MGT8031 Global Issues in Employment Relations: Introductory/Study Book

MGT8031
Global issues in employment

relations
Faculty of Business and Law
Introductory/Study book
Published by
University of Southern Queensland
Toowoomba Queensland 4350
Australia
http://www.usq.edu.au
University of Southern Queensland, 2013.2.
Copyrighted materials reproduced herein are used under the provisions of the Copyright Act 1968 as amended, or
as a result of application to the copyright owner.
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any
means electronic, mechanical, photocopying, recording or otherwise without prior permission.
Produced by Learning Resources Development using the ICE Publishing System.
Table of contents
Page
Introductory material
Essential information
Introduction
Welcome
Course personnel
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5
Course leader Shalene Werth

Course overview
5
5
Faculty of Business and Law guidelines
Study schedule
Assessment
Assessment details
Assignment extension policy
Submission details
Assignment
Examination
Assignment 1
Assignment question
How to write reflectively
Reflective piece marking criteria
Assignment 2
Assignment question
Relevant course material
Presenting assignments
Referencing
Points to remember:
Learning objectives
Essay marking criteria
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Study modules
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Module 1 What is the employment relationship?
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Learning objectives
Learning resources
1.1 Employment relationship
1.2 The nature of the employment relationship
1.3 Rules and the employment relationship
1.4 The Sociology of work
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1.5 Differing perspectives on the employment relationship

References
Module 2 The changing context and nature of the employment relationship

Learning objectives
Learning resources
2.1 Introduction
2.2 Theory & taxonomies
2.3 Framing the employment relationship
2.4 Australian employment relations
References
Module 3 International and comparative employment relations

Learning objectives
Learning resources
3.1 Introduction
3.2 Reasons for studying comparative employment relations
3.3 Post-Second World War industrial relations systems
3.3.1 National models of industrial relations in the golden age of capitalism, 19501970
3.3.2 The 1970s and the recession of the early 1980s
3.3.3 Unions since the early 1980s
3.3.4 Employers since the early 1980s
3.3.5 Collective bargaining
3.3.6 Industrial conflict
3.3.7 Labour-management cooperation and industrial democracy
3.3.8 The role of the state and the legal framework
References
Module 4 Managerial approaches and employer associations

Learning objectives
Learning resources
4.1 Introduction
4.2 Management
4.3 Goals, functions & business strategies of management and the labour control process
4.4 ER in Britain
4.4.1 The industrial relations parties
4.4.2 Industrial relations processes
4.4.3 Key issues in Britain
References
Module 5 Employee representation: union and non-union

Learning objectives
Learning resources
5.1 Introduction
5.2 Union structures
5.3 History of trade unions
5.4 Union density and influences
5.5 Female representation in unions
5.6 Non-union forms of employee representation
5.7 Government involvement in employee representation
5.8 Management and employee representation
Reference
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Module 6 Governments and employment relations

Learning objectives
Learning resources
6.1 Introduction
6.2 An overview of governments roles and bases of power
Roles of government
Government and the state
6.3 Functions of the state

6.4 Patterns of state intervention in Australia
6.5 The role of the state as employer
6.6 Australian ER
6.7 Parties and process in Australian ER
6.8 Current issues
References
Module 7 Collective bargaining and conflict

Learning objectives
Learning resources
7.1 Introduction
7.2 Bargaining structures and processes
7.3 Rule making in Australia
7.4 Forms of industrial conflict
7.5 Industrial disputes: strikes and lockouts
7.6 Absenteeism & labour turnover
Reference
Module 8 Employment relations in Germany

Learning objectives
Learning resources
8.1 Introduction
8.2 Role of unions and employer associations
8.3 Works councils
8.4 The employment relations parties
8.5 Co-determination, collective bargaining and industrial disputes
8.6 Current and future issues
References
Module 9 Employment relations in the USA

Learning objectives
Learning resources
9.1 Introduction
9.2 Employment relations in the USA
9.3 The roles of the major ER parties
9.4 ER processes
9.5 Changing employment relations
9.6 Collective bargaining initiatives
Module 10 Employment relations in Japan

Learning objectives
Learning resources
10.1 Introduction
10.2 Employment relations in Japan
10.3 Employees and unions, employers and their organisations
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10.4 Collective bargaining

10.5 Current issues
Module 11 Employment relations in India

Learning objectives
Learning resources
11.1 Introduction
11.2 Employment relations in India
11.3 Legislation, unions, management & employer associations
11.4 Representation, levels of bargaining & agreement making
11.5 Current issues
Reference
Module 12 Employment relations in South Korea

Learning objectives
Learning resources
12.1 Introduction
12.2 Background of South Korean ER
12.3 Major parties of employment relations
12.4 Collective bargaining and dispute resolution
12.5 Labour-management council
12.6 Polarisation of labour markets & transformation of the industrial relations system
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MGT8031 Global issues in employment relations
Introductory material
Essential information
The topics in the following list provide important information that will assist you with
your study. You can access the information on your StudyDesk through the Essential
information (study materials) link
<http://usqstudydesk.usq.edu.au/file.php/1/sitefiles/DeC/essential_info/essentialhandout.pdf
>. You will need your UConnect username and password to access the file. Please make sure
you read this information carefully before commencing your study.
Getting started
Course specification
Support
UConnect
Assignment submission
Grading levels
Course evaluation
Residential schools
Library
Referencing APA
Referencing Harvard AGPS
Optional purchase of study materials
USQ policies and procedures
Introduction
Welcome
Welcome to MGT8031 - Global Issues in Employment Relations.
In this course we will cover various aspects of and theory relating to the employment
relationship, namely the changing context and nature of the employment relationship,
regulation of the employment relationship, managerial approaches and the role of trade
unions and employer associations in regulating the employment relationship, governmental
influences, collective bargaining, employee participation and comparative employment
relations. These topics are presented in a way which looks at the broader implications of
these issues in the international context.
This course has been designed to provide you with a wide exposure to countries with diverse
employment relations systems and the assessment covers both theory and application of the
concepts covered. I trust that by the completion of the course you will have a broader
appreciation and understanding of some of the challenges related to people who work as
employees.
I am pleased that you have chosen to join us in this course this semester. I hope you will find
this course to interesting and informative. An important part of successful post-graduate
study is the your active engagement with both the course material and with your colleagues,
and with me as the facilitator of the course. Research has shown that those students who
access and participate in Study Desk discussions have a greater chance of improved results in
their study so I will look forward to meeting with you on the Study Desk.
I would take this opportunity to make the point that much of the material we cover will have
a political component and thus different points of view will become evident throughout the
semester. While these present great opportunities for discussion I would ask that you
approach communication on the Study Desk with all the common courtesies I would expect
of my on-campus students in a classroom. That is, you treat the opinions of your colleagues
as valid even though you may not agree with them. This is a request I make of all students in
my ER courses and I find that a respectful and open minded forum is important to the
learning journey of all involved.
I look forward to 'seeing' you on the Study Desk throughout the semester and wish you the
very best with your studies.
Shalene
Course personnel
Course leader Shalene Werth
BBus USQ, MEdAdmin (Hons) UNE, Grad Cert Tertiary
Teaching & Learning USQ
Faculty of Business
Shalene has been teaching a variety of subjects including
Employment Relations, Human Resource Management,
Organisational Behaviour and Strategic HRM since 2003.
Shalenes research interests include industrial and employment
relations, her PhD research focuses on the impact of various
types of employment contracts on vulnerable groups of
employees.
Course overview
The aim of this course is to deal with employment relations in a contemporary manner that is
relevant to students throughout the world.
Unfortunately, there is no one, single text book which is capable of fulfilling the
requirements of this course. Most texts in the area of ER tend to be based around the specific
ER system of a particular country - UK, US, Australia or whatever. Another small group of
texts, such as Bean (1994) and Bamber, Lansbury and Wailes (2011) deal with ER in an
international, comparative context, but the focus tends to be on national institutions, with
insufficient regard to the management of the employment relationship at the organisational
level.
To overcome this deficiency we have prescribed two texts for this course. The first is by
Bray, Waring and Cooper. Although this is an Australian text, it deals with most of the key
topics in the field in a sufficiently theoretical manner and it does refer from time to time to
international contexts. It also adopts an organisational level of analysis; it is concerned with
the management of the employment relations at the organisational level, which is appropriate
for this course. The text is also pitched at a fairly high level of abstraction and sophistication,
which, again, is appropriate for a postgraduate level course.
The second text, by Bamber, Lansbury and Wailes (2011), is concerned with ER in an
international and comparative context. It considers the ER/IR systems of industrialised
market economies and will be used to supplement the Bray, Waring and Cooper text.
The course discussion board for MGT8031 should be used by all throughout the semester
and it is expected that students will actively participate and initiate relevant discussions.
Faculty of Business and Law guidelines

Students should read USQ Regulations pertaining to Assessment and Academic Misconduct
for further information and to avoid actions which might contravene University Regulations.
These regulations can be found at <http://www.usq.edu.au/currentstudents>. Students should
also read the Faculty of Business and Law Guide to Policies and Procedures which can be
found at <http://www.usq.edu.au/business-law/student/policies>.
Study schedule
Week
1
1519 July
2
2226 July
3
29 July 2 Aug
4
59 August
Module
1. What is the
employment
relationship?
Activity/Reading
Assessment
Bray et al., chapter 1

Bray et al, chapter 3
2. The changing context Bray et al., chapter 2

and nature of the
employment
relationship
3. International and
comparative
employment relations
Bamber et al., chapter 1
Reflective writing
piece, due 2 August,
worth 5%
4. Managerial
approaches & employer Bamber et al., chapter 2
associations
Reminder: End of week 4 is the last date to drop S2 courses without academic or financial penalty.
5
1216 August
6
1923 August
7
2630 August
5. Employee
representation: union
and non-union

6. Government and
employment relations

7. Collective bargaining Bray et al., chapter 10

and conflict
8. ER in Germany
26 September
Reminder: End of week 8 is the last date to drop S2 courses without academic penalty.
9. ER in USA
10. ER in Japan
Bamber et al., chapter 10 Essay,

due 20 September,
worth 45%
913 September
10
1620 September
11
BREAK
2327 September
12
BREAK
30 Sept 4 Oct
13
11. ER in India
12. ER in South Korea
711 October
14
1418 October
15
2125 October
1617
28 Oct 8 Nov
EXAMINATION PERIOD
Assessment
Assessment details
Description
Marks out of
Wtg(%)
Due date
Reflective writing piece
10
2 August 2013
Essay
100
45
20 September 2013
Exam
50
50
End S2
Assignment extension policy

Extensions on the due date of the written assignment may only be granted in extenuating
circumstances. Students may apply for an assignment extension by personally contacting the
examiner as soon as possible before the due date of the assignment. Such applications should
be in writing and include supporting documentary evidence.
Submission details
Assignment
Submission of the reflective writing piece is via EASE.
Submission of the the essay is via EASE.
Instructions for submission of assignments using EASE are available on the StudyDesk.,
In the event that a due date for an assignment falls on a local public holiday in the area, such
as a show holiday, the due date for the assignment will be the next day. Students are to note
on the assignment cover the date of the public holiday for the course leaders information.
Examination
The examination for this course is a 2-hour closed examination worth 50% of the total marks
for the course.
The examination will consist of short answer questions (50 marks, weighting 50%).
10
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Assignment 1
Description
Marks out of
Wtg(%)
10
5%
Reflective writing piece
Due date
2 August 2013
Length: 400 words (+/- 10%)

Submission: Electronic copy via EASE on the Study Desk
Assignment question
Choose to write about one of the following:
A. an issue related to employment relations in your own work experience, and discuss how
it influences employment relations actors (ie employees, employers, unions, employer
associations and/or governments only discuss those which are relevant).
OR
B. discuss a recent change in the employment relations system in Australia (An example
would be the introduction of the Fair Work Act. But dont try to cover everything about
the FWAct in 400 words, it would be better to choose a small part of the change. For
example you could discuss the impact of the changing legislation on young workers.)
With either of these issues you may choose to discuss a particular issue which occurred in
your workplace (please make sure you change names of people and businesses if you choose
to do this) or perhaps something that happened to someone you know.
This piece of writing does not need to be in essay format and you don't need to include
references. However, if you want to use someone else's words or ideas you must reference
them.
How to write reflectively

This piece of reflective writing should show:
your understanding of the topic, and
how you are applying the theory from the course to a practical setting.
The feel of the paper should be about what you now know about the topic that you did not
know before you started this course, and what new understandings you have reached while
studying the course.
Your reflective writing cannot be used to disclose confidential information about other
people or organisations and it should not be used to air grievances because neither of those
are related to what you have learned from this course.
How should the learning diary be structured? The paper can be fairly loosely structured. The
written expression (that is the grammar, sentence structure, sequence of ideas) need to be
clear enough for the reader to understand. However, the genre or style of the paper is more
conversational than an academic essay.
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Reflective piece marking criteria

Criteria
Tone and content
Fail (less than 50%)

No evidence of original
thought or application to own
circumstances, e.g. just
paraphrased guidelines for
essay writing.
<2.5
Written expression
Excessive spelling,
grammatical errors; poor
syntax; very difficult to
understand; too long or too
short; not written in sentences
and paragraphs
<2.5
Pass (50-100%)
Total
Included a balance of reflection and

theory or guidelines.
Student appeared to take some
responsibility for their own learning
2.5 5.0
Excessive spelling, grammatical
errors; poor syntax; very difficult to
understand; too long or too short; not
written in sentences and paragraphs
2.5 5.0
TOTAL:
/10
/5%
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Assignment 2
Description
Essay
Marks out of
Wtg(%)
100
45%
Due date
20 September 2013
Length: 2500 words (+/ 10%)

Submission: Electronic copy via EASE on the Study Desk
Assignment question
In the form of an essay, compare and contrast the roles of the unions, employer associations,
and governments in two (2) of the following countries: Germany, USA, Japan, UK or
Australia.
Relevant course material

Information on this topic can be found in the texts. Use this information as a starting point,
additional research needs to be undertaken using the electronic journals and other academic
sources. You may find useful information in the British Journal of Industrial Relations and
the Journal of Industrial Relations among others.
You also need to consider issues in addition to those presented in your textbook and this will
reflect in the score given for your essay.
Important note
You need to include references for at least eight (8) other scholarly and
credible authorities to support your discussions on factors discussed outside the
course material.
What counts as one of the 8 references:
any of the relevant suggested readings
journal articles, books and academic pieces of literature which have been
subject to a peer review process
What does not count as one of the 8 references:
the Bray et al. and Bamber et al. texts
the study modules.
Presenting assignments
Important formatting requirements for your assignment are:
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Do not use sexist language.
The left and right hand margins of your assignment should be 3.2cm wide and the top
and bottom margins 2.5cm.
Use a font size of 12 points.
Assignments must be typed, not hand-written, using 1.5 or double line spacing.
Use A4 sized paper only.
Number all pages.
Proof-read your assignment thoroughly and use a spell-checker.
Submit an electronic copy of the assignment through EASE and keep a hard copy (as a
backup) and an electronic copy for your records. If an assignment is misplaced, it is your
responsibility to be able to provide a copy.
Assignments should be +/- 10% of the stipulated word limit.
Include a title page with the actual essay question you are answering.
Referencing
You need to use the Harvard referencing guidelines from the USQ Library website to guide
your referencing.
This will involve:
acknowledging sources used in the body of the paper (these are called in-text
references)
it is not sufficient to provide one reference at the end of each paragraph, the actual words
or ideas, that you use, from other authors should have be referenced at the end of the
sentence or concept.
and, include a List of References with full bibliographic details at the end of the paper.
You are required to find and cite within your essay a number of sources in addition to the
text and study modules for this assignment.
These sources must be journal articles, books or other credible sources.
1. Private web pages such as pages of study notes from other university courses are not
acceptable. If you elect to use a website it must be of a scholarly and credible nature that
clearly displays the sponsoring organisation, and if available the author of the article.
2. These sources must be in addition to the texts and study modules.
3. If you do not know how to access the Library databases and other library holdings where
you can find journal articles, log on to <http://www.usq.edu.au/library/help/default.htm>
for help.
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Points to remember:
The essay in this course is a structured essay. Your answer to the question should be in a
structured essay format: that is, it must be structured around an argument that answers the
question and you must make use of headings and sub-headings.
You will be assessed according to the criteria set out in the Assignment marking criteria
sheet, as well as your ability to weigh up conflicting evidence and to present coherent and
well structured arguments.
Learning objectives
This assignment is chiefly from the learning objectives in module 3, in addition to the
modules from which your choice of countries are drawn.
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Essay marking criteria

CRITERIA
FAIL
Less than 50%
Lacks a
INTERPRETATION OF
ASSIGNMENT QUESTION demonstrated
understanding of the
essay question.
Sections of essay not
relevant.
Not all issues
relevant to the
question have been
addressed.
MARK / 45
RESEARCH AND
REFERENCING
MARK / 25
ORIGINALITY
MARK / 10
ESSAY STRUCTURE AND
WRITTEN EXPRESSION
MARK / 15
APPEARANCE
MARK / 5
PASS
50% 64%
Basic to fair evidence
of understanding the
essay question.
Main concepts
explored in limited
detail.
Maybe some irrelevant
or inaccurate
discussion.
<22.5
22.5 29
Does not include

prescribed number of
references. Poor
referencing of words
and/or ideas. Direct
quote/s not
discussed. Included
irrelevant sources.
Did not conform to
Harvard.
Meets number of
prescribed references
although their
integration could be
improved. Relevance
of reference not clear.
Quotes not always
discussed. Harvard
referencing technique
varies.
<12.5
12.5 16
Heavy use of cut &

paste &/or direct
quotes. Substituted
source material with
unsupported personal
opinion. Poor
acknowledgement of
words and/or ideas.
Mostly descriptive.
Opinions may be
expressed but not
always supported.
Essay relies on
restating major themes
from texts. Limited
analysis.
<5
56
Poorly structured/ No
theme. Not in essay
format. Only at a
basic level of writing
(or below). A lot of
spelling &/or
grammatical errors.
Poor sentence and/or
paragraph
construction.
Evidence of theme,
intro, body, and
conclusion but may
lack integration. Fair
grammar, sentence &
paragraph
construction. A few
spelling or typing
errors
<7.5
7.5 9.5
No page numbers. Not double

spaced. Margins too small or
big. Cluttered or stark
appearance. Over word limit
<2.5
CREDIT
65% 74%
Reasonable
understanding of
the assignment
topic but missed
some conceptual
aspects.
Some comments
not relevant.
29.5 33.5
Uses the full
number of
prescribed
references. Original
material obtained
and integrated in
most instances.
Only minor errors
in Harvard
referencing.
16.5 18.5
Expresses opinion
with supporting
evidence.
Demonstrates the
beginning of
critical analysis.
DISTINCTION
75% 84%
HIGH
DISTINCTION
85% and over
Strong understanding
of the assignment
question, it is clearly
understood ; high
level of analytical
reasoning..
Very minor shortfall
in theory/discussion
Extremely high
understanding of
question. Exceptional
interpretation, and
analytical reasoning, a
comprehensive and
accurate discussion of
all relevant issues.
34 38
38.5 +
Evidence of wider
reading. References
are well integrated
into the essay.
A good selection of
scholarly sources.
Accurate Harvard
referencing.
TOTAL
Original material is
the result of in-depth
investigation. Goes
beyond the prescribed
number of references.
References well
selected, interpreted &
clearly integrated.
Accurate Harvard
referencing.
19 21
21.5 +
Above average critical

appraisal of evidence
from sources.
Clear, critical opinion
justified from the
theory. Essay is of
above average
standard.
Highly developed
analysis; Uses
dynamic, unique
material to develop
theoretical concepts.
Work displays flair
and mastery in
writing.
6.5 7
7.5 8
8.5 +
Clear structure and

progression of
theme.
Sound level of
fluency in writing
(may have one or
two awkward
sentences)
Well constructed
essay that more than
meets the
requirements for
discussion of
important key issues.
Very good intro &
conclusion. Clear and
fluent writing.
Structured, critical;
discussion excellent
intro & conclusion.
Excellent development
and flow of argument
paragraph by
paragraph. Very well
crafted work. A
pleasure to read.
10 11
11.5 12.5
13 +
Fair presentation: it looks neat but lacks some Outstanding professional

of the requirements set out in the introductory presentation (not overdone).
materials. Doesn't conform with essay format. Within word limit
Within word limit.
2.5 3.5
45
TOTAL:
/ 100
/ 45%
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Study modules
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Module 1 What is the employment relationship?

Learning objectives
At the end of this module, you should be able to:
discuss why the study of employment relations is important
explain the nature of the open-ended and indeterminate nature of the employment
relationship
define rules and their role in the employment relationship
discuss similarities and differences between the 3 ideological perspectives on the nature
of the employment relationship: pluralism, unitarism, radicalism
recognise the different analytical tools used in 3 approaches to the study of the
employment relationship: neo-institutionalism, human resource management and labour
process
identify and discuss some of the strengths and weaknesses of differences to the study of
the employment relationship.
Learning resources
Text
Bray, Waring & Cooper 2011, Employment relations, chapters 1 & 3
1.1 Employment relationship

This module is concerned with introducing the employment relationship as a central
concept for understanding the management of employee relations. In recent years there has
been a move to broaden the term industrial relations (and all its connotations) and many use
employment relations instead. Bray, Waring & Cooper define employment relations as the
study of the formal and informal rules which regulate the employment relationship and the
social processes which create and enforce these rules (2009, p. 11). However, other texts
might choose a more simple definition, Loudoun, McPhail & Wilkinson, for example, state
that employment relations is concerned with the relationship between employers and
employees (2009, p. 4). This does not preclude the role of government, courts, tribunals,
unions or employer associations in the employment relationship. In fact, these bodies act to
create a legislative and regulatory context for the employment relationship. The employment
relationship should not be examined without also looking at its wider context.
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Reading activity
Read Bray, Waring & Cooper 2011, Employment relations, pages 412 to find
the key points for learning objective 1.
Reflection
Think about your own understandings of the difference between industrial
relations and employment relations.
1.2 The nature of the employment relationship

Building on the work of Gospel and Palmer, Lewis et al. define the employment relationship
thus:
The employment relationship is an economic, legal, social, psychological and political
relationship in which employees devote their time and expertise to the interests of their
employer in return for a range of personal financial and non-financial rewards.
(Lewis, Thornhill & Saunders 2003, p. 6)
They also identify several characteristics of the employment relationship which mean that
the circumstances of each particular relationship may vary enormously:
the type of organisation in which the employment relationship is set
the wide range of purposes of the employment relationship and, consequently, the
nature of the tasks performed by employees in the employment relationship
the location in which the tasks are performed
the amount of hours devoted to the employment relationship and the length of the
relationship
the rewards that flow from the employment relationship
the way in which the main terms and conditions of the employment relationship are
determined
the degree to which employees and employers possess and deploy power in the
employment relationship; the effect that the degree of success of the employment
relationship has on the employing organisation and the wider economy.
Reflection
Think about these quotes from Lewis and Thornhill in relation to the Work
Stories on pages 10, 11 and 12.
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Reading activity
1.3 Rules and the employment relationship

The employment relationship is regulated by rules and processes. In Australia this has been
highlighted by the changing political approaches to industrial relations legislation. Changing
government has resulted in a greater unitarist approach or pluralist approach (these concepts
will be discussed in more detail in chapter 3) to employment relations in Australia,
depending on who was in Government. This can also be seen in other countries throughout
the world.
Reading activity
Discussion
Discussion questions from the text chapter 1 page 18. Join in on the StudyDesk,
introduce yourself and post a few of your thoughts about the questions.
1.4 The Sociology of work

Note
Were going are going to digress at this point and delve (however briefly) into
the sociology of work. It is a useful thing to do because it adds something to
the significance of the theoretical conversations we will be having around the
content in chapter 3 of the text.
The sociology of work might also be also called industrial sociology, and as a school of
thought, examines the relationships between workers and labour movements. Impacting
factors on these relationships might include such topics as evolving technologies,
management philosophy of the organisation of work and perceived equity in the employment
relationship.
A number of the major workplace studies come under the tradition of sociology of work,
among these are Burawoy and Edwards (you can read about these on pages 701 of Bray,
Waring & Cooper). These writers focused on class struggle and control in the labour process.
22
Other writers are covered in the section on Labour Process Theory (starting on page 67 of
Bray, Waring & Cooper).
The traditions of examining the employment relationship, started with philosophers and
sociologists such as Marx, are still being explored today. More modern authors who have
researched in specific areas include Arlie Hochschild emotional labour, Stephen J Frenkel
& David Peetz labour effectiveness to the benefit of capital, Paul Thompson labour
process and James Barker control. The specific contexts of each of these pieces of research
supply us with rich data through which we are able to better understand an increasingly
complex and modern employment relationship.
1.5 Differing perspectives on the employment relationship

We all arrive at the study of employment relations with our own particular perspective on the
matter. Our perspective comprises our own bundle of ideologies, assumptions, and
sometimes prejudices, and is the product of our particular life experiences, work history,
education and so on.
Bray, Waring & Cooper set out the key elements of three of the more important, recognised
perspectives on employment relations: unitarism, pluralism and Marxism. You should read
the relevant sections of pages 4876 of Bray, Waring & Cooper now, and ensure that you
understand the key elements of these perspectives.
Reading activity
Read Bray, Waring & Cooper 2011, Employment relations, pp. 4876 to find
the key points for learning objectives 4, 5 and 6.
Self assessment
You should consider the discussion questions on page 74 of the Bray, Waring &
Cooper text. A good question to consider is the first one.
What is the point of what can be gained by comparing different theoretical
approaches to the study of the employment relationship.
Reflection
You should think about employment relations in your own country and consider
how appropriate the three perspectives are there.
Again, thinking about your own particular country, how relevant are the
concepts of neo-institutionalism, human resource management and labour
process?
23
Case study: The 1989 Pilots Dispute

You should now read the case study: The 1989 Pilots Dispute on page 75 of
Bray et al. and answer the questions on page 76.
References
Beirne, M 2008, Idealism and the applied relevance of research on employee participation,
Work, Employment and Society, vol. 22, no. 4, pp. 67593.
Bray M, Waring, P & Cooper, R 2009, Employment relations, McGraw Hill, North Ryde.
Frenkel, S J & Peetz, D 1998, Globalisation and industrial relations in East Asia: a three
country comparison, Industrial Relations, vol. 37, no. 3, pp. 282310.
Hochschild, A 1983, The managed heart: commercialisation of human feeling, University of
California, Berkeley.
Lewis P, Thornhill A & Saunders M, 2003, Employee relations: understanding the
employment relationship, Prentice Hall, Harlow.
Loudoun R, McPhail, R & Wilkinson, A 2009, Introduction to Employment Relations, 2nd
edition, Pearson, Frenchs Forest.
Thompson P, 1989, The nature of work, Macmillan, London.
24
25
Module 2 The changing context and nature of the

employment relationship
Learning objectives
define theory and discuss its value to students of employment relations, particularly with
relation within social science analysis
provide examples of taxonomies and account for the role of explanatory factors and
models in developing explanation
appreciate the necessity of both agency and context in the explanation of employment
relations
discuss, the main factors that help to explain the differences between national
employment relations systems
demonstrate an understanding of globalisation and how it has affected both the australian
economy and its national employment relations system
understand the trends in the labour market, implications of corporatism and neoliberalism
for australian employment relations.
Learning resources
Text
Bray, Waring & Cooper, 2011, Employment relations, chapters 2 & 4.
2.1 Introduction
As we discussed in the previous module context is important in the study of employment
relations make the point that the employment relationship cannot be considered in isolation
from the influence of the host of factors associated with the way in which work is organised
and the wider context within which work takes place (Lewis, Thornhill & Saunders 2004,
p. 32). This view of employment relations is particularly valuable in a course, such as this,
where we will be looking at employment relations (ER) from a global perspective. The way
ER has evolved in each country is as individual as the culture of that country. The history of
ER may focus on any of the perspectives discussed in Module 1 or a combination of them. It
is for this reason that we going to spend a little time in this Module looking theory and its
relevance for the course before we launch into looking at specific country's systems of
employment relations.
26
2.2 Theory & taxonomies

The initial sections of chapter look at the differences between descriptive analysis and
theory. Bray, Waring & Cooper define theory according to the work of Lewins as 'an attempt
to account for a given phenomenon, that is, to show what, how and/or why it is' (1992, p.
104). While a description is used to tell stories about events that we have observed or in
which we have participated (Bray et al, 2011, p. 26). The text then goes on to state that
'description can be seen as the first step towards explanation, but only if it is informed by
theory (Bray et al, 2011, p. 26).
Taxonomies, defined by Bray, Waring & Cooper, are classification systems which are
designed to identify similar properties or characteristics in diverse events, situations or
objects (2011, p. 27). These types of frameworks are useful for improving understanding of
seemingly complex sets of events or information and this will be helpful when we look at ER
in other countries as we move through the course.
Reading activity
Read Bray, Waring & Cooper 2011, Employment relations, pp 247 to find the
key points for learning objective 1 and pp 278 to find the key points for
learning objective 2.
2.3 Framing the employment relationship

Again, we find ourselves talking about context! Bray et al, starting on page 28 discuss the
'parties' to the employment relationship. Parties to the employment relationship include
employees and the representatives (ie unions), employers and their representatives (ie
employer associations), governments and tribunals. However, they also include other factors
as parties. The text then moves through various other characteristics which impact on the
employment relationship such as organisation size and roles of managers or owners
pertaining to ER aspects of the business.
ER in any country is framed by rules. Rules can be made a number of different levels,
businesses have policies formal and informal - which form part of the regulatory
mechanism. Employers, employees and their representatives are bound by legislation and the
decisions of tribunals. And the tribunals themselves are bound by legislation and government
regulation. How sets of rules are developed and the system in which they operate form part
of the context of employee relations in any country. Other factors which impact on context
include people through their roles in organisations (Bray et al, 2011), this includes unions.
Bray et al (2011) on page 35 comment that context, is only part of the explanation there is
also agency. The definition they provide for agency is the capacity of social actors (like
individuals and organisations) to take action as a result of choices they make (Bray et al,
2011, p. 35). So if were trying to explain the whys and hows of ER, it's important to look at
both context and agency. Context because it influences behaviour, but it doesn't provide the
27
whole story, the choices that individuals and organisations make, also significantly impact on
employment relations.
Reading activity
Read Bray, Waring & Cooper 2011, Employment relations, pp. 2848 to find
Self assessment
Work through the discussion questions at the end chapter and discuss these on
the StudyDesk.
2.4 Australian employment relations

The Bray text undertakes a thorough analysis of employment relations in Australia. So, we
won't try and reinvent the wheel here, but now you should read chapter 4 with the learning
objectives in mind:
Learning objective 4: discuss, the main factors that help to explain the differences between
national employment relations systems can be found from pages 80-83. Learning objective 5:
demonstrate an understanding of globalisation and how it has affected both the Australian
economy and its national employment relations system can be found from pages 83-98 and
learning objective 6: understand the trends in the labour market, implications of corporatism
and neoliberalism for Australian employment relations can be found from pages 98-117.
Authors who have written about Australian employment relations and the various changes to
the legislation include Carolyn Sutherland, Professor David Peetz and Professor Andrew
Stewart. Journals where you can find articles by these authors, include Journal of Industrial
Relations and Australian Journal of Labour Law. This is just for additional reading and isn't
required for the course.
Reading activity
Read Bray, Waring & Cooper 2011, Employment relations, chapter 4 to find the
key points for learning objectives 46.
Self assessment
Answer the discussion questions for chapter 4 on page 117 of Bray, Waring &
Cooper and be prepared to share your thoughts about these on the StudyDesk.
28
References
Bray M, Waring, P & Cooper, R 2009, Employment relations, McGraw Hill, North Ryde.
29
Module 3 International and comparative employment

relations
Learning objectives
understand the importance of comparative employment relations and it's application in

the more general study of employment relations
explain the reasons why the study of comparative employment relations is worthwhile
and demonstrate some awareness of some of the difficulties and challenges associated
with comparative employment relations
demonstrate a broad understanding of the general trends in employment relations in the

developed market economies (DMEs) during the second half of the 20th Century
identify the impacts of global events on employment relations.
Learning resources
Text
Bamber, Lansbury & Wailes 2011, International and comparative employment relations,
chapters 1.
3.1 Introduction
Comparative employment relations can be defined as the description and systematic analysis
of employment relations in two or more countries. It is usual to distinguish comparative
employment relations from international employment relations, which can be defined as the
study of institutions and phenomena that cross national boundaries, such as the labour
market roles and behaviour of intergovernmental organisations, multinational enterprises
(MNEs) and unions (Bamber & Lansbury 1998, pp. 23).
The initial purpose of this module, then, is to introduce students the field of comparative
employment relations. The next section (3.2) and the text provide some justifications for the
study of employment relations. It also sets out some cautionary notes about some of the
common pitfalls for students new to the field of comparative employment relations.
The third section provides an outline of some of the key features and historical developments
in post-war employment relations during the second half of the Twentieth Century, focusing
in particular on the massive changes that have occurred since the 1980s. It is intended that
this module will provide a framework or background for the subsequent international
modules.
30
Reading activity
Read Bamber, Lansbury & Wailes pages pp. 135. Learning objectives 1, 2, 3 &
4 are addressed in this reading.
3.2 Reasons for studying comparative employment relations

An earlier edition of the course text, (Bamber & Lansbury 1998, pp. 24), identifies several
reasons why the study of comparative employment relations is worthwhile:
The study of other societies can improve our understanding of our own societys
employment relations practices and institutions.
Comparative studies can form the basis for reforms and improvement to a countrys laws,
public policy and institutions. For example, over the years, various foreign models of
employment relations have informed the Australian debates, including the Japanese, US,
Swedish models.
Such studies can also enable organisations to benchmark their own employment relations
practices with those of foreign organisations.
The increasing economic interconnections between countries makes it necessary for

business to understand the nature of the employment relations in other countries.
The question of fair employment standards is becoming an increasingly significant issue

in international trade negotiations.
Some people find the study of employment relations is to be intrinsically interesting and
worthy of study for its own sake.
Comparative studies can facilitate the construction and testing of hypotheses, theories
and generalisations about employment relations.
It is this latter point which underlies the purpose of the chapter 1 of the Bamber et al.
This section focuses on the possibilities that comparative analysis offers for theoretical
development in the field of employment relations and the particular contribution that
comparative analysis can make in advancing our understanding of the impact of
globalisation on national patterns of employment relations (Bamber, Lansbury & Wailes
2004, p. 4).
Bamber and Lansbury (1998, pp. 26) also identify a number of challenges associated with
comparative studies in industrial relations.
There are numerous difficulties in transposing individual laws and practices or

institutions of one society onto another because the individual aspects of each system are
derived from the nature of the wider context of the system. The classic study of the traps
inherent in grafting aspects of one countrys system onto another system was conducted
by Kahn-Freund:
31
Look how much better the Lilliputans do it, is a tempting cry, but the more one looks
into it the more one finds that the Lilliputans arent a fair comparison with us: they
havent got our antiquated industries...our legal system; and they are less than six inches
tall (Kahn-Freund & Hepple 1972, p. 1).
the sheer volume of information that needs to be collected in more than one country
before generalisations and hypotheses can be validated.
there is a tendency to focus on aspects of industrial relations which are readily

comparable and measurable, such as formal institutions and laws, rather than the more
complex informal practices and processes (Bamber & Lansbury 1998, p. 4).
differences in terminology and language.
difficulties in collecting comparable data across different countries.
the utility of studies of employment relations in individual countries is often limited

because of the different and incompatible theoretical and ideological frameworks
employed. Scholars with different theoretical paradigms will formulate different research
agendas and employ incompatible methodological approaches.
3.3 Post-Second World War industrial relations systems

3.3.1 National models of industrial relations in the golden age of
capitalism, 19501970
By about 1950 the post-war employment relations systems of most of the industrialised
market economies had been established (the exception here was Korea). In fact, many of the
national models of industrial relations had been established decades earlier: the US New
Deal model of the 1930s, Australias compulsory arbitration model in the early 1900s,
Britains system in the early decades of the Twentieth Century, Swedens in the 1930s and
so. Many others were reshaped in the immediate aftermath of World War II, including
Germany, Japan, but also France and Italy.
All of these national models remained largely intact for about two decades or more of the
long post-World War II economic boom, i.e. until the early 1970s.
The common feature of the post-war models were as follows:
Trade unions were highly prominent at the workplace and within the wider political
system.
Pay and conditions were generally (except in Australia and Korea) determined by
collective bargaining, usually conducted at the national or industry level.
In the continental European systems, co-determination at the enterprise level, in which

workers, through works councils or works committees, were given rights to participate in
managerial decisions affecting personnel matters.
There was extensive expansion of the role of the state in industrial relations.
32
3.3.2 The 1970s and the recession of the early 1980s

The 1970s and the recession of the early 1980s marked a transition period in which the postwar models were put under increasing strain. The key features of this period included the
following:
changing attitudes of workers, who were increasingly better educated, less subservient
and less conservative than previous generations which had lived through the Great
Depression of the 1930s and World War II
increasing tendency for pay increases to exceed improvements in productivity, which

contributed to inflationary pressures
governments employing fiscal and monetary policies and incomes policies to handle the
twin problems of inflation and unemployment
breakdown of global monetary arrangements
massive increases in energy prices associated with the OPEC oil cartel
the 198082 world recession, the worst since the 1930s
the long-term erosion of the competitive advantage of the Western industrialised

countries associated with the rise of newly industrialised countries in Asia, including
Korea, Hong Kong, Singapore and Taiwan
internationalisation of production.
In the context of employment relations, this period saw the end to the growth phase of
unions, the end of full-employment and automatic improvements in workers pay and
conditions.
3.3.3 Unions since the early 1980s

Generally, rates of unionisation have fallen in many countries. Density rates have fallen in
Australia, Japan, the US, and UK, although Sweden, Germany, Canada and Germany density
rates have remained relatively steady.
The declines can be attributed to a number of factors: high unemployment, and structural
changes in the nature of economies, with relative decline of the traditional bastions of
unionism, manufacturing sector and the rise of the services sector; In some cases, this was
also associated with anti-union legislation such as in UK.
Generally, the countries in which unionisation held up well the unions were an integral part
of the administration of public affairs and the administration of public policy, for example in
Germany and Sweden where the unions administer social welfare programs.
3.3.4 Employers since the early 1980s

The post-war decades up to the end of the 1970s is sometimes referred to as the golden age
for labour and employers were generally on the defensive. Workers and unions were on the
offensive and employers generally could not resist union demands for improving wages and
conditions. At the same time, governments generally imposed more and more regulations on
employers to enhance workers rights and forced employers to bear much of the cost of
burgeoning social welfare systems through company and payroll taxes and social security
contributions.
33
Since the early 1980s, the tables have turned. Governments have generally sought to lighten
the regulatory and cost burdens on employers. Unions bargaining strength has declined and
employers generally have gone on the offensive.
US employers were the most aggressive, adopting overtly anti-union policies, relocating
plants to non-union green-field sites and forcing unions to engage in concession bargaining.
In most other countries, employers tended not to engage in outright attacks on unions, pay
rates and working conditions. Instead, they tended to pursue cost reduction by improving
productivity, reducing employment levels and enhancing operational flexibility (Clark,
Bamber & Lansbury 1998, p. 302). This was the case in Canada and also in Europe, where
employers generally still saw their relationship with unions as a continuing one, to be
fostered (Clark, Bamber & Lansbury 1998, p. 303). Japanese employers maintained their
preference for workplace harmony, but supplemented their drive for greater efficiency by
shifting many labour-intensive operations overseas to other Asian countries with lower
labour costs.
3.3.5 Collective bargaining

The predominant method for determining wages and conditions in the OECD has been
collective bargaining. With the exceptions of Australia and Korea (and the UK for some time
in the early 1990s) it has been the official preference of all governments. During the post-war
era, collective bargaining spread more widely throughout the economies of the OECD,
including to the public sector and service industries.
The level at which collective bargaining is conducted has varied widely.
US and Canada: generally enterprise or workplace bargaining with some multi-employer

bargaining
Japan: mostly at the enterprise level, with some national union strategy
Germany: generally industry-wide bargaining at either the national or regional level, but
since the early 1980s some workplace bargaining
France: traditionally industry bargaining at the national or regional level with a shift to
decentralised, enterprise-level bargaining since 1982
Sweden: national peak level bargaining from the 1950s to the 1980s, thereafter there
have been attempts to decentralise
Australia has had a mixed system of collective bargaining and compulsory arbitration
since the early 1900s. The balance between the two modes of wage determination has
waxed and waned over the years with the centralised arbitration model peaking in the
mid-1980s; but increasingly decentralised bargaining during the 1990s.
In summary, there have been two developments in the nature and level of collective
bargaining since the 1980s:
a downward shift in the level of negotiations from industry to the workplace (US, UK,
Australia)
the development of national level bargaining and discussions involving governments

(Australia, Sweden, Italy and Japan).
34
3.3.6 Industrial conflict

The rate of industrial disputation fell in most countries during the 1980s to levels well below
those of the post-war decades. There remain significant variations between the DMEs.
3.3.7 Labour-management cooperation and industrial democracy

The 1970s were the high point of developments towards statutory schemes promoting worker
participation and industrial democracy throughout most of the OECD. These proposals
included the establishment of works councils, worker or union representation on boards of
directors or governing bodies, legislative guarantees of consultation and participation and so
on. Outcomes were mixed. In Germany there was a strengthening and broadening of the
existing systems of Co-determination. Similar legislation was enacted in Austria, Denmark,
Ireland, the Netherlands, and Norway (with Sweden following in 1987). There were
unsuccessful attempts at similar reforms in Australia, UK and Canada.
Interest in these types of reforms waned in the 1980s. The 1980s and 1990s did, however, see
the rise of non-statutory, employer-initiated schemes to enhance worker involvement. Unlike
the earlier schemes which aimed at enhancing workers rights and developing industrial
democracy, these new schemes of the 1980s, under the rubric of Human Resource
Management, were more explicitly aimed at improving workers commitment to the
organisation and therefore productivity.
The German Works Council model, providing for legislatively based industrial democracy
was extended and enshrined throughout Europe during the 1990s by the European Union
(Clark, Bamber & Lansbury 1998, pp. 3202).
Thus at the turn of the century the Western industrialised countries were increasingly divided
in the area of industrial democracy, with the European countries preferring the German
model.
3.3.8 The role of the state and the legal framework

During the post-war decades governments throughout the OECD took on even greater roles
of managing and regulating employment relations. From the early 1980s, there has been a
trend towards winding back the role of the state generally and in the area of industrial
relations. Many governments have sought to reduce the legislative standards protecting
workers in areas such as occupational health and safety, minimum wages and conditions,
unfair dismissals and so on. The size and number of state enterprises, which had increased in
all OECD countries throughout the 1950s and 1960s, began to be reduced through
contracting out, privatisation and so on. Many governments no longer set themselves to be
pace-setters in terms improving wages and conditions of their employees.
35
References
Bamber, G & Lansbury, RD (eds) 1998, An introduction to international and comparative
industrial relations, in GJ Bamber & RD Lansbury (eds), International and comparative
employment relations, 3rd edn, Allen & Unwin, St Leonards NSW.
Bean, R 1994, Comparative industrial relations: an introduction to cross-national
perspectives, 2nd edn, Routledge, London.
Clark, O Bamber, GJ & Lansbury, RD 1998, Conclusions: towards a synthesis of
international and comparative experience in employment relations, in GJ Bamber &
RD Lansbury (eds), International and comparative employment relations, 3rd edn, Allen &
Unwin, St Leonards NSW, pp. 294310.
Kahn-Freund, O & Hepple, B 1972, Laws against strikes, Fabian Research Series, London.
36
37
Module 4 Managerial approaches and employer

associations
Learning objectives
discuss management, it's roles, goals and functions
discuss the role of employer associations
discuss the effect of business strategies on ER
explain how managerial strategies and management styles are used to control the labour
process and influence ER
understand the roles of the IR parties and the State in British ER
explain British IR processes in relation to the theory covered so far in the course
recognise the significance of fairness at work, involvement with the EU from a (British)
national and global perspective
discuss the implications of ER across networked organisations.
Learning resources
Text
Bray, Waring & Cooper 2011, Employment relations, chapter 6.
chapter 2.
4.1 Introduction
In this module we will be looking at chapter 6 of Bray, Waring and Cooper which focuses on
Management, as well chapter 2 of Bamber, Lansbury and Wailes which looks at ER in
Britain. These two topics are not chosen particularly because of their synergies, but it seemed
that by module 4 it would be a useful exercise to study another country where some of the
theory learned so far could be applied. You may already have noticed that this module refers
to industrial relations rather than employment relations, this is simply because it is the
terminology used in the text and we will reflect that in the study materials.
38
4.2 Management
Bray et al take us through various aspects of management and it's role in the employment
relationship. Topics encompassed in this chapter include: the structures for the management
of ER; resourcing and staffing; employer associations; the goals and functions of
management; the management of labour; the management of labour; management control
strategies; business strategies; and managerial strategies, practices, styles and attitudes. This
is quite a comprehensive coverage of the management topic.
Reading activity
Read Bray, Waring & Cooper pages16873. Learning objective 1 is addressed
in this reading. And then read pages 1737 to cover learning objective 2.
Reflection
Apply the theory discussed in learning objectives 1 and 2 to your our working
experiences. Does it stack up? Be prepared to discuss your observations on the
study desk.
4.3 Goals, functions & business strategies of management and

the labour control process
Reading activity
Read Bray, Waring & Cooper pages 16998. Learning objectives 3 & 4 are
addressed in this reading.
Self assessment
Work through the discussion questions on page 198 of the Bray text.
39
4.4 ER in Britain
To provide some perspective on UK employment relations the following paragraph is taken
from Burchill, 2008, p. 20.
Whatever one's view of the world, and how it came to be what it is, there is no doubt
that observable and identifiable changes have taken place in the past 30 years in the
UK industrial structure and economic environment. Hobsbawm (1994) refer to the
end of a golden era in the advanced capitalist economies, beginning in the 1970s
followed by the crisis decades. Here we can only identify some of the changes in the
United Kingdom in this period of crisis. Most of these changes have been
detrimental to trade union membership growth or retention. Nevertheless, since...
1997 there have been significant changes in the direction of the economy and these
have affected the UK labour market.
4.4.1 The industrial relations parties

Unions, employers, employer associations and the state are the parties listed in the text.
Topics covered here include union density (ie the number of workers who are members of
unions) over time, the relationship of the Labour Party with the union movement, strike
activity and the role of the Trades Union Congress (TUC). Membership decline has been a
key issue for unions and has resulted in some circumstances where partnerships have been
formed between unions and employers to their mutual advantage, however some concessions
were made which did not benefit employees (Bray, Waring & Cooper 2011).
The Confederation of British Industry (CBI) is the peak employer association which
represents 200 000 covering approximately half the workforce in the UK (Bray, Waring &
Cooper 2011, p. 41). Employer associations have worked, over a period of time, to enhance
the power of employers in the employment relationship, however they have declined in
number in recent decades. The roles of employer groups typically include: assistance with
collective bargaining, assisting with dispute resolution, advice on legal matters and
representation of their members (Bray, Waring & Cooper 2011).
The state, sets the legal scene for employment relations. The state in Britain has allowed a
largely voluntarist system of employment relations to evolve. Bray et al list the following
as features of this: non-legally binding collective agreements, voluntary union recognition
by employers, a relatively low level of formalisation of industrial relations structure and a
light voluntary framework of state provided supplementary dispute resolution facilities
(Bray, Waring & Cooper 2011, p. 44). The pre-1997 conservative governments moved away
from voluntarism and facilitated a more neo-liberal state. Post-1997 Labour governments
didn't change this but eased some of the anti-union aspects of the legislation.
Reading activity
Read Bray, Waring & Cooper pages 3648. Learning objective 5 is addressed in
this reading.
40
4.4.2 Industrial relations processes

Collective bargaining in the UK has a long history. However, with the approach of
successive governments both conservative and Labour to unregulated collective
bargaining, collective agreements were unenforceable. Read more about this in Bamber,
Lansbury & Wailes pp. 4952.
Reading activity
Read Bamber, Lansbury & Wailes pages 4952. Learning objective 6 is
4.4.3 Key issues in Britain
Each country that will be examined in the course has specific issues that relate to their
ER context. Those covered in the text for Britain include
fairness at work
the IR consequences of European Union membership
ER across networked organisations.
The topics included for the various countries are those that may have relevance in other
contexts and indeed may have become current topics because of the global environment
in which ER in individual countries operates. Issues such as gender equity, flexibility at
work, labour force sustainability and employee participation may arise because of similar
pressures in varying ER contexts and so you will find that the discussion around each
topic will vary depending on the country.
Reading activity
Read Bamber, Lansbury & Wailes pages 529. Learning objectives 7 & 8 are
Reflection
Reflect on ER in Britain and think about how the theory weve talked about thus
far fits with this the British experience.
References
Burchill, F 2008, Labour relations, Palgrave Macmillan, Houndsmills, Basingstoke.
Hobsbawm, E 1994, The age of extremes, Michael Joseph, London.
41
Module 5 Employee representation: union and nonunion

Learning objectives
At the end of this module you should be able to:
distinguish different forms of employee representation and explore the varying aspects of
what unions do
identify the various union structures and trace the history of australian unions
understand trends and influences on union membership
understand the contribution of women to unions
identify the main forms of non-union employee representation
describe the attempts by australian governments to sanction non-union forms of

employee representation and compare this experience with overseas countries
discuss the approach of management to providing non-union employee representation in

workplaces
account for the general failure of australian managers to adopt high-involvement

management practices.
Learning resources
Text
Bray, Waring & Cooper 2011, Employment relations, chapters 7 & 8.
5.1 Introduction
This module is concerned with explaining the purpose, function and structures of trade
unions; the role and structure of peak trade union bodies; patterns of union membership; and
the ways that unions have responded to contemporary challenges to their existence. We will
also look at, in this module, non-union employee representation structures.
Lewis, Thornhill and Saunders note that the relevance and role of trade unions has long been
questioned in the UK (as it has been, and continues to be elsewhere). They set out the key
elements of what Flanders considered to be unions responsibilities:
42
Flanders believed that the primary responsibility of a trade union was to protect the
welfare of its members. Its membership will have come together in the union because
they will have recognised some level of common interest. The union offers a means to
identify and give voice to such common interests, and to require some level of collective
discipline and action to protect or pursue them. In conventional terms this means
defending and where possible improving the terms and conditions of employment of the
unions membership. In even more concrete terms, Flanders wrote that unions are out
to raise wages, to shorten hours, and to make working conditions safer, healthier and
better in many other respects (1975: 41). In seeking to achieve these outcomes, their
purpose is sectional, which means that they promote the interests of the section of the
population they happen to organise (Flanders, 1975: 41). In doing so, the purpose of
trade unions is to engage in the regulation of the employment relationship.
Lewis, Thornhill and Saunders also set out one of the earliest definitions of a trade union,
that provided by historians Sidney and Beatrice Webb: a trade union is a continuous
association of wage earners for the purposes of maintaining or improving the conditions of
their working lives (2003, p. 131).
Although the specific purposes and methods of achievement of unions do vary from country
to country, these definitions and generalised statements are probably true of unions
everywhere.
Reading activity
You should read pages 21016 of Bray, Waring & Cooper now, learning
objective 1 is addressed in this reading and also consider the means by which
unions in your own country go about undertaking their functions.
5.2 Union structures

Reading activity
objective 2 is addressed in this reading.
Self assessment
Work through Workstory: The experiences of an activist and questions on
page 221 of the Bray text.
43
5.3 History of trade unions

Reading activity
You should read pages 22332 of Bray, Waring & Cooper now, the remainder
of learning objective 2 is addressed in this reading.
5.4 Union density and influences

Reading activity
5.5 Female representation in unions

Reading activity
Exercise
Now that you've completed the reading for this chapter, work through the
discussion questions on page 250 of Bray, Waring & Cooper.
Also consider:
Is there a system of legal certification of trade unions in your country?
What are the statutory rights and obligations of trade unions in your country?
44
5.6 Non-union forms of employee representation

Reading activity
Exercise
Read Workstory: the OHS committee at Top Trucking Company and answer
the related questions on page 264 of Bray, Waring & Cooper.
5.7 Government involvement in employee representation

Reading activity
5.8 Management and employee representation

Reading activity
objectives 7 & 8 are addressed in this reading.
Self assessment
Work through the discussion questions on page 281 of the Bray, Waring &
Cooper text.
Reference
45
Module 6 Governments and employment relations

Learning objectives
discuss the importance of the state in the regulation of the employment relationship and
understand the structure of state
explain the functions of the state
identify the different patterns of state intervention in ER in Australia
recognise the role of the state as an employer
describe the legal, economic and political background to the Australian ER system
understand the roles of the IR parties and the processes of Australian ER
recognise the significance of unemployment, working hours, gender issues and employee
participation.
Learning resources
Text
Bray, Waring & Cooper 2011, Employment relations, chapter 5
chapter 5
6.1 Introduction
Governments are an important actor in shaping and regulating the employment relationship
in all countries. This module looks at the role and functions of the state and the impact they
have on employment relations, how the state might choose to intervene in employment issues
and how the state manages its role as employer. The second section of the module revisits
the Australian employment relations system.
46
6.2 An overview of governments roles and bases of power

Roles of government
There are numerous typologies and classifications of the different roles that governments
play in relation to employment relations. Lewis, Thornhill and Saunders identify some of the
key roles played. First, is the governments law-making function. The legislation
governments enact regulate the relationships between employers and their employees and
unions. Second, the government has a role in shaping the broader economic and social
environment in which the employment relations is situated. The government is also a major
employer in its own right; indeed it is the largest single employer in many countries.
Obviously, government fulfill these roles and the objectives they seek to achieve differ
widely. Poole (1986) categorises governments strategies in this area in the following terms:
1. Employment levels which includes aspects such as job creation and protection.
2. Relationships at work, which incorporates issues of industrial democracy such as trade
union rights and collective bargaining as well as legislation relating to individuals such
as discrimination and employment rights.
3. Distribution of economic rewards, which includes issues such as low pay and the rate of
pay increases (Lewis, Thornhill & Saunders 2003, p. 174).
According to Farnham and Pimlott (1995), in carrying out these strategies the government
has two key roles: those of model employer and industrial peacekeeper.
Government and the state

In liberal democracies, it is necessary to distinguish between the government and the
state. According to Lewis, Thornhill and Saunders, the government can be seen to be at
the centre of a range of state institutions, operating within a political mechanism whose
authority is backed by the legal system. They explain that [g]overnment policies are
operationalised by the state, which shapes and regulates the structures and interactions that
make up society (2003, p. 175).
Reading activity
Note
You will see in the Bray, Waring & Cooper text that in chapter 5, there are a
small number coloured ER News segments. These are particularly interesting
and relevant so make sure you fit them into your readings.
47
6.3 Functions of the state

Reading activity
6.4 Patterns of state intervention in Australia

Reading activity
6.5 The role of the state as employer

Reading activity
6.6 Australian ER
You will recall that we covered the Australian employment relations system in Module 2.
The Bamber et al text provides some additional reflection on Australian ER which you might
find useful. The Australian context has changed markedly throughout the last decade and
serves as a useful case study for the theory we have been looking at throughout the semester.
So, as you read through Bamber et al chapter 5, take the time to reflect on how the theory
covered applies to the Australian ER system.
Reading activity
48
6.7 Parties and process in Australian ER

Reading activity
6.8 Current issues

Reading activity
References
Farnham, D & Pimlott, J 1995, Understanding industrial relations, 5th edn, Cassell, London.
Poole, M 1986, Industrial relations: origins and patterns of national diversity, Routledge
and Kegan Paul, London.
Salamon, M 2000, Industrial relations: theory and practice, 4th edn, Financial Times
Prentice Hall, Harlow.
49
Module 7 Collective bargaining and conflict

Learning objectives
understand the key concepts of bargaining structures and processes
describe the historical evolution of the forms of rule-making in Australia and their
contemporary roles in the regulation of the employment relationship
appreciate the complexity of rule-making in Australia and illustrate this with examples of
how rules from different sources often layer upon one another or exist alongside each
other within the same enterprise
discuss the different forms of industrial conflict
understand and explain the significance of industrial disputes
recognise how absenteeism and labour turnover may have positive or negative impacts in
the workplace.
Learning resources
Text
Bray, Waring & Cooper 2011, Employment relations, chapters 10 & 11.
7.1 Introduction
In this module, the topics of conflict and bargaining will be addressed. Petzall, Abbott and
Timo (2007, p. 37) frame the discussion quite well in this quote:
Conflict and cooperation are two sides of the same human condition. As social beings,
we are inclined to cooperate with one another to achieve goals we could not achieve as
individuals. However, when we look at that the way people interact, we also discover
that some social interactions are marked by conflict. It is clear, for example, that
individuals may at times actually work against social systems and the achievement of
common objectives. Similarly, the social systems themselves can be found wanting
making it difficult or even impossible for people to cooperate effectively.
Bray et al, in chapter 10 discuss four rule-making processes, managerial prerogative,
individual contracting, collective bargaining and award making, in some detail. chapter 11
covers the various forms of industrial conflict and draws together some very pertinent
research on the topic.
50
7.2 Bargaining structures and processes

Reading activity
Self assessment
Work through Workstory: who makes change happen and answer the
questions on page 334 of the Bray, Waring & Cooper text.
7.3 Rule making in Australia

Reading activity
objectives 2 & 3 are addressed in this reading.
7.4 Forms of industrial conflict

Reading activity
7.5 Industrial disputes: strikes and lockouts

Reading activity
51
7.6 Absenteeism & labour turnover

Reading activity
objective 6 is addressed in this reading. Also read ER News on page 387.
Self assessment
Now you should complete the discussion questions on page 397 of the Bray,
Waring & Cooper text.
Reference
Petzell, S, Abbott, K & Timo, N 2007, Australian industrial relations in an Asian context,
Eruditions Publishing, Cowes.
52
53
Module 8 Employment relations in Germany

Learning objectives
At the end of this module students should be able to:
understand the specific aspects of the historical, legal and socio-political background
which influence the ER system in Germany
explain the roles of the employment relations parties in Germany
appreciate the influence that co-determination, collective bargaining and industrial

disputes play on ER in Germany
recognise the significance of public sector employment relations, minimum wages,

increasing flexibility and the decentralisation of collective bargaining.
Learning resources
Text
chapter 8
8.1 Introduction
The system of ER in Germany, is quite unique. It operates on the same principles that we see
in other Developed Market Economies (DMEs), but the roles of the Government, unions,
employer associations and works councils are different. The terminology used in this module
is thus, also different, so we'll start off by clarifying some of the key concepts.
Key concepts
Works councils: local employee representation, specific to an enterprise. They
are supposedly independent of unions (Keller & Kirsch 2011, p. 206).
Co-determination: also known as industrial democracy. Co-determination in
Germany involves two levels of employee participation in management. At the
organisation level this is achieved by electing representatives to the works
council. The upper level occurs at the regional or industry level between unions
and employer associations.
54
8.2 Role of unions and employer associations

Currently in Germany, quantitative working conditions (e.g. number of working hours and,
above all, pay) are primarily negotiated at the supra-plant level (sectoral and supra-regional)
between unions and employers associations (Nienhueser & Hossfeld 2010, p. 1). Generally,
collective bargaining takes place at a regional or industry level between unions and employer
associations.
8.3 Works councils

With regard to the plant [organisation] level: the Works Constitution Act (of 1972) gives
works councils enforceable codetermination and bargaining rights in social and personnel
issues such as pay systems, working time and holidays. The results of such negotiations
between works councils and management are documented in works agreements. But it is
illegal for works agreements to deal with remuneration and other conditions of employment
that have been or are normally fixed by collective agreement (except a collective agreement
expressly authorising the making of supplementary works agreements). This is the current
situation (Nienhueser & Hossfeld 2010, p. 1).
Reading activity
You should read pages 1967 of Bamber, Lansbury & Wailes now, learning
8.4 The employment relations parties

Reading activity
8.5 Co-determination, collective bargaining and industrial

disputes
Reading activity
55
8.6 Current and future issues

Reading activity
Reflection
Think about your own country. Are there specific laws or regulations that make
its system of employment relations different from other countries? What are the
positive and negative aspects of these differences?
References
Keller, BK & Kirsch, A 2011, Employment relations in Germany, in GJ Bamber, RD
Lansbury and N Wailes (eds), International & Comparative Employment Relations, Allen &
Unwin, Crows Nest.
Nienhueser, W & Hossfeld, H 2010, Effects of Trust on the Preference for Decentralised
Bargaining. An Empirical Study of Managers and Works Councillors, European IIRA
Conference, Copenhagen, June.
56
57
Module 9 Employment relations in the USA

Learning objectives
understand aspects, peculiar to the USA, of the background of the ER system in the USA
identify the major employment relations parties and explain their roles
describe the main processes of employment relations in the USA
recognise the influence of developing issues in the USA, specifically: union

revitalisation, division of the AFL-CIO and variations of employment practices
understand the collective bargaining initiatives being undertaken.
Learning resources
Text
chapter 3.
9.1 Introduction
The US provides an interesting contrasting country to look at in this module, having just
examined Germany. The US focuses more on a freer labour market, the historical
background, and roles of employers, unions and government, have influenced this
development. This module will look at the way ER is changing in the US, how unions are
responding to the increasing size of the non-union sector and how collective bargaining
initiatives are being employed.
9.2 Employment relations in the USA

Reading activity
58
9.3 The roles of the major ER parties

Reading activity
9.4 ER processes
Reading activity
9.5 Changing employment relations

Reading activity
9.6 Collective bargaining initiatives

Reading activity
59
Module 10 Employment relations in Japan

Learning objectives
understand aspects, specific to Japan, of the background of their ER system
examine the relationship between, and the roles of employees and unions, employers and
their organisations
understand the role of collective bargaining in Japanese ER
identify and explain the influence of current issues on Japanese employment.
Learning resources
Text
chapter 10.
10.1 Introduction
In this module we will look at another with a different approach to employment relations.
Japan's employment relations is steeped in non-western traditions and contrasts in interesting
ways with Germany and the US. The structure of chapter 10 in the Bamber, Lansbury &
Wailes text is different to those we have covered so far, with a greater emphasis on context,
but it also looks at a range of issues faced by the various ER actors in Japan.
10.2 Employment relations in Japan

Reading activity
60
10.3 Employees and unions, employers and their organisations

Reading activity
10.4 Collective bargaining

Reading activity
10.5 Current issues

Reading activity
Note
If you would like to undertake additional reading on atypical employment, an
author who has published extensively in the area is Dr Kaye Broadbent. One of
her articles which is relevant to this topic, and can be accessed through the
electronic journals in the USQ Library, is:
Broadbent, K 2007, Sisters organising: Women-only unions in Japan and
Korea, Industrial Relations Journal, vol. 38, no. 3, May, pp. 22951.
61
Module 11 Employment relations in India

Learning objectives
understand aspects, specific to India, of the background of their ER system
examine the roles of legislation, unions, management and employer organisations
understand representation, levels of bargaining and agreements in India
identify and explain key issues in Indian employment relations such as employment,
flexibility and law reform.
Learning resources
Text
chapter 13.
11.1 Introduction
The increasing expansion of industry into India has brought employment relations in that
country to the fore. This module will look at ER in India with specific reference to context,
history, employer associations and unions, along with ER processes and legislation. The
features which make India a particularly interesting case study include the diverse
characteristics of a large population, increasing economic growth and the future challenge of
ensuring fairness and equity for workers (Venkata Ratnam & Verma 2011, p. 330).
11.2 Employment relations in India

Reading activity
62
11.3 Legislation, unions, management & employer associations

Reading activity
11.4 Representation, levels of bargaining & agreement making

Reading activity
11.5 Current issues

Reading activity
Reference
Venkata Ratnam, CS & Verma, A 2011, Employment relations in India, in GJ Bamber, RD
Lansbury and N Wailes (eds), International & Comparative Employment Relations, Allen &
Unwin, Crows Nest.
63
Module 12 Employment relations in South Korea

Learning objectives
understand aspects, specific to South Korea, of the background and history of their ER
system
examine the relationship between, and the roles of labour unions, employers and
government
understand the role of collective bargaining and labour dispute resolution in South
Korean employment relations
explain the role of the Labour-Management Council
identify the influence of current issues of the polarisation of labour markets and the
transformation of the industrial relations system.
Learning resources
Text
chapter 11.
12.1 Introduction
In much the same way as, and certainly using a similar structure to previous chapters from
the Bamber et al text, this chapter covering South Korea delves into a set of contextual
factors different to the other countries we have looked at in this course. The roles of unions,
employers and government are once again examined. These factors provide the basis for
comparative analysis of employment relations between countries and contexts, additionally
they also provide the details of lessons learned and the information that is required to apply
these lessons in a new context.
64
12.2 Background of South Korean ER

Reading activity
12.3 Major parties of employment relations

Reading activity
12.4 Collective bargaining and dispute resolution

Reading activity
12.5 Labour-management council

Reading activity
You should read page 296 of Bamber, Lansbury & Wailes now, learning
65
12.6 Polarisation of labour markets & transformation of the

industrial relations system
Reading activity
You should read page 297306 of Bamber, Lansbury & Wailes now, learning
66

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MGT8031

Global issues in employment

Course leader Shalene Werth

Faculty of Business and Law guidelines

Module 1 What is the employment relationship?

1.5 Differing perspectives on the employment relationship

Module 2 The changing context and nature of the employment relationship

Module 3 International and comparative employment relations

Module 4 Managerial approaches and employer associations

Module 5 Employee representation: union and non-union

Module 6 Governments and employment relations

6.3 Functions of the state

Module 7 Collective bargaining and conflict

Module 8 Employment relations in Germany

Module 9 Employment relations in the USA

Module 10 Employment relations in Japan

10.4 Collective bargaining

Module 11 Employment relations in India

Module 12 Employment relations in South Korea

MGT8031 Global issues in employment relations

University of Southern Queensland

MGT8031 Global issues in employment relations

University of Southern Queensland

MGT8031 Global issues in employment relations

Referencing Harvard AGPS

Optional purchase of study materials

USQ policies and procedures

University of Southern Queensland

MGT8031 Global issues in employment relations

University of Southern Queensland

MGT8031 Global issues in employment relations

University of Southern Queensland

MGT8031 Global issues in employment relations

Faculty of Business and Law guidelines

University of Southern Queensland

MGT8031 Global issues in employment relations

Bray et al., chapter 1

2. The changing context Bray et al., chapter 2

Bamber et al., chapter 1

Bray et al., chapter 7

Bray et al., chapter 5

7. Collective bargaining Bray et al., chapter 10

Bamber et al., chapter 8

Bamber et al., chapter 3

Bamber et al., chapter 10 Essay,

Bamber et al., chapter 13

12. ER in South Korea

Bamber et al., chapter 11

University of Southern Queensland

MGT8031 Global issues in employment relations

University of Southern Queensland

MGT8031 Global issues in employment relations

Reflective writing piece

Assignment extension policy

University of Southern Queensland

MGT8031 Global issues in employment relations

University of Southern Queensland

MGT8031 Global issues in employment relations

Reflective writing piece

Length: 400 words (+/- 10%)

How to write reflectively

your understanding of the topic, and

MGT8031 Global issues in employment relations