Instructors Manual - Industrial Relations in Canada, 4e Robert Hebdo...

Instructor’s Manual

Industrial Relations in Canada, 4e Robert Hebdon, Travor Brown 1 / 4

Instructor’s Manual to accompany Industrial Relations in Canada, 4e 1-1 Chapter 1 – Introduction

Chapter Objectives

After reading this chapter, you should be able to  identify the similarities and differences between such terms as labour relations, human resources, employment relations, and industrial relations;  describe a systems framework that can be used to assess and understand industrial relations issues;  discuss the differing views in the field of industrial relations; and  understand how this textbook is structured to follow the industrial relations system framework.

Chapter Summary

Chapter 1 provides the foundation for the course and the textbook. The chapter starts with a discussion of the differences between industrial relations (IR) relative to similar disciplines such as human resources management (HRM) and labour relations (LR). This is followed by a review of the IR systems model used to ground the text as well as an overview of the perspectives or views of IR. The chapter concludes with an overview of how the text is structured.

Several of the chapter elements can be delivered in three components.

• Lecture. Use PowerPoints® provided by publisher to highlight key points of the chapter.
• Class exercise. Based on a media story concerning a current (or recent) IR event in the local

community. Distribute a copy of article in class (or present via whatever technology exists in the classroom). Ask students (either in groups or individually) to apply chapter concepts to the article.

• End-of-chapter cases and exercises. Cases and exercises that examine the field of IR can be

utilized at the end of the chapter to test the students on the chapter elements. They can also be utilized as test questions, hand in assignments, or in-class exercises. 2 / 4

Chapter 1: Introduction

1-2 Copyright © 2021 by Nelson Education Ltd.Lecture Outline

COMMENTS ACTIVITY

• Introduction

• Important IR Terms

Comparing and contrasting the field of IR from other similar fields is important to help students understand focus of course.

Briefly review  human resources management (HRM)  employee relations  industrial relations  labour relations  union  collective agreement  collective bar gaining

Present poll, learning objectives, and opening vignette in PPT Slides 1-3 through 1-6.

If technology exists, have students watch a recent strike media story (or have them read the chapter- opening vignette that makes reference to the Ontario college strike). For a sample YouTube clip, view a segment on the Ontario college

faculty strike at https://ottawa.ctvnews.ca/tuition-

refunds-offered-to-students-as-ontario-college- strike-ends-1.3685700. Note this opening item will be used in many places in this lecture.

Present PPT Slides 1-7 through 1-12.

• IR System—Dunlop’s Model

Model elements

Actors  Specialized governmental agencies  Hierarchy of managers and representatives  Hierarchy of workers (non-mgt) and representatives

Briefly present PPT Slides 1-13 and 1-14 showing key elements of Dunlop.Referring to the item used in the opening element, ask students to define the key parties in an employment relationship.Then, using PPT Slides 1-15 and 1-16, present key actors of Dunlop’s model and discuss the idea of shared ideology. Discuss who from the opening element represents each actor. 3 / 4

Chapter 1: Introduction

Instructor’s Manual to accompany Industrial Relations in Canada, 4e 1-3

COMMENTS ACTIVITY

Shared ideology  Set of ideas and beliefs held by the actors  Helps to bind or integrate the system together

Contexts  Market and budgetary  Technical characteristics of the workplace  Distribution of power in society

Web of rules  Procedures for establishing rules  Substantive rules  Procedural rules

Criticisms  Descriptive classification system  Underestimates power and conflict  Static model  Can’t explain decline of U.S. unions

Refer to the opening vignette and ask students what outside factors can impact employment relationships and the relationships between the three actors. Then, using PPT Slide 1-17, present the contexts. Discuss which are present in the opening element.

Present the concept of web of rules using PPT Slide 1-18. Apply any present in the opening vignette.

Present criticisms of the Dunlop Model (PPT Slide 1-19).

• Modified Systems Model

External Inputs  Legal  Economic  Ecological  Political  Sociocultural

Actors  First three are similar to Dunlop

(note: difference in names)

 Note addition of end-user

Internal Inputs  Goals  Values  Strategies  Powe r

Discuss how Craig adds to Dunlop and show overall model (PPT Slides 1-20 and 1-21).Explain how you will walk through each element in your lecture.

Present PPT Slides 1-22 through 1-27. Highlight that the model expands on that of Dunlop— emphasize differences relative to Dunlop.

Alternatives

• Have students apply this model to the

opening element used for Dunlop discussion.

• After the presentation, have students

complete Exercise 2 from the textbook.

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