WORKPLACE RELATIONS , REPORT

HRM 201 Workplace Relations

Session 1, 2018

ASSESSMENT & TUTORIAL GUIDE

Department of Marketing and Management

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MACQUARIE UNIVERSITY FACULTY OF BUSINESS AND ECONOMICS

ASSESSMENT & TUTORIAL GUIDE

Year and Semester: 2018, Session 1 Unit convenor: Dr Nikola Balnave Credit points: 3

This guide should be read in conjunction with the Unit Guide. Students should read both carefully at the start of semester as they contain important information about the unit. If anything in it is unclear, please consult one of the teaching staff on the unit. ABOUT THIS UNIT This unit examines the broad macro issues related to managing people at work. The scope of inquiry extends to the macroeconomic environment including the economic, political, social, and institutional context. The unit is approached from a stakeholder perspective, emphasising the way that management, labour and the state, along with other key stakeholders, act, both separately and together, to structure the employment relationship. Topics covered include the regulatory framework, bargaining structures and processes, conflict and co-operation, and the impact of change and reform directions. TEACHING STAFF Convenor and Lecturer: Dr Nikola Balnave Email: [email protected] Office: E4A 509 Phone: 9850 7278 Consultation by appointment. Tutors: Tutors can be contacted via their email. Contact details are posted on iLearn. REQUIRED TEXT Abbott, K., Mackinnon, B.H., and Fallon, P. (2016), Understanding Employment Relations, Oxford University Press, South Melbourne, Victoria.

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ASSESSMENTS

ASSESSMENT 1

Assignment

Weighting: 20%

Due Date: Tuesday 3 April (Week 6)

Duration/Length: 1000 Words (+/- 10%)

Submission Details:

Students must submit their assignments electronically through Turnitin using the link on iLearn by 11:59pm on the due date.

A hard copy of your assignment must also be provided to your tutor during your Week 6 tutorial.

Hard copies must be identical to the electronic version submitted. Late submissions: Late assignments must also be submitted through Turnitin and a hard copy submitted to BESS in building E4B to be date stamped and forwarded to your tutor for marking. No extensions will be granted. A student who submits a late assessment will be penalised by 10% per day. That is, marks equal to 10% of the assignment’s weight will be deducted as a ‘flat rate’ from the mark awarded. For example, for an assignment that has a possible highest mark of 20, the student’s awarded mark will have two marks deducted for each late day. Saturday and Sunday each count as one day. This penalty does not apply for cases in which an application for disruption to studies is made and approved. Description:

This assessment task requires you to read a number of short documents and then answer a range of questions. The topic under investigation is Boxing Day trading. Read the following sources (posted on iLearn) which provide a range of stakeholder perspectives on the issue.

---------------------------------------------------------------------------- Hiini, R. (2017), ‘Archbishop Fisher: Boxing Day trading undermines family and cohesion’, Catholic Weekly, 20 September. Available at https://www.catholicweekly.com.au/archbishop-

fisher-boxing-day-trading-proposal-undermines-family-time-and-community-cohesion/

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Inside Retail (2017), ‘NSW Boxing Day trade to continue’, 11 August. Available at https://www.insideretail.com.au/blog/2017/08/11/nsw-boxing-day-trade-to-continue/

Murphy, J. (2017), ‘Tamworth and New England stores stay open on Boxing Day’, Northern Daily Leader, 11 August. Available at http://www.northerndailyleader.com.au/story/4849174/boxing-day-trading-to-stay-for- regional-nsw/

Nine News (2017), ‘Boxing Day changes 'ruin Christmas': union’, 21 September. Available at

https://www.9news.com.au/national/2017/09/21/10/04/boxing-day-changes-ruin-christmas-

union.

Patty, A. (2017), ‘Workers feel pressured with Boxing Day trading extended across NSW’,

Sydney Morning Herald, 13 August. Available at

http://www.smh.com.au/business/workplace-relations/workers-feel-pressured-with-boxing-

day-trading-extended-across-nsw-20170811-gxu63g.html

Pearson, A. (2017), ‘Union backlash as Boxing Day trade laws pass Parliament’, Illawarra

Mercury, 21 September. Available at

http://www.illawarramercury.com.au/story/4939326/union-backlash-as-boxing-day-trade-

laws-pass-parliament/

Perrottet, D. (2017), ‘Boxing Day Shopping Here to Stay in NSW’, Media Release, 10

August. Available at https://www.treasury.nsw.gov.au/sites/default/files/2017-

08/20170810%20-%20Media%20Release%20-%20Perrottet%20-

%20Boxing%20Day%20Shopping%20Here%20to%20Stay%20in%20NSW.pdf

Take the Time (2018), ‘Workers robbed of Boxing Day for no reason; December retail figures

drop’, Media Release, 7 February. Available at http://www.takethetime.org.au/media-release-

workers-robbed-boxing-day-no-reason-december-retail-figures-drop/

Tin, S. (2017), ‘MP crosses floor over Boxing Day trading laws’, The Daily Telegraph, 21

September. Available at https://www.dailytelegraph.com.au/news/nsw/mp-crosses-floor-over-

boxing-day-trading-laws/news-story/ebdefedda2885cd89265f5f95208a5c4

Questions: 1. What is the employer / NSW Coalition Government case for Boxing Day trading?

Why would not all retailers (ie. employers) support the relaxation of Boxing Day

trading restrictions?

2. Retailers can only use employees who ‘freely elect to work’ on Boxing Day. Why

then are the union (SDA), the Labor Party and church groups concerned? Would

all employees oppose the relaxation of Boxing Day trading restrictions? Why/why

not?

3. How could the controversies around Boxing Day trading be understood from the

ethical approaches of (1) Consequentialism and (2) Deontology?

4. After weighing up all the evidence and arguments, do you agree with the

relaxation of Boxing Day trading restrictions? Explain your position.

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Aims and Objectives

This exercise is designed to start students thinking about the range of perspectives

held by various stakeholders on employment relations issues. When it comes to

debates about employment relations matters, there is no black and white, no right or

wrong. Employment relations stakeholders often have different and sometimes

competing views, and expected alliances can often shift depending on the issue.

Students are encouraged to approach any employment relations matter objectively,

recognise that there will be a number of perspectives on the issue, and critically

evaluate all viewpoints before arriving at a conclusion.

Please read the Marking Guide on page 13. The marking guide sets out the

criteria against which your assignment will be marked.

Students are responsible for attaching a marking guide and cover sheet to the

assignment.

Academic Honesty

 You must distinguish clearly between your own words and analysis and those

of your sources. You must do this by providing appropriate citations using the

Harvard method.

 Failure to provide appropriate citations is plagiarism. See the academic

honesty policy.

 Your list of references should include only material cited in the assignment.

 This is an individual assessment task – if a submitted assignment is assessed

as not being the work of a single author then academic honesty rules apply.

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ASSESSMENT 2

Report

Weighting: 40%

Due Date: Tuesday 8 May (Week 9)

Duration/Length: 2000 Words (+/- 10%)

Submission Details:

Students must submit their reports electronically through Turnitin using the link on iLearn by 11:59pm on the due date.

A hard copy of your report must also be provided to your tutor during your Week 9 tutorial.

Hard copies must be identical to the electronic version submitted. Late submissions: Late reports must also be submitted through Turnitin and a hard copy submitted to BESS in building E4B to be date stamped and forwarded to your tutor for marking. No extensions will be granted. A student who submits a late assessment will be penalised by 10% per day. That is, marks equal to 10% of the assignment’s weight will be deducted as a ‘flat rate’ from the mark awarded. For example, for an assignment that has a possible highest mark of 40, the student’s awarded mark will have four marks deducted for each late day. Saturday and Sunday each count as one day. This penalty does not apply for cases in which an application for disruption to studies is made and approved. Topic: The impact of casualisation on employment relations stakeholders

This assessment task requires you to research the impact of casualisation on

employers, employees and other tertiary education sector stakeholders (eg.

students).

With reference to at least six (6) academic sources discuss both the positive and

negative implications of casualisation in the tertiary education sector for employees

and management/employers. Conclude your report by critically assessing the

following statement: “The growth of casual employment in Australia has benefited all

employment relations stakeholders in the Australian tertiary education sector.”

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Structure of report:

Introduction:

250 words (+/- 10%) – Introduction that concisely outlines the prevalence of

casualisation in Australia, including in the tertiary education sector.

Employees:

700 words (+/- 10%) - Discuss the positive and negative implications of casualisation

for employees (casual and permanent) in the tertiary education sector.

Employers/Management:

650 words (+/- 10%) – Discuss the positive and negative implications of casualisation

for employers/management in the tertiary education sector.

Conclusion:

400 words (+/- 10%) – Conclusion that draws on the above discussion to critically

evaluate the statement: ‘‘The growth of casual employment in the Australian tertiary

education sector has benefited all employment relations stakeholders.”

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Academic Honesty

 You must distinguish clearly between your own words and analysis and those

of your sources. You must do this by providing appropriate citations using the

Harvard method.

 Failure to provide appropriate citations is plagiarism. See the academic

honesty policy.

 Your list of references should include only material cited in the report.

 This is an individual assessment task – if a submitted report is assessed as

not being the work of a single author then academic honesty rules apply.

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Aims and Objectives

Many issues in the field of industrial relations are contentious and likely to incite

strong opinions and debate. This assessment encourages students to analyse the

differing and often competing perspectives of industrial relations stakeholders on an

issue of key importance to business, individuals and society at large.

This assessment encourages students to:

 Provide a critical perspective of the academic literature on a topic.

 Construct an informed and analytical response to the question.

 Utilise and conform to the principles of academic rigour in the production of an

acceptable, formal response to the question.

Please read the Marking Guide on page 15. The marking guide sets out the

criteria against which your report will be marked.

Students are responsible for attaching a marking guide and cover sheet to the report.

ASSESSMENT 3

Final Examination

Weighting: 40%

Due Date: Formal Examination Period

Duration: 2 Hours

The final examination will be closed book. The exam will be of two hour duration. The

exam will be held during the University Examination period and will include short

answer and multiple choice questions. Further information regarding the structure

and content of the examination will be provided in the week 13 lecture.

A final examination is included as an assessment task for this unit to provide assurance that:

i) the product belongs to the student and ii) the student has attained the knowledge and skills tested in the exam.

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TEACHING SCHEDULE

Week Week Commencing

Lecture Topic Text Chapter/s

1 26 Feb Industrial Relations, HRM and Employment Relations 11 (see also pp.3-4)

2 5 March Approaches to the study of employment relations /

Recap of ethics

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3 12 March Employment relations in the Australian context 2

4 19 March Trade unions and employer associations 3 & 4

5 26 March The State (1) 5

6 2 April The State (2) 5

7 9 April Agreement / rule making (1) 6

16 -29 April MID SEMESTER BREAK

8 30 April Agreement / rule making (2) 6 (+ additional readings on iLearn)

9 7 May Wage determination 7

10 14 May Industrial conflict 8

11 21 May Work health and safety 10

12 28 May Employment relations and diversity 9

13 4 June Unit review and exam briefing All

* Note: The lecture topics are covered in the tutorial the following week. * Note: Please see the weekly folder on iLearn for additional topic readings. * Note: No tutorials in Week 1 or Week 5.

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WEEKLY TUTORIAL ACTIVITIES

Week 1 - NO TUTORIALS

Week 2 – What is employment relations? Discuss your thoughts about industrial (employment/workplace) relations. Is your first impression that it is sensational, collectivist and conflictual? What or who has influenced your ideas: For example, your own experiences, the media, your family and friends, politicians?

Week 3 – Approaches to the study of employment relations Find a newspaper cutting concerning an ER issue or incident reported in the media.

 Identify the key stakeholders.

 What are the objectives and goals of each stakeholder?

 Present the unitarist, pluralist and radical views about the cause of the incident/dispute and how it could be resolved.

 How do you think about this issue on an ethical basis?

Week 4 – Employment relations in the Australian context Class Test (non-assessable) - This test aims to assess your understanding of the material covered in the Weeks 1 - 3 lectures. The objective of the test is to provide you with feedback on a task within the first third of the study period. Read the Primary Example 2.1 on p.37 of your text and discuss the questions.

Week 5 – No Tutorials Good Friday public holiday.

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Week 6 – Unions and employer associations Read Case Study 3.2 on pp.70-71 of your text, and the additional reading on iLearn.

1. Do you think Melbourne tram drivers would have been able to win similar improvements in wages and conditions without the RTBU?

2. What is your position on the recent industrial action (overtime bans and proposed strike) by members of the RTBU in Sydney?

Week 7 – The State Read the Primary Example 5.1 on pp.125-126 of your text and discuss the questions. Include in your deliberations the recent proposed legal strike by train drivers in Sydney which was suspended by the FWC.

Week 8 – Agreement making Assignment return and general feedback Collective bargaining preparation

Week 9 – Agreement making Collective bargaining simulation

Week 10 – Wage determination Read Case Study 7.2 on pp. 211 of your text and discuss the questions.

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Week 11 – Industrial Conflict

Read Case Study 8.1 on pp. 242-243 of your text and discuss the questions.

Week 12 – Work Health and Safety Read the Primary Example 10.1 on pp.292-293 of your text and discuss the questions (in preparation, do a Google search for Bernie Banton). Report return and general feedback

Week 13 - Employment relations and diversity / Unit review Read Case Study 9.1 on pp. 273-274 of your text and discuss the questions. Unit review - This tutorial also provides students with the opportunity to review the unit material and clarify any issues in preparation for the exam. Note: Advice on the structure and content of the exam will be provided in the Week 13 lecture - not in tutorials.

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Marking Guide: Assessment 1 – Assignment

Student Name: Total Mark: /20

Criteria Fail Pass Credit Distinction High Distinction

Articulation of issue(s) – Issue is clearly stated and succinctly yet

comprehensively explained.

Analysis –The issue is analysed using relevant and appropriate ethics frameworks to develop a comprehensive exploration of the issue(s), taking into account diverse/competing ethical and IR stakeholder perspectives.

Position – The analysis is interpreted, evaluated, integrated and/or synthesised to support and provide evidence for a clear overall argument or position, demonstrating independent well-reasoned judgement.

Critique – Opinions, assumptions, influences, biases, constraints,

weaknesses and/or limitations are appropriately identified and responded to (eg. questioned, evaluated, interpreted).

Presentation - Information is organised and managed to establish relevance/value/contribution to the issue. Text demonstrates effective planning and is clearly and appropriately structured for the purpose of the assessment.

Attribution – Information sources are appropriately acknowledged

and referenced.

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Comments:

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Marking Guide: Assessment 2 - Report Student Name: Total Mark: /40

Criteria Fail Pass Credit Distinction High Distinction

Articulation of issue(s) – Issue is clearly stated and succinctly yet

comprehensively explained.

Scope of research - Type, range and volume of

information/sources is appropriate to address/inform the issue.

Analysis – Information from relevant and appropriate sources is

analysed, taking into account diverse/competing perspectives, to develop a comprehensive exploration of the issue(s).

Position – The analysis is interpreted, evaluated, integrated and/or synthesised to support and provide evidence for a clear overall argument or position, demonstrating independent well-reasoned judgement.

Critique – Opinions, assumptions, influences, biases, constraints, weaknesses and/or limitations are appropriately identified and responded to (eg. questioned, evaluated, interpreted).

Presentation - Information is organised and managed to establish

relevance/value/contribution to the issue. Text demonstrates effective planning and is clearly and appropriately structured for the purpose of the assessment.

Attribution – Information sources are appropriately acknowledged

and referenced.

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Comments: