ER Full Course Description 12 13 Final

7/29/2019 ER Full Course Description 12 13 Final

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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

BS I t ti l M t


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BSc International Management

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


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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, anddraws 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


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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 employmentpolicies 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

weeks lecture and readings to allow students to prepare. The seminars have been designed to facilitate

i di i d d l t f bl kill f l i t ti d d b t A b f


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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)


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LECTURE PROGRAMME (overview only, details on later pages)

26 Sept Introduction to employment relations (SM)

Content, expectations and learning outcomes ofEmployment 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 D N l t l t d f


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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?


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READING MATERIALS

An extended reading list is provided through the librarys 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.

Willi S d Ad S ith D (2006 1st

d 2010 2nd

d ) C t E l t R l ti A C iti l


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Additional survey data can be accessed from the UK governments 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 S t E h St d t
http://www.esds.ac.uk/government/lfs/http://www.esds.ac.uk/government/lfs/http://www.esds.ac.uk/government/lfs/http://www.statistics.gov.uk/hub/labour-market/index.htmlhttp://www.statistics.gov.uk/hub/labour-market/index.htmlhttp://www.statistics.gov.uk/hub/labour-market/index.htmlhttp://www.eiro.eurofound.ie/http://www.eiro.eurofound.ie/http://www.acas.org.uk/http://www.acas.org.uk/http://www.acas.org.uk/http://www.ilo.org/http://www.ilo.org/http://www.ilo.org/http://www.tuc.org.uk/http://www.tuc.org.uk/http://www.tuc.org.uk/http://www.labourstart.org/http://www.labourstart.org/http://www.labourstart.org/http://www.tuc.org.uk/http://www.ilo.org/http://www.acas.org.uk/http://www.eiro.eurofound.ie/http://www.statistics.gov.uk/hub/labour-market/index.htmlhttp://www.esds.ac.uk/government/lfs/


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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 elses 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 persons 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).


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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 of5 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


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LECTURE AND SEMINAR PROGRAMME DETAILS

Week 1 Stephen Mustchin 26 September

Theme: Introduction to Employment Relations

Content and Expectations ofContemporary 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?


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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) TheSAGE 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 Wh h diff b i i d l li h h l
http://www.eef.org.uk/UK/default.htmhttp://www.eef.org.uk/UK/default.htmhttp://www.eef.org.uk/UK/default.htmhttp://www.eef.org.uk/UK/default.htm


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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? Whatexplains 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

Regulationshttp://www.bis.gov.uk/policies/employment-matters/rights/info-con

European Trade Union Confederation website on European Works Councilshttp://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.
http://www.bis.gov.uk/policies/employment-matters/rights/info-con/ewchttp://www.bis.gov.uk/policies/employment-matters/rights/info-con/ewchttp://www.bis.gov.uk/policies/employment-matters/rights/info-conhttp://www.bis.gov.uk/policies/employment-matters/rights/info-conhttp://www.bis.gov.uk/policies/employment-matters/rights/info-conhttp://www.etuc.org/r/57http://www.etuc.org/r/57http://www.etuc.org/r/57http://www.etuc.org/r/57http://www.bis.gov.uk/policies/employment-matters/rights/info-conhttp://www.bis.gov.uk/policies/employment-matters/rights/info-con/ewc


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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 methodsemployed 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 Journal32:4, 313-327 (Aeroparts)

andB. Upchurch et al (2006) Human Resource Management Journal, 16:4, 393-410 (Financeco)

1. What is the role of the Aeroparts Employee Council/ Financecos 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

i i l hi l b k d k h d i i f h i i b


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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 unionfunctions 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:

U i TV f d i i i i d i
http://www.unison.org.uk/http://www.unison.org.uk/http://www.unison.org.uk/http://www.bma.org.uk/http://www.bma.org.uk/http://www.bma.org.uk/http://www.unitetheunion.com/http://www.unitetheunion.com/http://www.unitetheunion.com/http://www.tuc.org.uk/http://www.tuc.org.uk/http://www.tuc.org.uk/http://www.tuc.org.uk/http://www.unitetheunion.com/http://www.bma.org.uk/http://www.unison.org.uk/


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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


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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%20E

U%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

i i i h i d i k h f h E i d I d i l
http://www.compas.ox.ac.uk/fileadmin/files/pdfs/Non_WP_pdfs/Reports_and_Other_Publications/New%20EU%20Members%20TUC%20report.pdfhttp://www.compas.ox.ac.uk/fileadmin/files/pdfs/Non_WP_pdfs/Reports_and_Other_Publications/New%20EU%20Members%20TUC%20report.pdfhttp://www.compas.ox.ac.uk/fileadmin/files/pdfs/Non_WP_pdfs/Reports_and_Other_Publications/New%20EU%20Members%20TUC%20report.pdfhttp://www.compas.ox.ac.uk/fileadmin/files/pdfs/Non_WP_pdfs/Reports_and_Other_Publications/New%20EU%20Members%20TUC%20report.pdfhttp://www.compas.ox.ac.uk/fileadmin/files/pdfs/Non_WP_pdfs/Reports_and_Other_Publications/New%20EU%20Members%20TUC%20report.pdf


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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 fromsome 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?

h h f h h fl l l d l ?


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Hooker, H., Neathey, F., Casebourne, J and Munro, M. 2007. The Third Work-Life Balance Employees Survey:

Executive Summary, available fromhttp://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 findingshttp://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
http://www.bis.gov.uk/files/file38387.pdfhttp://www.bis.gov.uk/files/file38387.pdfhttp://www.bis.gov.uk/files/file38387.pdfhttp://www.guardian.co.uk/worklifeuk/work-life-balance-ukhttp://www.guardian.co.uk/worklifeuk/work-life-balance-ukhttp://www.guardian.co.uk/worklifeuk/work-life-balance-ukhttp://www.guardian.co.uk/worklifeuk/work-life-balance-ukhttp://www.equalityhumanrights.com/http://www.equalityhumanrights.com/http://www.equalityhumanrights.com/http://www.guardian.co.uk/worklifeuk/work-life-balance-ukhttp://www.guardian.co.uk/worklifeuk/work-life-balance-ukhttp://www.bis.gov.uk/files/file38387.pdf


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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.

___________________________________________________________________________________


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21

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 inexamples.

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.


23/24

22

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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23

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 20050Assessment Feedback Sheet

Student ID CourseCode

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 improvementOverall mark

Marker Date

Documents

ER Full Course Description 12 13 Final