ideas, generate content, structure, edit or enhance the assessment. The activities below are therefore designed as process practice. Do not copy the workshop explanations, quiz answers, tutor prompts, peer contributions or completed examples into your assessment.

TOPIC 2 — External Institutions and the Changing Nature of Work

CIPD Level 7 – 7HR01 Strategic Employment Relations

Learning Outcome: LO2 — Understand how external institutions can shape employment relations at organisational level.
Assessment connection: Q2 / AC 2.4
Q2 wording: Analyse how Salubrion Technologies’ move toward automation reflects broader changes in the nature of work within developed economies.
Primary teaching sources: Official June 2026 Learner Assessment Brief and supplied Session 1 teaching slides.

Topic purpose. This topic develops learners’ ability to connect organisational employment-relations issues with external institutions and wider changes in work. It moves from understanding and explanation to analysis, critical analysis and strategic implications. It uses Salubrion Technologies’ automation programme as a case application, while preserving the limits of the supplied evidence.

Assessment boundary. This topic prepares learners to think about Q2 / AC 2.4. It does not answer the question, provide a thesis, recommend a position or supply assessment-ready paragraphs. Learners must independently connect Salubrion’s automation programme to wider changes in work within developed economies.

Topic-level learning progression

Topic source conventions

ASSESSMENT SKILLS WORKSHOP

7HR01 Strategic Employment Relations — LO2 / AC 2.4

Assessment question

“Analyse how Salubrion Technologies’ move toward automation reflects broader changes in the nature of work within developed economies.”

Workshop purpose

This workshop teaches you how to construct a Level 7 analytical response to Q2 / AC 2.4. It does not provide a model answer, a suggested answer, a predetermined thesis, a preferred interpretation of Salubrion’s automation programme or assessment-ready paragraphs. You must generate your own argument, select your own evidence, conduct your own wider reading and reach your own judgement.

The official question asks you to analyse a relationship between Salubrion’s organisational move toward automation and broader changes in the nature of work within developed economies. That means the response must connect the case to wider evidence without treating general research as proof of what happened at Salubrion. The case facts must remain distinct from your inferences, research findings and professional implications.

Authoritative alignment

Academic-integrity boundary

The official assessment brief includes an authentication declaration stating that the work must be the learner’s own, sources must be acknowledged and AI tools must not be used to suggest ideas, generate content, structure, edit or enhance the assessment. Complete the activities below as skills practice. Do not copy the workshop explanations, examples, questions, tutor comments, quiz answers or completed templates into your assessment.

The analytical progression

TOPIC 3 — Employee Voice, Mutuality and Representation

CIPD Level 7 – 7HR01 Strategic Employment Relations

Learning Outcome: LO3 — Understand how people professionals can work with employees and their representatives to sustain mutuality and voice.
Assessment connection: Q3 / AC 3.1
Q3 wording: Critically analyse how Salubrion Technologies could utilise different forms of indirect voice to contribute to improved levels of organisational performance and employee outcomes.

Topic purpose. This topic develops learners’ ability to distinguish forms of employee voice and representation, analyse their potential implications for performance and employee outcomes, and evaluate voice through trust, mutuality, legitimacy, decision-making, productivity and conflict.

Assessment boundary. The topic prepares learners for Q3 / AC 3.1. It does not answer the question, select a preferred indirect-voice mechanism for Salubrion, provide a predetermined argument or supply assessment-ready paragraphs. Learners must independently compare mechanisms, evaluate evidence and reach their own judgement.

Source conventions

LO3 analytical progression

ASSESSMENT SKILLS WORKSHOP

7HR01 Strategic Employment Relations — LO3 / AC 3.1

Assessment question

“Critically analyse how Salubrion Technologies could utilise different forms of indirect voice to contribute to improved levels of organisational performance and employee outcomes.”

Workshop purpose

This workshop teaches you how to perform critical analysis for Q3 / AC 3.1. It does not provide a model answer, tell you which forms of indirect voice to choose, provide a preferred conclusion or create assessment-ready paragraphs. You must independently identify relevant mechanisms, select and evaluate evidence, construct the argument and reach your own judgement.

The official question requires analysis of different forms of indirect voice and their potential contribution to organisational performance and employee outcomes in the Salubrion context. The workshop therefore focuses on comparison, evidence, competing arguments, limitations, context, feasibility and implications.

Authoritative alignment

Academic-integrity boundary

The official assessment brief requires the work to be the learner’s own, with sources acknowledged, and includes a declaration that AI tools have not been used to suggest ideas, generate content, structure, edit or enhance the assessment. Treat this workshop as skills practice. Do not copy its wording, examples, tables, tutor prompts, quiz answers or planning structure into the assessment.

What critical analysis requires

Critical analysis is more than describing forms of voice or listing advantages and disadvantages. It requires judgement about the quality and relevance of evidence, competing arguments, limitations, context, feasibility and implications.

TOPIC 4 — Conflict, Dispute Resolution and Organisational Risk

CIPD Level 7 – 7HR01 Strategic Employment Relations

Learning Outcome: LO4 — Understand how people professionals work with employees and trade unions to mitigate organisational risks.
Assessment connection: Q4 / AC 4.3
Q4 wording: Review the advantages and disadvantages of Salubrion Technologies’ use of independent mediation in resolving the recent disagreement about overtime at work.

Topic purpose. This topic develops learners’ ability to understand conflict, compare dispute-resolution mechanisms, evaluate independent mediation and analyse organisational risk. It progresses from conflict concepts to professional review and strategic judgement.

Assessment boundary. This topic prepares learners for Q4 / AC 4.3. It does not answer the question, decide whether independent mediation was right for Salubrion, provide a preferred conclusion or supply assessment-ready paragraphs. Learners must independently evaluate the evidence, advantages, disadvantages, context and professional implications.

Topic-level progression

Source conventions

ASSESSMENT SKILLS WORKSHOP

7HR01 Strategic Employment Relations — LO4 / AC 4.3

Assessment question

“Review the advantages and disadvantages of Salubrion Technologies’ use of independent mediation in resolving the recent disagreement about overtime at work.”

Workshop purpose

This workshop teaches you how to answer a Level 7 “Review” question. It does not provide a model answer, a predetermined judgement, a preferred evaluation of independent mediation or assessment-ready paragraphs. You must independently identify relevant evidence, evaluate advantages and disadvantages, compare alternatives, consider stakeholders and reach your own professional judgement.

The official question is focused on Salubrion’s use of independent mediation in the overtime disagreement. The workshop therefore teaches a review process: understand the question, define the mechanism, evaluate evidence, consider benefits and limitations, apply the case, compare alternatives, assess the outcome, make a balanced judgement and plan an independent response.

Authoritative alignment

Academic-integrity boundary

The official assessment brief requires the work to be the learner’s own, with sources acknowledged, and includes a declaration that AI tools have not been used to suggest ideas, generate content, structure, edit or enhance the assessment. Use this workshop for process practice only. Do not copy its wording, examples, tutor prompts, quiz answers or completed activities into your assessment.

What a Level 7 review requires

A review is not a list of advantages and disadvantages. It requires you to select relevant evidence, explain mechanisms, judge feasibility and significance, compare perspectives and alternatives, consider limitations and reach a reasoned conclusion.

INTEGRATED CASE STUDY TOPIC

Salubrion Technologies: Strategic Employment Relations in Practice

CIPD Level 7 – 7HR01 Strategic Employment Relations
Integrated learning coverage: LO1, LO2, LO3 and LO4

Topic purpose

This topic brings together the four learning outcomes through one progressive case-study experience. Learners move from identifying employment-relations issues to diagnosing causes, applying theory, comparing stakeholder perspectives, evaluating options, identifying risks, considering organisational performance and employee outcomes, and making their own professional judgements.

The course uses the supplied Salubrion case as the only source of factual claims about Salubrion Technologies. Wider academic and practitioner knowledge is used to support analysis, but it must not be presented as an additional case fact. Learners should distinguish:

Assessment boundary

The integrated topic supports preparation for the four assessment questions but does not provide answers, predetermined conclusions or assessment-ready paragraphs. The official questions are:

Progressive learning sequence

Rules for using the case

1. Use page references to the official brief whenever recording a case fact.
2. Do not add facts about Salubrion’s financial results, workforce size, employee demographics, union membership, legal proceedings, automation technology, leadership behaviour, contract terms or business performance unless the official case states them.
3. Do not convert a reported perception into an established organisational fact.
4. Label wider theory and practitioner evidence separately from Salubrion evidence.
5. Where the case is silent, record an information gap and identify what evidence would be needed.
6. Generate your own arguments and judgements.

Frequently Asked Questions

May learners add external facts about Salubrion?

No. When describing Salubrion, use only facts contained in the supplied CIPD case study. Wider sources may explain concepts or provide comparative knowledge, but must not be presented as additional Salubrion facts.

May learners use wider employment-relations theory?

Yes. Theory is required for Level 7 analysis, but learners must cite it and distinguish it from the case evidence.

Is Salubrion explicitly described as unitarist, pluralist or radical/conflict?

The case explicitly states that Salubrion was historically guided by a unitarist philosophy, assuming shared goals between management and staff. It does not establish that every current practice is consistently unitarist, pluralist or radical/conflict. Learners should use the perspectives as analytical lenses, distinguish the stated historical philosophy from later evidence and justify any interpretation.

May the case events be linked?

Yes, as hypotheses requiring explanation and evidence. Learners must distinguish the automation grievances, Employee Council concerns and overtime dispute as separate case events unless they can justify a wider connection.

Can a learner make recommendations?

The integrated activities ask learners to develop their own options and judgements for learning. They should not copy those activities into the assessment or treat them as a predetermined recommendation.

What should learners do when the case is silent?

Record the information gap and identify evidence needed. Do not invent facts.

What is the purpose of the final challenge?

To integrate LO1–LO4 reasoning, strengthen evidence discipline and develop independent professional judgement. It is not a model answer to the assessment.

FINAL ASSESSMENT PREPARATION TOPIC

Level 7 Assessment Preparation and Professional Writing

Qualification: CIPD Level 7 Advanced Diploma in Strategic People Management
Unit: 7HR01 Strategic Employment Relations
Assessment ID: CIPD_7HR01_26_01
Assessment version: June 2026

Topic purpose

This final topic prepares learners to plan, write, review and authenticate their own assessment responses. It focuses on the standards expected at Level 7: focused answers, depth and breadth of understanding, strategic application and professional advice, research and wider reading, persuasiveness and originality, and professional presentation and language.

The topic does not provide model answers, predetermined arguments, assessment-ready paragraphs or a preferred interpretation of any question. Learners must develop their own arguments, select their own evidence, apply theory to the Salubrion case and make their own professional judgements.

Assessment structure from the official brief

The four assessment questions and mappings

The official marking criteria

Level 7 progression

Understanding → application → analysis → critical analysis → strategic judgement → professional writing and self-review.

Source and integrity conventions

Assessment-answer boundary

The activities in this topic are formative learning tasks. Do not copy the wording, framework, examples, tutor prompts or completed activities into the assessment. The official authentication declaration is controlling. If the declaration says that AI tools must not be used to suggest ideas, generate content, structure, edit or enhance the assessment, learners must follow that requirement.

Frequently Asked Questions

How many answers must be submitted?

Four answers must be submitted in one assessment document.

How long should each answer be?

Each answer should be approximately 1,000 words, with an overall assessment total of approximately 4,000 words ±10%.

Must the exact question wording be copied into the assessment?

The learner should follow the official question wording and make the focus clear. Headings and sub-headings must show the relevant LO and AC as required by the brief.

Can learners use the same source in more than one answer?

A source may be relevant to more than one question, but it should be used purposefully and applied differently where appropriate. Repeating citations without question-specific reasoning is weak practice.

How much wider reading is enough?

The brief does not prescribe a number of sources. Use purposeful, credible academic, policy and practitioner evidence that supports, challenges or contextualises the learner’s reasoning.

Can learners use external information about Salubrion?

The supplied CIPD case is the authoritative source for Salubrion facts. Wider sources may explain concepts or provide comparative examples, but learners must not present unsupported external information as a Salubrion case fact.

What should learners do when the case does not provide enough information?

Identify the information gap, explain its significance and state what evidence would be needed. Do not invent facts.

What does the official assessment say about AI tools?

The authentication declaration states that no AI tools were used to suggest ideas, generate content, structure, edit or enhance the assessment. Learners must comply with the official requirement.

Does this topic guarantee a Pass, Merit or Distinction?

No. It explains the official outcome structure and provides development tools. It cannot predict an individual result or guarantee an outcome.

FINAL COURSE KNOWLEDGE ASSESSMENT

CIPD Level 7 – 7HR01 Strategic Employment Relations

Purpose

This final course knowledge assessment tests understanding across LO1, LO2, LO3 and LO4 through workplace application and analysis. It is a formative Tutor LMS assessment and does not reproduce the official CIPD assessment questions. It uses fictional scenarios and transferable employment-relations problems so that learners must apply concepts rather than recall definitions in isolation.

The assessment is aligned with the taught course content. It is not an official CIPD assessment, does not predict an assessment grade and should not be used as a substitute for the June 2026 Learner Assessment Brief.

Assessment design

Question-format balance

Suggested scoring

Award 1 point for each multiple-choice, matching and true/false answer where the learner selects the correct option and provides the required justification for true/false questions. Award up to 4 points for each short-answer or extended scenario question using the indicative marking points. The tutor may adapt the scoring for the Tutor LMS configuration.

The answer key provides explanations and rationales. The indicative points are not model assessment answers and should not be copied into CIPD assessment work.