THE UNIVERSITY OF MANCHESTER
MANCHESTER BUSINESS SCHOOL
2012-2013
EMPLOYMENT RELATIONS
BMAN 20050
Two Semester Course Unit
LEVEL: 2
CREDIT RATING: 20
DEGREE PROGRAMMES: BSc Management and Management (Specialisms) BSc International Management with American Business Studies
BSc International Management BSc Mathematics and Management
COURSE CO-ORDINATOR: Dr Anne McBride, Office E.26 MBS East x65863 [email protected]
OTHER STAFF MEMBERS: Dr Stephen Mustchin, Office E.2 MBS East x 68988
PRE-REQUISITES: None
DEPENDENT COURSE: None
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CONTENTS:
This is the full course description. It contains: Learning Outcomes p2 Course content and structure p2,3 Employability p3 Methods of Delivery p3,4 Virtual Learning Environment p4 Lecture Programme overview p5 Seminar Programme overview p6 Reading materials p7 Assignments and Assessment (including formative assessment) p8 Plagiarism: when synthesis of material becomes plagiarism p9 Penalties for late or non-submission of assignments p9,10 Feedback to students on progress p10 Feedback from students/ course evaluation p10 Lecture and Seminar Programme details p11-20 Appendix 1: Marking and Grading Criteria p21-23 Appendix 2: Essay Feedback Form p23
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LEARNING OUTCOMES At the end of the course module students should be able to: 1. Identify the factors which shape the nature and content of the employment relationship, e.g. management strategies; government policies; trade union activities. 2. Appraise the nature of the objectives and methods adopted by the various parties who seek to influence the content and dynamics of the employment relationship. 3. Analyse and critically assess the policies and practices of various interest groups (e.g employers, unions and the state) with regard to employment, e.g. human resource management; collective bargaining; partnership; work-life balance 4. Examine and critically assess current trends in employment relations. COURSE CONTENT AND STRUCTURE The Employment Relations course unit examines work and employment within the broad context of industrial society, focusing for the most part on the British experience, although the impact on Britain of developments within the European Union will also be assessed. The central theme of the course is the employment relationship, and the objectives and methods of the parties to employment relations; workers, trade unions, management/employers and governments/the state. The approach is both descriptive and analytical, and draws on some concepts that students will have encountered in first-year foundation courses. Assessment is split between a 2 hour exam following the first semester and a 2,000 word essay in the second semester. The first week starts by analysing the meaning and relevance of Employment Relations as a subject. This is followed by an overview of the content, expectations and learning outcomes of the course. The second week opens with an examination of the employment relationship. At a theoretical level, frameworks provide students with different perspectives for understanding the broader context of industrial relations. Students are also provided with a framework for analysing the wide range of managerial activity identified throughout the module. The third week highlights recent developments in the labour market. At an empirical level, particular attention is paid to the impact of recent shifts in employment on the participation of women in the labour market, the diminishing number of jobs with ‘standard’ contracts, and shifts in employment from an emphasis on manufacturing to more service-based work. This is followed in week four by a lecture discussing the legal regulation of the employment relationship and exploring analytical frameworks for understanding worker representation. This is followed by a discussion of worker representation in practice, focusing on non-union workplaces and representation within multinational corporations (week 5). After reading week (6), the next two lectures focus exclusively on trade union forms of representation. Week 7 investigates the structure, function and industrial relations objectives of trade unions, examining how unions are organised, the issues they address and the strategies they adopt within the employment relationship. Week 8 explores competing explanations of membership change and different trade union strategies for reversing the trend of decline: including attracting different membership groups and using partnership and organising models. The next lecture (week 9) is focused on preparation for the mid-course exam and by the end of week 9 students will have been provided with sufficient materials to support independent study. There are no lectures in weeks 10-12 as students are expected to prepare for the exam. During weeks 10-12 only, course tutors can be contacted by email and will be available in office hours to discuss any topics and materials students find particularly challenging. Semester 2 (week 13) begins with another context setting lecture, where attention is paid to the role of migrant labour in the UK workplace, including changes in the labour market driven by migration, and employer and union responses to these developments. The following two lectures explore issues around pay determination (including collective bargaining and individualised pay determination), and the systems and regulatory frameworks which determine how pay is set within organisations (week 15). In week 16, pay determination is explored in practice with reference to empirical findings, including the influence of industry; sector; occupation and demographic effects on pay. In week 17 the focus is on working time and work-life
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balance, including the legislative and regulatory framework around these issues. The next lecture (week 18) focuses on industrial action, strikes and conflict at work, with an assessment of the theoretical background to industrial conflict along with discussion of case studies of significant disputes in the UK. In week 19 the focus is on changing working practices within organisations, including analytical frameworks for understanding these changes, the role of regulation and legislation, and the impact of globalisation. In week 19 processes of changing working practices are assessed with regard to the public sector in the UK, including notions of public sector modernisation and ‘new public management’. The final week (20) is devoted to the course review and assignment surgery. Students are given their final face-to-face opportunity to ask specific questions about the assignment. This session assumes that students have made some progress in selecting and thinking about their chosen assignment title. After this time, students may raise questions through an on-line essay discussion forum which will be available until 1pm on Tuesday 23 April. After this date the electronic session will close and no staff engaged on the course will answer ANY questions on the assignment. EMPLOYABILITY Students will develop the ability to: apply frameworks to analyse situations; critically evaluate employment policies and practices; work as part of a team; and present focused arguments orally, and in writing. METHODS OF DELIVERY: There is a two hour lecture session and a one hour seminar each week. Students are expected to attend all lectures and seminars. The attendance of seminars will be monitored. Seminars are related to the previous week’s lecture and readings to allow students to prepare. The seminars have been designed to facilitate maximum discussion and develop transferable skills of analysis, presentation and debate. A number of seminars will be in two parts, and include a ‘Talkpiece Debate’ by way of introducing the topic. ‘Talkpiece’ debate When appropriate, a newspaper article/online video/ news item related to a key element of the lecture topic – will be made available on blackboard or in the previous lecture for subsequent discussion in the seminar. These ‘talk pieces’ will be selected to enable everyone to read them and have a view of their contents, thus enabling full discussion by all. Group Presentations The second part of the seminar will be a short presentation by at least a pair of students, followed by discussion. Presenting students are expected to read at least two articles and prepare a PowerPoint presentation based on the seminar questions. This develops presentation skills, increases learning of the subject by the presenters and enables informal feedback. Two key readings are given for each week to enable students to compare and contrast the different articles and arguments and present these to others. PDFs of these readings are available on Blackboard. When students prepare their presentations, they may find it helpful to reflect on the marking criteria (see Appendix 1) of Introduction; Argument and Structure; Conclusion; Use of Sources; Presentation and Language and Bibliography and Referencing as a way of getting into good habits which will aid assignment preparation. Every student is expected to participate in seminar discussions. Article review and seminar discussion is a good foundation for the essay assignment and exam preparation, so all students will benefit from reading and participating in seminars. When reading articles students may find it helpful to reflect on:
1. What is the aim of the article? 2. What are the different arguments in the article 3. What evidence is used to justify each argument?
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4. Are you convinced by these arguments? Would you use any of these arguments in an assignment? Why/Why not?
Additional readings are also suggested for students wishing to expand their reading in this subject. Lecture Hours: 32 (2 hours per week, over 16 weeks) Seminar Hours: 14 (1 hour per week) Private Study: 154 (including work for formative assessment) Total Study Hours: 200 VIRTUAL LEARNING ENVIRONMENT (BLACKBOARD) Items included on Blackboard:
Link to extended reading list (see Noticeboard)
Course description (electronic copy of this document)
A folder for each week: which includes o Description of activities o Lecture powerpoints o pdfs of seminar readings (if not available through electronic reading list)
A folder for links to useful websites
A folder for links to current news items of relevance to employment relations
Groups function to enable communication within seminar groups
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LECTURE PROGRAMME (overview only, details on later pages) 26 Sept Introduction to employment relations (SM)
Content, expectations and learning outcomes of Employment Relations (SM) 3 Oct Frameworks; models and definitions; how do we understand work and the employment
relationship? (SM); How is the employment relationship managed? (SM) 10 Oct The changing context of work and the labour market (SM) 17 Oct Employee Representation: legislation; frameworks (AM) 24 Oct Representation: MNCs; non-union firms (AM) 29 Oct -4 Nov Reading week 7 Nov Role, Structure and Governance of Trade Unions (SM)
ALL STUDENTS: SUBMISSION OF FORMATIVE ESSAY 14 Nov Patterns of Membership Change and their Explanation Trade Union Counter-strategies to Decline (SM)
EXCHANGE STUDENTS ONLY – ARRANGE FEEDBACK MEETING ON FORMATIVE ESSAY 21 Nov Exam preparation lecture (with feedback on formative essay) (SM) 28 Nov No lecture – personal study for exams 5 Dec No lecture – personal study for exams 12 Dec No lecture – personal study for exams 14 Dec-28 Jan Christmas Break/ Exam Period 29 Jan Migrant labour and the UK workplace (SM) 5 Feb Pay determination: trends in collective bargaining 12 Feb Pay determination: the regulation of low pay and (un)equal pay 19 Feb Working Time 26 Feb Industrial Action and Conflict at Work; Case studies of key industrial disputes (SM) 5 March Changing working practices: frameworks; MNCs (AM) 12 March Changing working practices: public sector (AM) 19 March Module Review and Assignment Surgery (AM) Questions on readings/ assignment can be raised through weekly online discussion forum from 19 March to 23 April 30 April 3pm: submission of credit bearing assessment (2 semester students)
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SEMINAR PROGRAMME (overview only, details and readings on subsequent pages) Semester 1: Paired presentations will be given each week (readings and questions indicated in detail below and on blackboard). Semester 2: Group and whole class-based discussion of seminar questions. When provided, every student needs to read/ watch and come prepared to discuss a seminar ‘talk piece’ available on blackboard, or distributed in previous lecture. w/c 24 Sept No seminars. Preparation for first seminars. Readings on Blackboard. w/c 1 Oct The realities of work and employment w/c 8 Oct Managing the Employment Relationship w/c 15 Oct How is the context of work and the labour market changing? w/c 22 Oct Employee representation in the UK 29 Oct-4 Nov Reading week w/c 5 Nov Engaging employees in large (non-union) firms w/c 12 Nov What can/ do trade unions do? w/c 19 Nov Can trade unions be revitalized? 14 Dec-28 Jan Christmas Break/ Exam Period w/c 28 Jan No seminar w/c 4 Feb What is the experience of migrant workers in the UK workplace? w/c11 Feb Who benefits from decentralised, individualised pay? w/c 18 Feb Where have 30 years of equality legislation in employment taken us? w/c 25 Feb Debate: achieving a satisfactory work-life balance w/c 4 March Industrial action and the lasting legacy of the 1984/5 miners’ strike w/c 11 March How do workers respond to workplace change? w/c 18 March Would you want the government to be your employer?
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READING MATERIALS An extended reading list is provided through the library’s facility, Link2Lists, and is available through Blackboard. The electronic reading list is organised by topic. Seminar readings are indicated for each seminar below. They are accessible either through the electronic reading list, or in pdf form on Blackboard if not available through Link2Lists. Students are advised to read extensively from books and journals in order to prepare for sessions and assignments. No single text is recommended as the set course text, but the following books are likely to be the most useful. Blyton, P. and Turnbull, P. (2004). The Dynamics of Employee Relations. 3rd Edition. Basingstoke: MacMillan. Colling T and Terry, M. (eds.) (2010) Industrial Relations: Theory and Practice. 3rd Edition. Wiley. Salamon, M. (2000). Industrial Relations: Theory and Practice. 4th Edition. London: Financial Times/Prentice Hall. In addition, chapters from the following books may also be helpful in preparing for seminars and assignments. Hollinshead, G., Nicholls, P. and Tailby, S. (2003). Employee Relations. 2nd Edition. London: Pearson Education Limited. Williams, S. and Adam-Smith, D. (2006 1st ed.; 2010 2nd ed.). Contemporary Employment Relations: A Critical Introduction. Oxford: Oxford University Press. The most useful journals include: British Journal of Industrial Relations; Human Resource Management Journal; Industrial Relations Journal; Work, Employment and Society; European Journal of Industrial Relations. Other journals include: Comparative Labor Law and Policy Journal; Economic and Industrial Democracy; Employee Relations; Industrial and Labor Relations Review; Industrial Law Journal; Industrial Relations; International Labor Review; Oxford Review of Economic Policy The most useful survey material on UK industrial relations is available in: Kersley, B., Alpin, C., Forth, J., Bryson, A., Bewley, H., Gix, G. and Oxenbridge, S. 2006. Inside the Workplace: Findings from the 2004 Workplace Employment Relations Survey (WERS 2004). London: Routledge. A 54page document of the initial findings from the survey can be found at: http://www.berr.gov.uk/files/file11423.pdf
This is a regular workplace survey. The initial findings of the latest survey (WERS6 – 2011) are due to be released at the end of 2012. http://www.bis.gov.uk/policies/employment-matters/research/wers/wers2011 Links will be provided to these findings once they have been released. See also: White, M., Hill, S., Mills, C. and Smeaton, D. 2004. Managing to Change? Basingstoke: Palgrave.
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Additional survey data can be accessed from the UK government’s Labour Force Survey (http://www.esds.ac.uk/government/lfs/ ) and from the labour market section of the UK National Statistics website (http://www.statistics.gov.uk/hub/labour-market/index.html) The readings provided in the Link2Lists are those often referenced during lectures and provide sufficient readings to enable students to undertake their assignments. Of course, these readings should not be regarded as an upper limit to the preparation of assignments; additional reading will strengthen presentations and assist with assignments, as will regular reference to the Financial Times and other serious newspapers. Much useful information on British and European industrial relations can also be found at: http://www.eiro.eurofound.ie. Useful publications on employment policy in the UK can be found on the Advisory, Conciliation and Arbitration Service (ACAS) website (www.acas.org.uk ); information on global issues relating to employment can be found through the International Labour Organisation (ILO) website (www.ilo.org); a wide range of publications on employment, trade unions and labour market issues are available from the Trades Union Congress (TUC) website (www.tuc.org.uk) and www.labourstart.org is updated daily with news reports from around the world on stories relating to unions and employment. ASSIGNMENTS AND ASSESSMENT 2 Semester students: Assessed coursework takes the form of one written exam and an essay of 2,000 words (excluding references). The exam counts for 50% of the marks and is held in January. It is a 2 hour exam with the requirement that 2 questions be answered out of a possible 6. The essay counts for 50% of the marks and is due for submission at 3pm on Friday 30 April, 2013 (details below). The essay questions will be distributed at the beginning of Semester 2 following approval by the External Examiner 1-Semester Exchange Students: Assessment for Semester 1 exchange students taking this course as BMAN20621 is a 2,500 word essay (excluding references), to be handed in by 12noon on Friday 14 December 2012. Essay submission (all students): Two copies of the essay assignment are to be submitted: one through Blackboard, and one as a paper copy. ALL NAMES TO BE ERASED FROM ESSAYS – ONLY STUDENT NUMBERS ARE REQUIRED. Submitted essays must be marked up with the course code (BMAN 20050 or BMAN20621) and student registration number. The paper copy must be handed in at the Reception Desk, Undergraduate Services, Room D.20, MBS East and a receipt obtained. Don’t turn up at the last minute and assume staff will be able to help, as there may be a very long queue. Formative Assessment This does not count towards the final mark for the module, but will provide a good indication of the extent to which students are meeting assessment criteria. The formative essay is 800 words for 1-semester students and 1000 words for 2-semester students. They are to be submitted in the lecture on 7 November. Feedback to 1 semester students will be during week commencing 14th November. Feedback to 2-semester students will be during the exam preparation lecture on 21st November. Formative Assessment question: How would you characterise employee representation in the UK workplace? To what extent do you agree with the argument that the UK is ‘lightly regulated’ in this regard? The overall pass mark for the course is 40 per cent.
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PLAGIARISM: WHEN SYNTHESIS OF MATERIAL BECOMES PLAGIARISM Assignments are assessed on the accuracy with which the relevant literature has been synthesized, the depth of understanding that is displayed and the degree to which contrasting points of view have been carefully considered. Use of quotations or data from the work of others is entirely acceptable, and is often very valuable provided that the source of the quotation or data is given. Failure to provide a source, or put quotation marks around material that is taken from elsewhere, gives the appearance that the comments are ostensibly your own. Unacknowledged direct copying from the work of another person, or the close paraphrasing of someone else’s work is called plagiarism and is a serious offence. Plagiarised material may originate from any source. This includes the unattributed use of parts of books and articles as well as copying from other students and the web. Paraphrasing, when the original statement is still identifiable and has no acknowledgement, is plagiarism. Taking a piece of text, from whatever source, and substituting words or phrases with other words or phrases is plagiarism. Any paraphrase of another person’s work must have an acknowledgement to the source. It is not acceptable for you to put together unacknowledged passages from the same or from different sources, linking these together with a few words or sentences of your own and changing a few words from the original text; this is regarded as over-dependence on other sources, which is a form of plagiarism. All works cited or consulted MUST be properly referenced. All secondary citations must be cited as such (e.g. Brown, as cited by Smith). Inadequate referencing will be penalised when assignments are marked. The School reserves the right to submit any work handed in by students for assessment to electronic systems for detecting plagiarism or other forms of academic malpractice. This includes TurnitinUK, the plagiarism detection service used by the University. Where plagiarism is confirmed, the Board of Examiners will take appropriate action, which may mean the loss of all marks for the assessed work (for more details, see Second Year Handbook). Penalties for Late or Non-Submission of Assignments Unexcused late submission of assessed work will be penalised in order to avoid the unfair advantaging and disadvantaging of students.
Penalties for late submission are as follows:
Submission after the designated deadline on the day of submission
For any piece of assessed coursework submitted after the designated deadline on the day of submission: (i) a penalty of 5 marks will be deducted from the mark for the piece of assessed work if the work is submitted after the designated deadline but on the same day of submission; For example, assuming the coursework deadline is 2.00pm and the maximum number of marks to be gained is 100, if you submit your coursework at 2.15pm and you would normally get a mark of 65% a mark of 60% would be given. (ii) a penalty of 10 marks will be deducted from the mark for the piece of assessed work if it is submitted the day after the day of submission;
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For example, assuming the maximum number of marks to be gained is 100, if the coursework would normally get a mark of 65% and is submitted a day late, a mark of 55% will be given. and then (iii) a penalty of 5 marks per day thereafter including weekends and Bank Holidays. This will be regardless of how much the assessed work counts towards the final mark. Weekends count as two days.
Submission after a week (7 days)
After a week (7 days) a mark of zero will be given. Weekends will count as two days.
Please note that this is a School policy for Undergraduates and it is not at the discretion of the individual lecturer to abate the policy. If a student has a genuine reason for late or non-submission of an assignment, this should be reported as soon as possible to the Undergraduate Office (Room D20, MBS East). Marking criteria: Assignments are marked using the criteria noted in Appendix 1 below. FEEDBACK TO STUDENTS ON PROGRESS
COURSEWORK SUBMISSION DATE FEEDBACK RELEASE DATE METHOD OF FEEDBACK
Formative Assessment 7 November 2012
1-semester students w/c 12.11 2-semester students 21.11
Individual Feedback Sheet (see Appendix 2), and generic feedback in exam preparation lecture
January exam period Following review of exam marks and sample scripts by external examiner.
Written commentary on overall exam results; what students did well; what could be improved. Released through Blackboard
30 April 2013 20 May 2013 Individual Feedback Sheet (see Appendix 2)
Any students wishing to discuss their feedback should contact the co-ordinator to make an appointment. Feedback from students/ course unit evaluation: Course specific questionnaires will be circulated to students mid-semester in the first semester and towards the end of the course unit. Students are asked to evaluate the course through the Unit Evaluation programme available on Blackboard at the end of the course. Students are also encouraged to provide informal feedback on the course as it proceeds. Changes as a result of student feedback 11/12 Name change to Employment Relations. Students indicated that they did not know what to expect from the earlier course title, Industrial Relations and Employment. Changes to seminar readings to ensure they are more accessible to students (physically and in content).
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LECTURE AND SEMINAR PROGRAMME DETAILS Week 1 Stephen Mustchin 26 September Theme: Introduction to Employment Relations
Content and Expectations of Contemporary Industrial Relations and Employment
The opening lecture identifies the unique contribution of Employment/ Industrial Relations to understanding the Employment Relationship. It emphasises particular characteristics and contested nature of work and the employment relationship, and the importance of understanding the political economy of the employment relationship for practitioners in the contemporary workplace. It also grounds the subject within 1st year courses and provides a platform for 3rd year options. This is followed by an introduction and overview of the subjects covered by the Employment Relations course, and expectations in terms of participation, assessment and outcomes.
No seminars. Preparation for first seminar: 2 short readings available on Blackboard (see below). _____________________________________________________________________ Week 2 Stephen Mustchin 3 October Theme: Analytical frameworks and definitions: how do we understand work and the employment
relationship? How is the employment relationship managed and regulated? Issues: The first half of the lecture provides definitions and analytical frameworks to aid the
understanding of work and the employment relationship, and identifies the forces (economic, social and political) and institutions (e.g employers, unions and the state) that continuously shape it. The second lecture considers the role of management in determining the shape of employment relations. It reviews the manner in which the strategies and policies of management towards the workforce have changed over time, with attention drawn to the significance of individualism and collectivism, joint and unilateral regulation of employment, and centralised and decentralised approaches to industrial relations.
Seminar: the realities of work and employment Everyone to read following abstracts on Blackboard and be prepared to discuss seminar questions: Abstract from Bunting (2005), pp94-101 (Microsoft) Abstract from Taylor et al (2005), pp31-38 (call centres) Article review and seminar questions
1. Describe the work experience in the articles you read 2. Are there any issues of conflict at these workplaces? If yes, what are these? 3. What, if anything, can workers do about these issues? 4. How might we explain the different work experiences? 5. Has the State any role to play in reconciling differences between managers and workers? 6. Apply Blyton &Turnbull’s framework of analysis (Fig 2.1, p43; lecture pp) to these accounts.
Suggested additional reading: Chapter 2, Blyton and Turnbull; or Chapter 1, Salamon; Edwards, P. (2003) from reading list. Useful Websites: Confederation of British Industry, http://www.cbi.org.uk
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EEF, (manufacturers’ employer association) http://www.eef.org.uk/UK/default.htm _______________________________________________________________________________ Week 3 Stephen Mustchin 10 October Themes: The changing context of work and the labour market
Issues: This lecture identifies the key employment and labour market changes relevant to UK
industrial relations. The significance of the emergence of ‘non-standard’ employment, particularly for women, changes in terms of the sectors people work in, and changing forms of labour market regulation are key themes.
Seminar: Managing the Employment Relationship Everyone to read and be prepared to discuss the following questions: Bacon, N. 2008. Management strategy and industrial relations in Blyton, Bacon, Fiorito and Heery (eds) The SAGE Handbook of Industrial Relations, London: Sage and Deakin, S., Hobbs, R., Konzelmann S.J., Wilkinson, F. (2006) ‘Anglo-American corporate governance and the Employment Relationship: a case to answer? Socio-Economic Review, Volm 4(1): pp155-174. 1. What are the differences between unitarist and pluralist management approaches to the employment
relationship? 2. What factors influence differing management attitudes towards employment and trade unions? Suggested additional reading: Arrowsmith, J. 2010. ‘Industrial Relations in the Private Sector’, in Colling T, and Terry, M. (eds.). Industrial Relations: Theory and Practice, 3rd. ed.,Wiley. _________________________________________________________________________________ Week 4 Anne McBride 17 October Theme: Representation: frameworks and legislation Issues: Frameworks which explain worker representation are considered, followed by the
identification of a range of UK and European legislation to support worker representation. Seminar: How is the context of work and the labour market changing? Extract from Blyton and Turnbull distributed in week 3 lecture Cam, S. (2012) Involuntary part-time workers in Britain: evidence from the labour force survey, Industrial Relations Journal, Vol. 43(3): 242-259. Pollert, A., Charlwood, A. 2009. The vulnerable worker in Britain and problems at work, Work, Employment and Society, Vol. 23(2): pp343-362. Seminar questions
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1. Identify the major changes (ie increases/ decreases) in the UK labour market over the last thirty years. 2. (From Cam) What is an ‘involuntary part-time worker’? What is their experience in Britain? What
explains the incidence of this group of workers? What is the likely future trend? 3. (From Pollert and Charlwood) What is a ‘vulnerable worker’? What is their experience in Britain? What
explains the incidence of vulnerable workers in Britain? What is the likely future trend? Suggested additional reading: Heyes, J., Lewis, P., Clark, I. Varieties of Capitalism, neo-liberalism and the economic crisis of 2008-?, Industrial Relations Journal, 43(4), pp222-241. Salamon (2001: 42-58)
Useful Websites:
Department for Business, Innovation and Skills website on European Works Councils http://www.bis.gov.uk/policies/employment-matters/rights/info-con/ewc and Information and Consultation Regulations http://www.bis.gov.uk/policies/employment-matters/rights/info-con
European Trade Union Confederation website on European Works Councils http://www.etuc.org/r/57
____________________________________________________________________________ Week 5 Anne McBride 24 October Theme: Representation in practice: Multinational corporations (MNCs) and non-union workplaces Issues: Review of surveys and case studies which indicate the extent of worker representation in the
UK and mediating factors. Seminar: Legislation and models of representation in the UK Everyone to read the following article, look at website links, and discuss the following questions: Charlwood, A. And Terry, M. (2007) 21st –century models of employee representation: structures, processes and outcomes, Industrial Relations Journal, Vol. 38(4): 320-337.
http://www.bis.gov.uk/policies/employment-matters/rights/info-con/ewc and Information and Consultation Regulations http://www.bis.gov.uk/policies/employment-matters/rights/info-con
1. What rights to representation do employees have in the UK? 2. What forms does representation take in the UK? Which is the most popular model of representation? 3. What explains which model is adopted by employers and managers? 4. Should there be stronger or weaker rights to representation in the UK? Justify your answer. Suggested additional readings: Terry, M. (2010) Employee representation in Colling and Terry (eds) Industrial Relations: Theory and Practice in Britain, 3rd edition, Wiley; and Colling T. (2010) Legal Institutions and the Regulation of Workplaces in Colling and Terry (eds) Industrial Relations: Theory and Practice in Britain, 3rd edition, Wiley.
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READING WEEK (week 6)……………………….WEEK BEGINNING 29 OCTOBER
Week 7 Stephen Mustchin 7 November Theme: The Roles, Structure and Governance of Trade Unions
Issues: The lecture establishes how trade unions organise, and suggests different types of trade union. The objectives of trade unions are reviewed together with an analysis of the methods employed to achieve them.
Seminar: How do (some) organisations engage with their workforce? Everyone to read the following and come prepared to answer these questions: A. Lloyd (2001) Industrial Relations Journal 32:4, 313-327 (‘Aeroparts’) and B. Upchurch et al (2006) Human Resource Management Journal, 16:4, 393-410 (‘Financeco’) 1. What is the role of the Aeroparts Employee Council/ Financeco’s Partners’ Council? What decisions are
made at these Councils? What influence do employees have on these Councils? 2. How do managers, and ultimately employers, benefit from these employee councils? Are there any
downsides to this approach? 3. What explains the non-union status of ‘Aeroparts’/‘Financeco’? What is the relative influence of
organisational history, labour market, or product market on the decision of these organisations to be non-union?
Suggested additional reading: Marginson, P., Edwards, P., Edwards, T., Ferner, A. and Tregaskis, O. (2010) ‘Employee representation and Consultative Voice in Multinational Companies operating in Britain’, British Journal of Industrial Relations, Vol. 48, No. 1, pp.151-180. ___________________________________________________________________________________ Week 8 Stephen Mustchin 14 November Theme: Patterns of Membership Change and their Explanation
Trade Union Counter-strategies to Decline Issues: The first part of the lecture examines membership trends among trade unions in the UK. The
decline in trade union membership over the last 30 years is examined and the factors that account for this decline are identified. The second part of the lecture reviews the strategies introduced by trade unions to try to reverse this decline. Debates between the advocates of the servicing, organising, militancy and partnership approaches to renewal are addressed, as are links to social movements, union-led education services, structural reform and political engagement.
Seminar: What can/ do trade unions do? Ewing, K.D. 2005. ‘The Function of Trade Unions’. Industrial Law Journal, Vol. 34, No. 1, pp 1-22.
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Ewing (2005) identifies 5 functions of trade unions: a service function; a representation function; a regulatory function; a government function; and a public administration function. The purpose of this seminar is for students to consider these different general functions and look for examples of these functions in individual unions. Students are asked to investigate the background of the following unions: Unison (www.unison.org.uk); British Medical Association (www.bma.org.uk); Communication Workers Union (www.cwu.org/); and address the following questions:
1. What type of workers does this union represent? Is it a broad range, or very specific? 2. What services does the union provide to its members? 3. How is the union encouraging recruitment of new members? Would you be convinced by this? 4. How is the union encouraging activity by its members? Would you want to join in? 5. Does the union say anything about its relationship with the state – e.g is it involved in the formulation
of policy? Is it involved in government sponsored activity? Is it affiliated to a political party? Does it sponsor MPs?
The discussion will centre on comparisons of the case study unions and an evaluation of their similarities and differences. The activity the union is involved in should be considered in the context of the five union “functions” identified by Ewing (2005). The TUC website (www.tuc.org.uk) holds useful further information relevant to these discussions. Suggested additional reading: Blyton and Turnbull, Chapter 5 or Salamon, chapters 4 and 5 Useful websites: Union TV: for news on trade union activities and strategies http://www.uniontv.org.uk/ The UK government Department for Business, Innovation and Skills produces annual “Trade Union Membership reports, available from http://www.bis.gov.uk/analysis/statistics/trade-union ____________________________________________________________________________ Week 9 Stephen Mustchin 21 November Theme: Exam preparation lecture Issues This essay will cover the main issues to be addressed in the forthcoming exam and provide an
opportunity for students to ask questions about preparation and key issues from the course to date.
Seminar: Can trade unions be revitalized? Seminar Readings:
Blyton and Turnbull, 2004: 248-253
Blyton and Turnbull, 2004: 164 - 169
Blyton and Turnbull, 2004: 130 - 134
Heery, E. and Simms, M. 2008. ‘Constraints on Union Organising in the United Kingdom’, Industrial Relations Journal, Vol. 39, No. 1, pp. 24-42
This seminar will focus on trade union strategies attempting to increase membership and representation levels, and more generally to ‘revitalize’ trade unionism. These strategies include the following but also relate
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to questions of union militancy and the mobilization of union members in opposition to their employers’ agenda:
The adoption of partnership/ cooperative agreements with employers (for example USDAW (Blyton and Turnbull, 2004: 248-253);
Membership recruitment initiatives (Blyton and Turnbull, 2004: 164 - 169);
Community organising, where unions develop their presence in the communities surrounding workplaces or groups of workers (GMB and TGWU in Blyton and Turnbull, 2004: 130 – 134)
Students will be expected to compare and contrast these different strategies and, within the context of Heery and Simms’ arguments, address the following questions:
1. Based on your assessment of the evidence, which of trade union strategies are going to be the most effective, and why?
2. Are there any contradictions within the range of strategies adopted? 3. To what extent are these strategies particular to the unions and employers referred to in the cases?
Suggested additional reading: Frege, C.. and Kelly, J. 2003. Union Revitalisation Strategies in Comparative Perspective. European Journal of Industrial Relations. Vol. 9, No. 1, pp. 7-24; In weeks 10-12, two-semester students will be expected to undertake private study in preparation for the exam. One-semester exchange students will be expected to work independently on their essays.
CHRISTMAS BREAK/ EXAMS…….14 DECEMBER 2012 - 28 JANUARY 2013
Week 13 Stephen Mustchin 29 January Themes: Migrant labour and the UK workplace Issues: The lecture explores the nature and experience of migrant labour in the UK workplace. The
lecture looks at the impact of migration on employment relations and how within the current context this has led to a series of changes in the labour market. The lecture will explain the emergence of greater vulnerability amongst migrant workers in part due to employer strategies. In addition, the way unions have responded to migration will be outlined and how these have developed and changed over time will be discussed.
There is no seminar in Week 13.
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Week 14 Anne McBride 5 February
Theme: Pay Determination: Trends in collective bargaining Issues: Identification of different pay systems, with a particular focus on collective bargaining and implications of recent trends towards decentralisation and individualisation of pay. Seminar: The experiences of migrant workers in the UK labour market Everyone to read the following articles and come prepared to discuss questions: Mackenzie, R. and Forde, C. 2009. ‘The rhetoric of the ‘good worker’ versus the realities of employers’ use and the experiences of migrant workers.’ Work, Employment and Society. Vol. 23, No. 1, pp.142-159. and Anderson, B., Clark, N. And Parutis, V. (2007) New EU Members? Migrant Workers’ Challenges and Opportunities to UK Trades Unions: a Polish and Lithuanian Case Study. London: TUC. http://www.compas.ox.ac.uk/fileadmin/files/pdfs/Non_WP_pdfs/Reports_and_Other_Publications/New%20EU%20Members%20TUC%20report.pdf 1) What issues or problems at work do migrant workers often face? Are these problems unique to migrant workers? 2) What have trade unions done to address the issue of rising numbers of migrant workers in the UK labour market? Suggested additional reading: Martinez Lucio, M., Perrett, R. (2009) The Diversity and Politics of Trade Unions’ Responses to Minority Ethnic and Migrant Workers: The context of the UK. Economic and Industrial Democracy. 30:3. 324-347 __________________________________________________________________________________ Week 15 Anne McBride 12 February
Theme: Pay Determination: regulation of low pay and (un)equal pay Issues: Review of surveys and case studies with a particular focus on regulation of low pay and
(un)equal pay. Seminar: Who benefits from decentralised, individualised pay? Everyone to study these texts/internet sources and answer the following questions Smedley, T. (2012) ‘Highway to local Pay’, People Management, March 2012, pp25-28 (copy circulated before session). Any one of Reports from the Office of Manpower Economics website: http://www.ome.uk.com/Article/Detail.aspx?ArticleUid=43ac3584-4142-4883-aa81-7485c1a29970 Public sector local pay ‘institutionalises poverty’ http://www.bbc.co.uk/news/uk-wales-17420707
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1. What are the main reasons for the decentralisation and decline in collective bargaining? 2. Do managers always benefit from the decentralisation and individualisation of collective bargaining? What
are some of the downsides? 3. The pay of University lecturing staff is determined through national bargaining, but there is pressure from
some Universities to move to local pay. If you were a lecturer, would you want your pay to be determined at a national or local level? Why?
Additional suggested reading: Blyton and Turnbull, Chapter 7, or Salamon, Chapter 9 Thornley, C. 1998. ‘Contesting Local Pay: The Decentralization of Collective Bargaining in the NHS, British Journal of Industrial Relations, Vol. 36, No. 3, pp. 413-434. __________________________________________________________________________________________
Week 16 Anne McBride 19 February Theme: Working Time: legislation and practice Issues: Identification of UK and European regulations which seek to control working time practices
and a discussion of their impact in relation to achieving a work-life balance.
Seminar: Where have 30 years of equality legislation in employment taken us? Dickens, L. (2007) The Road is Long: Thirty years of Equality Legislation in Britain, British Journal of Industrial Relations, 45(3), pp463-494. Seminar questions 1. Why does Dickens start her account of equality legislation from the 1970s? 2. What are the factors which influence legislative development? 3. How is UK equality legislation enforced? 4. What is Dickens’ conclusion about 30 years of equality legislation? Additional suggested reading: Grimshaw, D. and Carroll, M. 2006. ‘Adjusting to the National Minimum Wage: Constraints and Incentives to Change in Six Low-paying Sectors’, Industrial Relations Journal, Vol. 37, No. 1, pp. 22-47.
______________________________________________________________________________ Week 17 Stephen Mustchin 26 February Theme: Industrial Action and Conflict at Work Issues: This double lecture identifies the pattern of strike activity in the UK and examines the
competing explanations for the radical changes in these patterns that have taken place over the last 30 years. These issues are placed in the broader context of conflict at work and various symptoms of it. Case study material will be presented on the Miners’ Strike, 1984-5 together with examples of industrial unrest in the contemporary workplace.
Seminar: Achieving a satisfactory work-life balance Debate: “This seminar group believes that the legislation on working time and time-off for families is [or is not] sufficiently robust and comprehensive to enable everyone to achieve a satisfactory work-life balance”.
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Hooker, H., Neathey, F., Casebourne, J and Munro, M. 2007. The Third Work-Life Balance Employees’ Survey: Executive Summary, available from http://www.bis.gov.uk/files/file38387.pdf Abstracts from Kersley, B., Alpin, C., Forth, J., Bryson, A., Bewley, H., Gix, G. and Oxenbridge, S. 2006. Inside the Workplace: Findings from the 2004 Workplace Employment Relations Survey (WERS 2004). London: Routledge, pp 249-274 (distributed in lecture) Online article about recent work-life balance findings http://www.guardian.co.uk/worklifeuk/work-life-balance-uk Suggested additional reading: Gregory, A., and Milner, S. (2009) Trade Unions and Work-life Balance: Changing Times in France and the UK, British Journal of Industrial Relations, Vol. 47(1): 122-146. Useful websites: www.equalityhumanrights.com The Equality and Human Rights Commission
____________________________________________________________________________ Week 18 Anne McBride 5 March Theme: Changing working practices: frameworks and case studies Issues: Introduction to high performance work systems (a prelude to 3rd year HRM) and concepts of collective engagement and resistance which explain worker and trade union responses to change. Seminar: Industrial action and the lasting legacy of the 1984/5 miners’ strike A. Towers, B. (1985) ‘Posing larger questions: The British miners’ strike of 1984/85.’ Industrial Relations Journal, Vol.16, No.2, pp 8-25. and B. Cavalier, S. (2005) ‘The legal legacy of the miners’ strike.’ Capital and Class, 87, pp 65-70. This seminar focuses on industrial action with particular reference to the miner’s strike of 1984/85. The broader implications of this dispute, including legislation inspired by it, are considered in this seminar which builds on the accompanying lecture on industrial action and conflict at work. Towers (1985) is a useful contemporary discussion of the strike, and a more recent discussion of the legal repercussions of the strike can be found in Cavalier (2005). On the basis of this reading and the earlier lectures, the seminar discussion will centre on the following questions:
1. What was the miners’ strike of 1984/5 about? 2. Is there anything unique about this industry to explain this strike? 3. What role did the state play in this strike? Do you think this is a legitimate role? 4. Do you think a strike of this scale could happen again? What are the conditions which either limit this possibility or would act as a catalyst for a similar event in the future?
Suggested additional reading: Lyddon, D. 2007. ‘From strike wave to strike drought – The United Kingdom, 1968-2005.’ In Van der Velden, S., Dribbusch, H., Lyddon, D. and Vandaele, K. (eds.) Strikes around the world, 1968-2005: Case studies of 15 countries. Amsterdam: Aksant.
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Week 19 Anne McBride 12 March Theme: Changing working practices in large organisations: public sector modernisation Issues: As employers, the State has a central role in determining the working practices of millions of
UK workers. This session explores the impact of new public management and the ‘modernisation agenda’ within the sector.
Seminar: How do workers respond to workplace change? Boxall, P. and Macky, K. (2009) Research and theory on high-performance work systems: progressing the high-involvement stream. Human Resource Management Journal. 19(1), pp3-23. and Ramirez, M., Guy, F. and Beale, D. (2007) ‘Contested Resources: Unions, Employers, and the Adoption of New Work Practices in US and UK Telecommunications’, British Journal of Industrial Relations, Vol. 45, No. 3, pp. 495-517. 1. What do you understand by high performance work systems (HPWS)? 2. What are the implications of HPWS for workers and unions? 3. How do workers and unions respond to the introduction of HPWS? 4. Drawing on concepts discussed across the course (and these texts), what best explains these responses?
Suggested additional reading: Bacon, N. and Blyton, P. 2004 Trade union responses to workplace restructuring: exploring union orientations and actions, Work, Employment and Society, 18(4): 749-773. ___________________________________________________________________________________ Week 20 Anne McBride 19 March Module Review and Assignment preparation The final week is devoted to the course review and assignment surgery. Students are given their final face-to-face opportunity to ask specific questions about the assignment. This session assumes that students have made some progress in selecting and thinking about their chosen assignment title. Seminar: Would you want the state to be your employer?
Bach, S. 2002. ‘Public-sector Employment Relations Reform under Labour: Muddling Through or Modernization? Annual Review Article 2001’, British Journal of Industrial Relations, Vol. 40, No. 2, pp. 319-340.
Seminar question: What are the implications of being employed by the state ? (How) does it change the employment relationship? What are the implications of changes in government? Is there an inevitability of conflict in the public sector? - justify your answer. Additional suggested reading: Bach, S. (2010) Public sector Industrial Relations: the challenge of modernization, in Colling & Terry (eds) Industrial Relations. After week 20, students may raise questions about the assignment through a weekly on-line essay discussion forum which will be available until Tuesday 23 April 2013. After this date the electronic session will close and no staff engaged on the course will answer ANY questions on the assignment.
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APPENDIX 1 BMAN 20050: MARKING AND GRADING CRITERIA
Assessment Criteria
Class
% Range
Descriptors
Argument & Structure 1 70-100* A coherent, well-focused, persuasive and original argument, wholly relevant to the task & with good support and justification.
2i 60-69 A generally clear and coherent argument with good focus, support or justification, which is directly relevant to the task.
2ii 50-59 Easy to follow but with lapses in organisation; argument not always well-focused/supported; generally relevant to the stated task.
3 40-49 A clear attempt to produce a coherent argument but may lack focus or support and/or have a significant degree of irrelevance.
CF 30-39 An argument that shows little coherence and/or is only intermittently relevant to the question or which omits a very significant point. A rambling, unoriginal or otherwise inadequate argument, lacking focus, support or justification and/or is irrelevant to the task.
F 0-29
Introduction 1 70-100* Makes a highly effective introduction, defining area, setting context and indicating content that will follow.
2i 60-69 Makes a good introduction, possibly omitting one of the above areas or lacking in definition of one of these.
2ii 50-59 Adequate introduction incorporating one or more of the above, yet lacking in clarity in some area(s).
3 40-49 A basic introduction with a narrow or limited reference to defining the area, setting the context and indicating content that will follow.
CF 30-39 A limited introduction lacking in reference to two or more of the above. No discernable introduction to the area, no setting of the context and lack of indication of content that will follow. Unoriginal work.
F 0-29
Use of Sources 1 70-100* Wide background reading; appropriate examples, fully relevant in supporting the argument.
2i 60-69 Good background reading; generally relevant examples in supporting the argument.
2ii 50-59 Adequate background reading; some examples may not always be relevant to the argument.
3 40-49 Limited background reading and some over-reliance on source material, limited examples.
CF 30-39 Very sparse reading and over-dependence on source material; frequently irrelevant to the argument, lacking in examples. Inadequate and inappropriate reading; plagiarism or extreme reliance on sources; relevance unclear; weak or no bibliography.
F 0-29
Conclusion 1 70-100* Very good analysis of the evidence with clear and illuminating conclusions. Well-justified, clear conclusion related to introduction.
2i 60-69 Clear and orderly analysis. Good, justified application of theory and appropriate conclusion.
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2ii 50-59 Some analysis but prone to description or narrative; application of theory supports the conclusion, but not always very directly /clearly. The question is not fully addressed.
3 40-49 Largely descriptive. The application of theory is generally appropriate but limited in scope, originality and/or relevance. The question is only partly addressed.
CF 30-39
Heavy dependence on description and paraphrase is common. The application of theory is very limited or largely irrelevant. The question is not answered in the conclusion. Inadequate and/or inaccurate description or paraphrase. No significant application of theory. No attempt at a conclusion. Unoriginal work.
F 0-29
Presentation and Language
1 70-100* Meticulously presented; completely appropriate use of academic style; appropriate diagrams, few, if any surface errors; guides reader at all times.
2i 60-69 Very well presented; appropriate use of academic style, paragraph/sentence structure and with few surface errors. Guides reader.
2ii 50-59 Well presented; only minor lapses in style or slight inaccuracies in spelling and syntax. Easy to follow.
3 40-49 Presentation and/or style may show lapses that may pose occasional obstacles for the reader.
CF 30-39 Weaknesses in presentation and academic style; many surface errors. Serious weaknesses in presentation, academic style and language; errors frequent and may impede understanding. F 0-29
Bibliography and Referencing
1 70-100* Entirely appropriate use of referencing/ bibliography.
2i 60-69 Good use of referencing/bibliographical conventions.
2ii 50-59 Acceptable referencing/bibliography.
3 40-49 References not always clear, confusion over citations, some use of non attributed material, weak bibliography.
CF 30-39 Weak bibliography/referencing, there may be serious limitations, including use of non attributed material, suspect plagiarism. Inadequate referencing; plagiarism or extreme reliance on unattributed sources; relevance unclear, weak or no bibliography.
F 0-29
Key: CG = Compensatable Fail (with acknowledgement to the School of Education
* the following distinctions will be used within the 1st class mark: 90-100% Excellent First Work that is outstanding in all aspects. Answer is thoroughly independent, original and insightful. Work of this standard is in the highest range of the class. 80-89% High First Exemplary work, that is highly accurate, analytical and critical in its approach. Answer demonstrates an illuminating use of sources and thorough mastery of the subject matter.
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75-79% Clear First Excellent work that is very accurate and fully answers the question set. Answer demonstrates a well-developed ability to analyse, synthesise and apply relevant knowledge and concepts. Superior understanding is shown through the use of sources and/or examples to illustrate points and to justify arguments. 70-74% First Highly competent work that provides a near-full answer to the question set. Answer is well-structured and coherent, and demonstrates the ability to identify key issues, analyse and apply knowledge and concepts effectively. Wider reading and appreciation of the subject matter is evident. Free of all but very minor errors.
Appendix 2: Essay Feedback Form
Employment Relations BMAN 20050 Assessment Feedback Sheet
Student ID Course Code
BMAN20050 Date
To be completed by marker:
Introduction:
Argument and Structure:
Use of sources:
Conclusion:
Presentation and language:
Bibliography and referencing:
Further observations. particular comments not covered above.
Suggestions for improvement
Overall mark
Marker Date
Recommended
