Planning for Resolving Conflict in the Workplace

Introduction
This section of the assignment will highlight the teaching methodologies and teaching
resources that should be incorporated in teaching the topic 'Resolving Conflict in the
Workplace'. Firstly, the scheme of work for this topic will be highlighted. Then I will discuss
the time it would take to teach this topic. Finally I will discuss how I would incorporate
various teaching methodologies and the resources, that are available on the website, in
lessons based on material from this topic.

Scheme of Work
Topic
Weeks
Learning Outcomes

Students should be able to:

Explain industrial action

Identifying causes of conflict
Identifying the role of TUs
Identify the consequences of
strikes
Legislative and non-legislative
ways of resolving conflict

Resolving Conflict in the Workplace

2-3
Resources
Literacy and
Assessment
Numeracy
PowerPoint

Hangman

Class tests

Worksheets

Questioning using
Blooms Taxonomy

Kahoot

Kahoot

Q&A
Think Pair Share
Calculating their
exam percentage

Teaching Methodologies and Resources

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In the first lesson, I would introduce the topic using Hangman. By using this activity, I am
engaging the students and allowing them to discover the topic rather than just telling them. I
would give this activity a maximum of 5 minutes as this activity can go on for quite some
time if it is not closely monitored. The learning outcomes for this lesson would be based on
the definition of industrial relations, causes of conflict and promoting good industrial
relations. At the end of the lesson I would introduce the worksheets on industrial relations or
causes of conflict in the workplace, to reinforce the learning that took place in the lesson.
The material that I would cover in relation to Trade Unions, how employees pay and
conditions are negotiated would take one or two lessons to cover. I would incorporate some
questioning during these lessons based on bloom's taxonomy to challenge students
understanding of the content. Examples of such questions include, 'Can you write in your
own words a definition for a Trade Union?' or 'Can you explain one way an employees pay is
negotiated?'. I would also use the worksheets on Trade Union and the Industrials Act 1990 to
reinforce and support students learning. I suggest using these worksheets at the end of the
lesson as they require some knowledge of this content. During the questioning parts of these
lessons, I would use Think Pair Share. Pair work can support students that might be unsure
about this content and provides an opportunity for peer teaching for the student that has a
good understanding of the content.
Lesson four and five would cover types of industrial action a union can undertake and the
consequences that this has on the stakeholders. Students understanding of the Sales of Goods
and Supply of Services Act 1980 and the Consumer Protection Act 2007 would be challenged
with some Think Pair Share questioning activities and the worksheets on this content. These
worksheets could also be introduced at the beginning of the lesson, as it will reveal any prior
knowledge or assumptions that students might have about industrial action.
Lesson six and possibly seven would look at the role of the Labour Relations Commission
and the Labour Court. I would recommend using the Labour Relations Commission
worksheet at the end of the lesson, as this material is very specific. This worksheet is really
useful for recapping a lesson.
Lesson eight would look at the Unfair Dismissals Act 1977 to 2007 and the Employment
Equality Act 1998. At the conclusion of this lesson I would use a Kahoot quiz to revisit all the
material that was covered during this topic. Other formative assessment that could be used

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includes a Think Pair Share questioning activity to identify students weaknesses and strengths
to prepare them for a summative assessment in the next lesson.
A class based test would be used in the final lesson on this topic to assess student's
understanding of the content. I decided to use formative assessment during the topic and
summative assessment at the end of the topic as students are given the opportunity to identify
their strengths and weaknesses during the topic so they know what they have to work on for
the class based test at the end of the lesson. Then at the end of the topic they have a physical
representation of what they know in the form of an exam. To improve numeracy students
must calculate their own percentage and grade in the final class based test at the conclusion of
the topic.

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