COMPETENCY-BASED LEARNING MATERIAL

(Basic Competency)

Sector: AUTOMOTIVE AND LAND TRANSPORT

Qualification: AUTOMOTIVE SERVICING (CHASSIS REPAIR) NC

II

Unit of Competency: SOLVE/ADDRESS GENERAL WORKPLACE

PROBLEMS

Module Title: SOLVING/ADDRESSING GENERAL WORKPLACE

PROBLEMS

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 AUTOMOTIVE SERVICING (CHASSIS REPAIR) NC II
List of Basic Competencies

No Unit of Competency Module Title Code

Participating in
Participate in workplace
1 workplace 400311210
communication
communication

Working in team
2 Work in team environment 400311211
environment

Solving/addressing
Solve/address general
3 general workplace 400311212
workplace problems
problems

Develop career and life Developing career and

4 400311213
decisions life decisions

Contribute to workplace Contributing to

5 400311214
innovation workplace innovation

Present relevant Presenting relevant

6 400311215
information information

Practice career Practice career

7 400311216
Professionalism Professionalism

Exercising efficient and

Exercise efficient and
effective sustainable
8 effective sustainable 400311217
practices in the
practices in the workplace
workplace

Practicing
Practice entrepreneurial
9 entrepreneurial skills in 400311218
skills in the workplace
the workplace

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 HOW TO USE THIS COMPETENCY BASED LEARNING MATERIALS

Welcome to the module “SOLVE/ADDRESS GENERAL WORKPLACE

PROBLEMS”
This Learner’s guide contains materials and activities for you to complete.

The unit of competency “SOLVING/ADDRESSING GENERAL

WORKPLACE
PROBLEMS” contains the knowledge, skills and attitude required for
“AUTOMOTIVE SERVICNING (ELECTRICAL REPAIR) NC II”.

You are required to go through a series of learning activities in order to

complete each learning outcomes of the module. In each learning
outcomes there are Information Sheets, Operation sheets and Reference
Materials for further reading to help you better understand the required
activities. Follow these activities on your own and self-check at the end of
each learning outcome. If you have questions, please don’t hesitate to ask
your facilitator for assistance.

Recognition for Prior Learning (RPL)

You may have some or most of the knowledge and skills covered in this
learner’s guide because you have;
 Been working for some time.
 Already completed training in this area.

If you can demonstrate to your trainer that you are competent in

particular skills, you don’t have to do the same training again,

If you feel some of the skills, talk to your trainer about having them
formally recognized. If you have qualification requires or Certificate from
previous training, show it to your trainer. If the skill you require is still
relevant to the module, they may become the part of the evidence you
can present for RPL.

At the end of this learner’s guide is a learner diary. Use this diary to
record important dates, jobs undertaken and to other workplace events
that will assist you in providing details to your trainer or assessors. A
Record of Achievement is also provided for your trainer to complete once
you complete this module.

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●Talk to your own trainer and agree on how both will organize the
Training of this unit. Read through the learning guide carefully. It is
divided into sections that cover all the skill and knowledge you
need to
successfully complete in this module.

● Work through all the information and complete the activities each
section. Read information and complete the self-check. Suggested
reference is included to supplement the materials provided in this
module.

● Most probably your trainer will also your supervisor or manager.

He/she is there to support you and show the correct way to do
things.
Ask for help.

● Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important
that
you listen and take notes.

● You will be given plenty of opportunities to ask questions and

practice
on the job. Make sure you practice your new skills during work
shifts.
This way you will improve both of your speed and memory and
also
your confidence.

● Talk to more experienced workmates and ask for their guidance.

● Use the self – check questions at the end of each section to test
your
own progress.

● When you are ready, ask your trainer to watch you perform the
activities outline in the learning guide.

● Ask you work through the activities, ask for written feedback on
your
progress. Your trainer keeps feedback/ pre-assessment reports for
this
reason. When you have successfully completed each element, ask
your

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 trainer to mark on the reports that are ready for assessment.

● When you have completed these modules (for several module),

and feel
confident that you have sufficient practice; your trainer will
arrange an
appointment with a registered assessor to assess you. The results
of
your assessment will be recorded in your competence
Achievement
Record.

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UNIT OF COMPETENCY : SOLVE/ADDRESS GENERAL WORKPLACE
PROBLEMS

MODULE TITLE : SOLVE/ADDRESS GENERAL WORKPLACE

PROBLEMS

MODULE DESCRIPTOR

This unit covers the knowledge, skills and attitudes required to apply
problem-solving techniques to determine the origin of problems and plan
for their resolution. It also includes addressing procedural problems
through documentation, and referral.

SUGGESTED DURATION :

QUALIFICATION LEVEL : NC II

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module the students/trainees will be able

to:

LO1. Identify routine problems

LO2. Look for solutions to routine problems
LO3. Recommend solutions to problems

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 LEARNING OUTCOME #1:
Identify routine problems

ASSESSMENT CRITERIA:

1.1 Routine problems or procedural problem areas are identified

1.2 Problems to be investigated are defined and determined
1.3 Current conditions of the problem are identified and documented

CONTENTS;

 Identify routine problems

CONDITIONS:

Trainees/students must be provided with the following:

 Learning elements/materials
 Service manual
 Organizational manuals
 Workplace

METHODOLOGIES:

 Group discussion
 Self-paced

ASSESSMENT METHODS:

 Written examination
 Interview/ oral questioning

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 LEARNING EXPERIENCES

LEARNING OUTCOME # 1

Learning Activities Specific Instruction

Information sheet 3.1-1 Read and Understand Information
Sheet 3.1-1

Answer self-check 3.1-1 Compare answers with the answer

key

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 Information Sheet 3.1-1
Group structure and development

Objective:
At the end the trainees must be able to;
 Determine successful group structure
 How to improve your group

People spend nearly one third of their adult lives at work,

and workplace issues are a common source of stress for many. It is
impossible to have a workplace where everyone's roles, expectations,
and personalities work perfectly together, without conflict. As such,
certain workplace issues may cause negative psychological symptoms.
Research shows perceived stress in the workplace, for example, is
associated with a higher prevalence of mental health issues such as
depression and anxiety. Workers may find discussing their workplace
stress or challenges with a trained mental health professional is helpful
to them both professionally and personally.

COMMON WORKPLACE ISSUES

Common workplace issues that employees face include:

 Interpersonal conflict

 Communication problems

 Gossip

 Bullying

 Harassment

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  Discrimination

 Low motivation and job satisfaction

 Performance issues

 Poor job fit

The workplace is typically an environment in which people with

different personalities, communication styles, and worldviews interact.
These differences are one potential source of workplace issues and can
ultimately lead to stress and tension for those involved. Although all
employees have the right to be treated fairly and to feel safe in the
workplace, some employees face bullying, harassment, and/or
discrimination.
Members of the LGBT community, specifically, remain unprotected in
the workplace by a national nondiscrimination policy. Additionally,
some employees may experience dissatisfaction with their work,
struggle with their performance on the job, or have difficulty finding a
job that fits their abilities and interests.
Workplace issues can lead to decreased performance and productivity,
loss of job/termination, decreased satisfaction/happiness, stress, and a
wide variety of mental health issues . Harassment in the workplace can
also lead to legal troubles. The American Psychological Association
notes job insecurity and lack of support at work can exacerbate
workplace issues.
HIGH STRESS JOBS
Some jobs involve a particularly high degree of stress. One theory,
known as the job demand-control (JDC) model, posits that high degrees
of work stress are prevalent in jobs with many demands and little
control over working conditions. Some jobs known to be particularly
stressful include firefighter, airline pilot, enlisted military personnel,
police officer, and event coordinator. Additionally, some jobs such as

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health care worker, teacher, social worker, and administrative support
worker have been associated with increased levels of depression.
Elevated rates of substance abuse are prevalent among employees
who work in mining, construction, and the food service industry.
Work-related stress is a significant problem, with an estimated 40% of
workers describing their job as very or extremely stressful. In addition
to mental health symptoms, work-related stress can cause physical
health problems such as heart attacks, hypertension, pain,
and insomnia.

HOW PSYCHOTHERAPY CAN HELP WITH WORKPLACE ISSUES

There are various ways in which therapy may be useful to help resolve
workplace issues. Therapy can effectively treat depression, anxiety,
and other mental health symptoms that result from workplace issues.
Therapists can also teach healthy coping skills that employees may use
to manage work-related stress and other issues. Find a therapist in
your area.
For example, cognitive behavioral therapy helps people identify and
change unhealthy thoughts, which often results in improved mood and
overall well-being. Mindfulness, meditation , and other stress
management techniques can be taught in psychotherapy. Therapy can
also be useful for improving an individual’s assertive communication
skills, as well as other conflict resolution skills. These skills can then be
applied in the workplace to improve one’s experience at work.
Vocational counseling is a specific type of counseling that can be useful
for workplace issues such as job fit, performance, and satisfaction.
Vocational counselors help employees identify their specific skills and
abilities in order to help them develop career goals and find jobs for
which they are well suited. Industrial and organizational (I-O)
psychology is also particularly relevant to workplace issues, as it

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focuses on human behavior in the workplace. I-O psychologists are
sometimes brought into a workplace to identify areas of concern within
an organization, as well as to help workers create a more collaborative,
healthy work environment.
Some employers, including many federal agencies, offer counseling to
their employees at no cost through employee assistance programs
(EAPs). These counseling sessions provide an opportunity for
employees to discuss any issues that may be affecting their work
performance with trained professionals.

DISCLOSING A MENTAL HEALTH CONDITION TO YOUR EMPLOYER

The decision to disclose a mental health condition to an employer can
be a difficult one. Although the Americans with Disabilities Act prohibits
employers from firing employees with mental health conditions as long
as they can perform the functions of their job, employees who make a
disclosure may still face negative consequences such as not getting
promoted, being treated differently, or even being fired. For this
reason, many employees may not feel safe disclosing their mental
health condition.
While informing a supervisor about mental health issues can help an
employee get additional support or necessary accommodations at
work, there is also the potential for stigma and other negative effects.
Ultimately, the decision to disclose is a personal one.

THERAPY FOR WORKPLACE ISSUES: CASE EXAMPLES

 Police officer experiencing psychological symptoms as a
result of job stress: Jose, 48, is experiencing a lot of stress-
related symptoms due to the high demands of his work as a police
officer. He has been having difficulty sleeping and has noticed
that his appetite has been decreasing. Additionally, he

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 experiences muscle tension and headaches on a daily basis. Jose
seeks therapy to help manage his stress. In his therapy sessions,
he learns meditation and breathing techniques that he can
practice each day in order to decrease his stress level. His
therapist also helps him identify thinking patterns that contribute
to his stress. For example, Jose realizes that he has been putting
unrealistic expectations on himself. He has placed a lot of focus
on small mistakes that he has made, while ignoring the times that
he gets praise and positive feedback about his performance at
work. Through his work in therapy, he is able to take a more
realistic approach and accept that mistakes are inevitable while
also allowing himself to acknowledge times when he performs
well. Additionally, Jose and his therapist collaborate to develop a
plan for increasing Jose’s lifestyle balance. He has been able to
make time each day for exercise and relaxation , which has helped
him decrease his overall stress level.
 Therapist helps with workplace bullying: Sara, 23, is
consistently getting bullied by a coworker at the office. It's made
her workplace environment incredibly uncomfortable, and she
finds herself getting less and less work done. She also
experiences a heavy feeling of anxiety before heading to the
office and often calls in sick to avoid the issue all together. In lieu
of quitting her job, Sara decided to find a therapist with whom to
work. She has learned that she does not have to accept the
current office environment as her reality, and has identified what
steps to take to feel more comfortable at work. To communicate
her feelings at the office, she had an open conversation with her
boss about why her work is suffering, and organized a meeting
with her coworker and boss to be mediated by the therapist. After
a series of enlightening discussions, Sara feels more confident

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 about going in to work and dealing with coworkers, who are
treating her with a newfound respect.

Identifying Performance Problems in the Workplace

Examine Past Mistakes

Are you consistently having to fix problems your employees missed or
simply didn’t attempt to fix? Having to fix your workers’ mistakes can
create a serious problem, and if you have to do your employees’ work for
them, there is no need to have them around in the first place.
Take Note of Employee Absences
Are your employees taking more sick days than usual? If they are, you
may have a performance problem on your hand. There is nothing wrong
with taking sick days, especially if they have been earned, but if your
employees are constantly ditching work, it may be time to request a
doctor’s note.
Evaluate Employee Engagement
Are your employees disengaged? Calling employees disengaged is a polite
way of saying they are uninterested. Contrary to popular belief,
disengaged employees can cause your business to lose money, and their
lack of participation and productivity can be bad for workplace morale.
Make Punctuality a Priority
Everyone is late from time to time – tardiness is a part of life. However, if
numerous employees are frequently showing up late, it may be a sign
they don’t take the job or your authority seriously. It may be time to talk
with your employees if punctuality has become a major issue.
Get Help Finding High-Performing Employees
If you are having difficulty attracting high-performing employees, it may
be time to give Nesco Resource a call. We aim to help companies of all
sizes find employee solutions that benefit them and their team. Contact
our company today if you are ready to hire the right type of workers.

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10 MOST COMMON PROBLEMS IN THE WORKPLACE

1. INADEQUATE JOB DESCRIPTIONS

A well-written job description eliminates misunderstandings between
management and employees and becomes the very foundation of
performance reviews, creating a baseline of measurement. Job
descriptions serve as a documented record of what an employee should
accomplish in their position and what activities they must perform well to
meet those objectives. This should be treated as an employment contract,
creating the tool to measure job performance. Make sure that job
description documents are provided to all employees and that they are
utilized regularly.

2. LACK OF TRAINING
Nothing has become more apparent in today’s workplace than the lack of
employee training. Some companies merely throw new employees onto
the front line, forcing them to learn on their own through trial and error.
Others provide formal training, but in the wrong manner. Both are equally
detrimental to corporate performance.

Formal training is a must. Effective training must directly pertain to the

employee’s job description. It should address how an employee can best
accomplish position objectives and complete supporting activities.
Additionally, training must include accountability. Every skill taught must
be paired with performance accountability, which requires management
to measure each employee’s progress. In many cases, training classes
never receive another mention from management after they’re
completed, and, as a result, nothing ever changes. The final aspect of
effective training is using the right trainer. All too often, human resource
people teach classes. These are individuals who have read the books but
don’t have practical experience on the subject they are to teach. Great
teachers have walked their talk.

3. INEFFECTIVE JOB PERFORMANCE REVIEWS

In an ineffective performance review, the boss often does all the talking,
doesn’t know what they’re talking about, or doesn’t have all the
information. They are often only completing the review because they have
to.

To put performance reviews back on track, management must first

recognize the stakes. The few hours spent discussing an employee’s
performance will affect what the employee thinks and does for the next
full six months to a year. A lot of homework and heart needs to be put into
reviews. Managers should make sure to use the employee’s job
description and review their performance in the context of a discussion.

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The manager should ask the employee to share their perspectives on
each subject first. And, the manager should first focus on performance
strengths before addressing areas that need improvement.

A successful performance review ends with agreement between the

employee and manager, and with a jointly designed set of performance
objectives going forward. This leaves the employee with a sincere vote of
confidence.

4. LACK OF TWO-WAY COMMUNICATION

Great managers know how to do a great job and great leaders know how
to get employees to do a great job. Regular two-way communication lies
at the very foundation of what great leaders deliver. When employees
know what a manager knows, it creates an attitude and behavior of
company ownership that leads to excellent performance. Management
should make a regular concerted effort in communicating with all
employees through as many mediums as possible.

5. INEFFECTIVE EMPLOYEE RECOGNITION

It’s nice to have awards and contests at work, but what counts most is the
daily thank you. This turns employee recognition from a project into a
culture. This takes a concerted effort by management and an
understanding that there is always something positive that can be said to
each employee each day.

6. LACK OF JOB-RELATED ACCOUNTABILITY

What irks great employees more than anything is witnessing poor
performing employees being allowed to continue on being poor
performing employees. This can lead to corporate financial failure, as
good employees either leave or shrink down to being equally as poor as
the rest. As important as it is to recognize great employee performances,
the job performance review process provides the means to enforce
accountabilities. Follow proper training and corrective action, and if
employees fail to measure up, terminate employment. Too many
employers are being held hostage by poor performing employees, when in
fact they would be miles ahead if they were rid of them.

7. IMPROPER OR EXCESSIVE COMPANY POLICIES

All companies must have policies that all employees follow. However, a
company should strive to have as few policies as possible. One of the
most recent discoveries is that a business environment that provides
freedom and the invitation to be creative always leads to the highest
performing employees. Too many policies stifle employee performance.

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8. LACK OF EQUIPMENT AND FACILITIES
Management must make sure to pay attention to the type and condition
of equipment that is being utilized by the employees. Capital expenditures
on equipment and facilities are a very high percentage of operation
expenses. Know what is needed, furnish it and then maintain it. And,
make sure employees participate all the way. Safety goes up, right along
with morale.

9. LACK OF CHARITABLE COMMUNITY INVOLVEMENT

Charitable community involvement has proven to be a powerful element
of employee development. Employers should support employees’
opportunity to spend, for example, one day per quarter serving a
charitable organization within the community and paying them for doing
so. Businesses that commit to this culture earn employees who have a
much higher appreciation for their jobs and company.

10. A LOUSY MANAGER

A positive business environment includes the presence of managers who
are good role models for employees. Measure success in this area by
seeking evaluations from employees. It is key for management to ask how
they’re doing.

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 Self-Check 2.1-1

WHAT ARE THE10 MOST COMMON PROBLEMS IN THE WORKPLAC?

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 Answer Key 2.1-1

 INADEQUATE JOB DESCRIPTIONS

 LACK OF TRAINING
 INEFFECTIVE JOB PERFORMANCE REVIEWS
 LACK OF TWO-WAY COMMUNICATION
 INEFFECTIVE EMPLOYEE RECOGNITION
 LACK OF JOB-RELATED ACCOUNTABILITY
 IMPROPER OR EXCESSIVE COMPANY POLICIES
 LACK OF EQUIPMENT AND FACILITIES
 LACK OF CHARITABLE COMMUNITY INVOLVEMENT
 A LOUSY MANAGER

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LEARNING OUTCOME #2: Look for solutions to routine problems

ASSESSMENT CRITERIA:

2.1 Potential solutions to problem are identified

2.2 Recommendations about possible solutions are developed,
documented, ranked and presented to appropriate person for decision

CONTENTS;

 Team roles and objectives

CONDITIONS:

Trainees/students must be provided with the following:

 Learning elements/materials
 Service manual
 Organizational manuals
 Workplace

METHODOLOGIES:

 Group discussion
 Self-paced

ASSESSMENT METHODS:

 Written examination
 interview

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 LEARNING EXPERIENCES

LEARNING OUTCOME # 2

Learning Activities Specific Instruction

Information sheet 3.2-1 Read and Understand information
Sheet 3.2-1

Answer self-check 3.2-1 Compare answers with the answer

key

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 Information Sheet 3.2-1
Effective Problem Solving in the Workplace

In the end of this Information Sheet, you should be able to:

 Identify problems in the workplace
 Apply solution to problems

Problem-solving and decision-making. Ask anyone in the workplace if

these activities are part of their day and they answer 'Yes!' But how many
of us have had training in problem-solving?We know it's a critical element
of our work, but do we know how to do it effectively?

People tend to do three things when faced with a problem: they get afraid
or uncomfortable and wish it would go away; they feel that they have to
come up with an answer and it has to be the right answer; and they look
for someone to blame. Being faced with a problem becomes a problem.
And that's a problem because, in fact, there are always going to be
problems!

There are two reasons why we tend to see a problem as a problem: it has
to be solved and we're not sure how to find the best solution, and there
will probably be conflicts about what the best solution is. Most of us tend
to be "conflict-averse". We don't feel comfortable dealing with conflict and
we tend to have the feeling that something bad is going to happen. The
goal of a good problem-solving process is to make us and our organization
more "conflict-friendly" and "conflict-competent".

There are two important things to remember about problems and

conflicts: they happen all the time and they are opportunities to improve

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the system and the relationships. They are actually providing us with
information that we can use to fix what needs fixing and do a better job.
Looked at in this way, we can almost begin to welcome problems! (Well,
almost.)

Because people are born problem solvers, the biggest challenge is to

overcome the tendency to immediately come up with a solution. Let me
say that again. The most common mistake in problem solving is trying to
find a solution right away. That's a mistake because it tries to put the
solution at the beginning of the process, when what we need is a solution
at the end of the process.

Here are seven-steps for an effective problem-solving process.

1. Identify the issues.

 Be clear about what the problem is.

 Remember that different people might have different views of what
the issues are.
 Separate the listing of issues from the identification of interests
(that's the next step!).

2. Understand everyone's interests.

 This is a critical step that is usually missing.

 Interests are the needs that you want satisfied by any given
solution. We often ignore our true interests as we become attached
to one particular solution.
 The best solution is the one that satisfies everyone's interests.
 This is the time for active listening. Put down your differences for a
while and listen to each other with the intention to understand.
 Separate the naming of interests from the listing of solutions.

3. List the possible solutions (options)

 This is the time to do some brainstorming. There may be lots of

room for creativity.
 Separate the listing of options from the evaluation of the options.

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4. Evaluate the options.

 What are the pluses and minuses? Honestly!

 Separate the evaluation of options from the selection of options.

5. Select an option or options.

 What's the best option, in the balance?

 Is there a way to "bundle" a number of options together for a more
satisfactory solution?

6. Document the agreement(s).

 Don't rely on memory.

 Writing it down will help you think through all the details and
implications.

7. Agree on contingencies, monitoring, and evaluation.

 Conditions may change. Make contingency agreements about

foreseeable future circumstances (If-then!).
 How will you monitor compliance and follow-through?
 Create opportunities to evaluate the agreements and their
implementation. ("Let's try it this way for three months and then
look at it.")

Effective problem solving does take some time and attention more of the
latter than the former. But less time and attention than is required by a
problem not well solved. What it really takes is a willingness to slow down.
A problem is like a curve in the road. Take it right and you'll find yourself
in good shape for the straightaway that follows. Take it too fast and you
may not be in as good shape.

Working through this process is not always a strictly linear exercise. You
may have to cycle back to an earlier step. For example, if you're having
trouble selecting an option, you may have to go back to thinking about
the interests.

This process can be used in a large group, between two people, or by one
person who is faced with a difficult decision. The more difficult and
important the problem, the more helpful and necessary it is to use a
disciplined process. If you're just trying to decide where to go out for
lunch, you probably don't need to go through these seven steps!

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 Self-Check 3.2-1

What are the seven-steps for an effective problem-solving

process

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 Answer Key 3.2-1

1. Identify the issues.

2. Understand everyone's interests.

3. List the possible solutions (options)

4. Evaluate the options.

5. Select an option or options.

6. Document the agreement(s)..

7. Agree on contingencies, monitoring, and evaluation.

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LEARNING OUTCOME #3: Recommend solutions to problems

ASSESSMENT CRITERIA:

3.1 Implementation of solutions are planned

3.2 Evaluation of implemented solutions are planned
3.3 Recommended solutions are documented and submit to appropriate
person for confirmation

CONTENTS;

 Resolving problems in the workplace

CONDITIONS:

Trainees/students must be provided with the following:

 Learning elements/materials
 Service manual
 Organizational manuals
 Workplace

METHODOLOGIES:

 Group discussion
 Self paced

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ASSESSMENT METHODS:

 Written examination
 interview

LEARNING EXPERIENCES

LEARNING OUTCOME # 3

Learning Activities Specific Instruction

Information sheet 3.3-1 Read and Understand Information
Sheet 3.3-1

Answer self-check 3.3-1 Compare answers with the answer

key

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 Information Sheet 3.3-1
Resolving problems in the workplace

At the end of this information sheet you should be able to:

1. Resolving workplace problems

If you have a problem at work find out about the different ways, both
informal and formal, that you could try to sort things out. Before taking
action try to work out what the problem is and make sure it isn't a simple
mistake or understanding.

Try to sort it out informally first

Problems with your employer will probably come under one of two
categories, grievances or disciplinaries.

Grievances

These are concerns, problems or complaints that you raise with your
employer. For example, concerns you have about:

 your job
 your employment terms and conditions
 your contractual or statutory rights
 the way you are being treated at work

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If you believe there is a real problem, explain your concern to your
immediate manager to see if you can sort it out informally. You may find it
helpful to suggest what you would like them to do to resolve your
problem.

Disciplinaries

Your employer might have concerns about your conduct, your absence
from work or the way you are doing your job.

If they raise these concerns informally with you or as part of a

performance review, it is generally best to try to agree a solution then.
Or these issues could lead to disciplinary action, including dismissal in
more serious cases.

Where to get help

If you have tried to sort the problem informally, you should seek advice
before taking matters further.

The Labour Relations Agency (LRA) offers free, confidential and impartial
advice on all employment issues.

If you are a trade union member, you can contact your trade union
representative for advice and support on employment issues.

 Introduction to trade unions

Advice NI offers free and impartial advice.

Making a grievance complaint or starting disciplinary action

If the informal approach with your employer has not worked, you could
consider raising the matter with your employer as a grievance.

 Grievance procedures

Equally your employer might start a disciplinary procedure which could

lead to disciplinary action and potentially dismissal in more serious cases.

 Disciplinary procedures

The Code of Practice on disciplinary and grievance procedures (external

link opens in a new window / tab)sets out the principles you and your

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employer should follow to achieve a reasonable standard of behaviour
when trying to resolve grievance and disciplinary cases.

 Advice on handling discipline and grievances at

work(external link opens in a new window / tab)

Third party help to sort out problems at work

If you and your employer can't solve the problem yourselves, it could help
to bring in someone from outside your work area to help reach an
agreement. This could be through:

 mediation or conciliation, where an independent and impartial

person works with you and your employer to try and help you reach
a solution you are both happy with
 arbitration, where you and your employer use an impartial, third
party to make a decision
 Workplace disputes

Agreeing a solution with your employer

You and your employer may be able to agree on a way to resolve the
problem. If so, you may simply wish to record in writing what you have
each agreed to do and when you will do it.

However, you or your employer may want the outcome to include a legally
binding agreement. This is an agreement to give up your right to make or
continue a tribunal claim about the issues involved. You will only be able
to do this through one of the following agreements:

 a conciliated settlement, entered into after a Labour Relations

Agency conciliator has been involved in helping you reach the
settlement
 a compromise agreement, which involves you receiving
independent advice from an appropriately qualified person, for
example a suitably qualified lawyer, trade union officer or voluntary
advice service worker

Remember resolving your problem in the workplace will save you

significant time and stress and help to maintain good working relations.

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Arbitration Tribunals and Civil Courts

If you cannot resolve your problem in the workplace, you may have the
right to make a claim to an Industrial Tribunal or Fair Employment
Tribunal.

Before doing so, you should consider seeking advice from the Labour
Relations Agency (LRA) or other advisory service. They may be able to
give you advice on the nature of your claim and the possible outcome,
and will also be able to explain the early conciliation and Industrial
Tribunal or Fair Employment Tribunal process.

They may also suggest that you and your employer agree to use the LRA’s
statutory arbitration scheme, which is a voluntary alternative to an
Industrial Tribunal or Fair Employment Tribunal.

A tribunal is like a court that deals with employment rights disputes.

County Courts also deal with some employment-related issues, like
breaches of contract.

If you are considering making a claim to a tribunal, bear in mind that it

can be stressful. There may also be some costs involved.

Self-Check 3.3-1

How to solve problems in the workplace?

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 Answer Key 3.3-1
 Try to sort it out informally first

 Grievances

 Disciplinaries

 Agreeing a solution with your employer

 Arbitration Tribunals and Civil Courts

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