Professional Documents
Culture Documents
Full Download PDF of (Ebook PDF) Employment Relations Theory and Practice 3e All Chapter
Full Download PDF of (Ebook PDF) Employment Relations Theory and Practice 3e All Chapter
http://ebooksecure.com/product/ebook-pdf-employment-relations-
theory-and-practice-4th-australia-edition/
http://ebooksecure.com/product/object-relations-theory-and-
practice-an-introduction-ebook-pdf/
http://ebooksecure.com/product/ebook-pdf-employment-
relations-2nd-edition/
http://ebooksecure.com/product/ebook-pdf-introducing-employment-
relations-4th-edition/
(Original PDF) Management Employment Relations An
Integrated Approach 2st Australia
http://ebooksecure.com/product/original-pdf-management-
employment-relations-an-integrated-approach-2st-australia/
http://ebooksecure.com/product/ebook-pdf-understanding-
employment-relations-uk-higher-education-business-management/
http://ebooksecure.com/product/ebook-pdf-international-and-
comparative-employment-relations-national-regulation-global-
changes-sixth-edition/
http://ebooksecure.com/product/ebook-pdf-employment-
discrimination-a-context-and-practice-casebook-third-edition/
http://ebooksecure.com/product/ebook-pdf-international-relations-
theory-a-primer-2nd-edition/
11create™
Course Employment Relations: Theory
and Practice
Course Number third edition
Bray, Waring, Cooper, MacNeil
McGraw-Hill Higher Education
Australia & New Zealand
Contents in full
About the authors xi t·instructor xv
About the p,evious authors xii l-lighlights of this edition xvi
Acknowledgments xii Text al a glance xviii
P,eface xiii Using the stories, reports, cases and questions xx
E-student xiv
The parties 72
Processes 242
Outcomes 360
G lossary 421
Index 425
About the authors
Muk Bray B~c (I-Ions) (Syd ney), MA (Warwick). PhD (UNSW)
Mark has been Professor of ~mployment Studies at the University of Newcastle since 1997. Before taking up this
position he worked at the universities of New South Wales, Wollongong and Sydney. I-le has taught Australian and
comparative employment relations, research methods and human resource management. l-lis resea rch has ranged
from 'micro' studies of employment relations and human resou rce management, in industries like road and air
transport, and manufacturing, to more 'macro' studies of national public policy, and international comparisons of
publ ic policy and employment relations practices.
Pet e r Waring BCom (I-Ions), LLB (I-Ions) (Macquarie), Grad Dip l eg Prac (Col l aw), PhD (Newcastle)
Peter is an Associate P rofessor and Murdoch University's Singapore Dean. I-le has previously held academic
positions at the University of Newcastle and the University of New South Wales and is an admitted Solicitor of
the Supreme Cou rt of New South Wales. Peter is the co-author of three books on employment relations and has
publ ished more than 60 book chapters and articles in leading international journals such as the Journal of Business
fthics, the International Journal of ~uman Resource Management, fmployee Relations, Corporate Governance, An
International Review, the Journal of Industrial Relations and Personnel Review. 1-lis research and teaching interests
span the busines.s and law fields of employment relations, human resource management, corporate governance,
strategy and labour law. I-le has lived in Malaysia and Singapore for the past 12 years.
Johanna Macne il BA(Melbourne), Grad Dip ~d Psych (Monash), MBA(Melbou rne Busines.s School). PhD (Melbourne)
Johanna is Senior l ecturer in the ~mployment Relations and 1-luman Resource Management group at the University
of Newcastle. Prior to her appointment at Newcastle in 2007, J ohanna worked for several years as an employment
relations consultant, advising large and primarily unionised client organisations in energy, communications,
distribution, defence and education sectors. Johanna's research and practical expertise is in understanding and
fostering collaborative, collective employment relations. She has publ ished two books on best practice and
benchmarking, as well as articles in journals including the International Journal of ~uman Resource Management, the
Journal of Industrial Relations, and Labour and Industry. J ohanna is Program Convenor for Newcastle University's
well-regarded Master of 1-luman Resource Management Program. She has integrated problem-based learning (PBL)
into her teaching, receiving faculty, university and national awards for these efforts.
About the previous authors
Stephen Deery is Professor of Human Resource Management at King's College, London and was Professor of
Industrial Relations and ~oundation Head of the Department of Management and Industrial Relations, University
of Melbourne. Stephen has published widely in human resource management, call centres, dual commitment, trade
unions and organisational performance.
Janet Walsh is Professor of Human Resource Management and ~mployment Relations at King's College, London and
has previously held appointments at many universities incl uding the University of Melbourne. Her principal areas of
research include human resource management and employment systems, working·ti me, gender and the work-family
interface, and workforce diversity.
David Plowman passed away in December 2013. He was previously a Winthrop Professor at the Graduate School
of Management, University of Western Australia and was ~oundation Director of this school from 1993 to 1999.
In ~ebruary 2013 he won the Vic Taylor Award for a distinguished long-term contribution at the Association of
Industrial Relations Aca demics of Austra lia and New Zealand.
Michelle Brown is Professor of Management (Human Resource Management) at the University of Melbourne. Her
research interests incl ude industrial relations.
Acknowledgments
The authors and McGraw-Hill ~ducation would like to thank the following people for providing feedback on content
and direction for this edition,
Robert Tierney, Charles Sturt University-Bathurst Donella Caspersz, University of Western Australia
Gordon Stewart, Central Queensland University Patrick O'Leary, University of Ballarat
Matthew Bambach, ~dith Cowan University Luke ~aulkner, University of South Australia.
Patricia Todd, University of Western Australia
We would also like to thank the reviewers of the previous edition, whose input has helped shape this book
Doug Davies, University of Canberra Luke ~aulkner, University of South Australia
John King, la Trobe University Christina Howe, Curtin University
Narendra Prasad, University of the South Pacific Susan Johnston, Victoria University
Gordon Stewart, Central Queensland University Greg Patmore, University of Sydney
Janis Bailey, Griffith University David Plowman, University of Western Australia
Doug Davies, Canberra University Natalie van der Waarden, Murdoch University.
As well as the many readers commissioned by the publisher to provide feedback, we would also like to thank the
following people, Ti m Ayres, Marian Baird, Tony Dundon, Bradon ~llem, Andrew ~razer, Russell La nsbury, Ros Larkin
and Sarah Oxenbridge.
~inally, the patience and professionalism of the team at McGraw-Hill ~ducation has been greatly appreciated by
the authors, who especially thank Nicole Meehan, Gurdish Gill, Kate Aylett-Graham, Lindsey Langston and Natalie
Crouch for their ongoing dedication.
Preface
This is the third edition of /;mployment Relations, Theory and Practice and a further evolution of a textbook series
founded by Stephen Deery and David Plowman in 1980.
This third edition builds on the substantial innovations of the first edition while providing fresh accounts of
the rapidly changing employment relations environment in Australia. !;:ach of the first edition's chapters have been
thoroughly updated and refined to incorporate the latest research and regulatory developments. The chapter-by-
chapter pedagogica l features have also been refreshed, with up-to-date news stories from the world of employment
relations, while the highly valued Work Stories, discussion questions and summaries have also undergone a substantial
makeover.
The passage of the federal f:air Work Act 2009 has brought about important procedural and substantive changes
to employment relations which are thoroughly documented and explained in this latest edition. The f:air Work Act
2009 was the Rudd/Gillard government's attempt to strike a balance between competing efficiency and equity
claims- the extent to which this has been achieved is discussed in the pages that follow. Another significant addition
to this book is the new Chapter 9, which traces the expansion of statutory regulation in the areas of minimum
employment standards, equal employment, unfair dismissal, and occupational health and safety. The regulation of
these matters isan important topic for d iscussion, since they frequently touch on individual rights and responsibilities
in the employment relationship.
A strong focus on theory in employment relations is continued in this edition. This commitment to theory is
enhanced by refining and augmenting the theoretical concepts introduced in the first edition, and reinforcing
theoretical accounts in each chapter. Such a dialectic between theory and rapidly changing practice is exciting and
brings a vital sense of relevance to our field. At the same time, it can present significant challenges to the authors
of textbooks. In drafting the pages that follow, we worked hard to keep abreast of developments, which have been
occuring as quickly as the ink dries on our analyses.
We trust that you will enjoy this book and be fascinated, as we are, with the evolution of employment relations
and its influence on all of our lives.
Muk Bray, Peter W ..ing, RH Cooper and Johanna Macneil
~-student
~ learningCentre
.._______
______
., __
____ .,__ ___
,
_.,__ ___. ____
..,_... _____ ...
..---...-....-~...--........ ____
,..
The Online L. .rning Cenlre (OLC) Iha!
·--
---·-·-
accompanies this text helps you get the most
from your course. It provides a powerful ---- - -·---·-...--
-·-------
-·-----
..-·---·---·-...-----· ·-··---- ---
learning experience beyond the printed
page. The OLC contains premium online
resources. Instructors have access to an
--- -·---
-....::.,'".!!.":":.""..!:.=.::"~--
....
/
'
PowerPoint®
presentations
A set of PowerPoint presentations
summarises the key points of each chapter.
eBook Be eSmart.
PowerPoint® presentations
Why study employment relations? A set of Power Point presentations su mma rises
'Work· is a rundamental reature or lire. the key points of each chapter. They may be
We are judged by what we do and. in tum, fonn an downloaded and adapted to suit individual
opinion of others based on their occupations.
instructor requirements or distributed to
'Work' has social. psychological, economic, legal and
students as lecture notes.
political influence.
Unproductive work practices can be costly to
organisations and countries.
Therefore the maximisation of work effort is crucial
for organisational wellbeing.
Certainly linked to HRM but not the same.
The parties
T he four chapters in this part follow the same structure as the previous edition, examining in turn the
state, management, and union and non-union forms of employee representation. ~ach topic has been
thoroughly revisited to take into account recent research as well as organisational and institutional
changes flowing from amendments to the f:air Work Act 2009.
l-lighlighb of this .dition I xvii
Processes
The four chapters on the processes of employment relations have been substantially restructured. As
in previous editions, the chapters aim to introduce relevant concepts as clearly as possible and then
demonstrate their application to the practice of employment relations in Austral ia. Chapter 8 brings
togetherthe statutory regulation of minimum standards with the delegated regulation of modern awards
to provide an account of what has become known in Australia as the 'safety net'. Chapter 9 focuses on
three additional examples of statutory regulation, equal employment opportunity, unfair d ismissal, and
occupational health and safety. The chapter aims to identify the underlying regulatory model to locate
its operation in contemporary employment relations. Chapter 10 combines two topics rarely a nalysed
in other employment relations texts: managerial unilateral ism and individual contracting. Both provide
compelling historical stories as well as continuing contested arenas of practice under the fair Work Act.
The new Chapter 11 is novel: recognising the peculiarities of Australia's modern employment relations
laws , it analyses the traditional concept of collective bargaining in the broader context of collective
agreement making, revealing the reality of both union and non-union proces.ses.
Outcomes
As in p revious editions, the final two chapters analyse outcomes. Chapter 12 focuses on the traditional
concept of industrial conflict, while Chapter 13 explores how employment relations affects the
performance of both enterprises and nations in terms of efficiency and equity. Both of these chapters
have been updated in terms of empirical data and accommodate recent research and public policy
developments.
Text at a glance
fmployment Relations is a pedagogically rich learning resource. The features of the book are especially designed to
encourage and enhance your acquisition of the principal tenets of employment relations.
IN TME TEXT
Learning objectives
The first page of each chapter presents a list
of learning objectives that set out what you
should be able to achieve after completing
the chapter. Revisit them to assess your
competency. Learning objectives are a lso
tagged to the main content in the chapter
to aid understanding and revision.
Margin definitions
Margin definitions highlight key concepts
that students need to know in relation to
each chapter.
WHAT IS THEORY?
n.-y un.1,,, 4-...t .u ,,.,. ,,._,. ... - ,_a,;._
......._...t,M..Scl9 .t,idl-li""o,_o~ffltlN-Jll,io_....dw...W.
,._..,_n.
J ~1..r..--.111 6d611i"'tloioa;,,,. 11o-,, .......1 .... - w..--m. r...1,.
tt.;. .,._..... ..... w .. -i-a6t..r. ,;.,.. -ei,,;.. • .;"'-... ....... w ..;,-.- Th..
IO ......... why a-a.«....-.... 9 ,0U ;,...,.
Ml..._,.;...,. if ill . - fO<pbia •....,;. "" .....i,a, plon1 ;,. o,;.... ;. 2010.,. •
t.tlli...-lir,if .. .-i.....,._ •--•· •
•-------""""
-
.. .......-
.........
ER News •
ER&ws
I Increasing femal
This feature, appearing in every chapter in management
I
at least once, communicates relevant
• - ~,... a-...- o/0-,..-- ... • ......i. to, - . . ..,,.._.,. - -,._ . . a:o.. si..
ol-•lhtlho, ... lo, .................... IO _ _ _.
news stories about employment re lations .,..,..,.....- ..,..o1 . .~.....,........-
............... __..,,... ,.... o 1 _ .................... ...a.p.w1,..i ........ - .. n.., ............ o1
..~ - . , l"-....,iMI_,_.. ..._......,....
issues that have appeared in the press. .......,_h_~_
__.,,,,.,......
-sso- ......1,o{.dtJtl n..-,A,....Jpl..,_1riollodloo-.....,1ootoub,Oti
.....,_ ol lh. Cto. ol .....-
_ ...,....__...,....t_
These stories provide valuable contextual -'"""'--......
.....-o1 _*'-*"-_ _ _ _ .,_..... ~
.......... n.-
................... 'pk,o<ot,J pl-."-"' . . . --.,w 111> '*
Work Story
The Work Stories will enhance your
,_..,.,.......,., ... ..,..tc O.,i.C.1,_......,1.-...i,.-pooo;,d .._ lo>
understanding of chapter themes by -,.io..i.co•- __."°........
presenting five fictional characters and the
hypothetical issues affecting them in their
--
......... ,_ .,..,.., -·~r-..~r-.-dc.oe--.!Mc-•·
__....,..,........__,..-.,
r-
t..Q_.,. ....., .. ...,.... __
""""'""""~°"""'Co......t10;..i
........d .... poffl .....ffl...
....,._, _ _,,..._.
,,_...... ..,.
."-'lf.po,<bpd
. .111o10-..-.. -io- --
..... ~ ~ ·......
_............. . . . .i.....,,
,,
particular workplaces.
~- ..
....;...,
-
............ · ~ h• ......,...._.11,,...,.._1,
..
\
....... ku,d
.._,,..o....c..
l.ohol~ • •
li...i-•-.-t
....
"-""•
Th·~
-.w•
Text ata glance I xix
END OF CMAPTER
Summary
Summary n.• .;g,..f;;c,or,ld..S,...i,,,u,.....clo....ty...&.t... ~ ....~ Q l f ' ·1t..1-,,_..,.._.........,.....,_,..
f..., ..... , ..... - ' -......i-,..-•.
~ach summary is a synopsis that iterates _..,......_ ro..-or
"'• two ...... ~ -plop. ..~ _u,,,.......ti:oe.dbf lh...... ....i 111,o........t.obr
•..,...,t_....., •.,.,
n,. . ..,......ca of ................
IN ..... ~ U.t U-. ~ - - - . ; . , U.. _...,..
ot'- r,.....,. of • ...,.... ,.....• ...,i..i;o.. .....,.,clio,,.d br
'°'- ... """" .,._.... -
.A.ct;... modo cl • ...,....,,_
...................
~-
you an opportunity to think about and discuss 0o..-..... lh.e .....
• 0o_,.,_......... ...., ...ltp,,,ct1_ ........., ...... o1,-.,.-.i...,..___ .......?
different situations directly related to the - ............ ~ - , t . e ~ ....... .._,. . . . . .,.._o1......,._...... _p,ol_ _
Case Studies
~ach chapter concludes with at least one
Case Study illustrating key theoretical
PJJrt I: 200!
concepts. The Case Studies are ·w.-.,..&lh...... ....._..,c_._....... ~.......,,•..,...,.,,......,_....._,..._
"*
""-'......., ..d c...._o th. "-sf, rid. - " '· • ........... " 2$ ~ - c,,...i. pooi..._ ......i ......_
accompanied by discussion questions _ , _ . , G.oll" Oi- O.....o' ~ _....,. - - . . . . . . (PN,,ot ,oQ,)). n..- - ~-.
oir-t,ir, ........ -.)"SC CW... 1ooj. Mi. - ~•......,...p-,
i.-.. ii,, ,oo, cn.,-'9",,
encou raging students to apply those ~ . . . i - " ..... i... - - ....... - - .. . t . p ' f , 0 0 ) ) . ~ . o - - . ~ - - - - -
~ - - · . , , ; a-.,11w,1 ....,..,.,hoo _..,
oll.....,..Ol.l,...!f:1-.,Joo~-•thl•--.
concepts in practice, and explain what is
happening in the case and why.
PBL Cases
A new feature is the inclusion in Chapters 4 to I-low to evaluate cost and benefits of
13 of a problem-based case developed on the work-life balance practices - ~ - ....... -.....
' - -• ..__ ol INP.opl. M.......... t- ..................1,n,l,,ncl .....'I)
principles of problem-based learning (PBL). •~....._....,. .. _ _ (.o+Jo-Tp
lot
t..ll,lo~-h-~,'-h·
.,...._.).. - .......... .....- -.-or'- ~.._(.o+~µ.__.,..,..., ...
This is especially designed to encourage ..-W1hori...__... . . ....,,.,o....,,;;,i;,..i -..i
···-"'*1__. . . . . , . .,.__. _.
.. ~ l o w - ' - ' . . _ ~ . , _ t . , . . r j ~
~......,1,o...a-..a..p,;id:-lhoolJISt -"'oJ
..... -""""' ~ ............. *hoot' ...... - .........
students to develop their skills in solving 'real- _ _..., ........ ,~-'oNOiil.....i~
liloo ...... i . . ~ c - S \....... ..._.._&0oc.... i.o..-,10-i.1o.. .4.p-• .....a.0<~
world' problems-the type of problems they ,oc.0. ...... ~- i... ..... _to,.._.,,~ ~r......~.. _._...
Bibliography IIIUOGRAPHY
.,,,..._,~ei.,.,.r~a..•A-i ~.,1o.1..-. a..n,11.'°'"-""""""""e-s---~
Bibliographies at the end of each chapter
cite referenced sources in full and provide ......
=~~l.W~!t~~..;;;-4-*
- --ia.it.fl.1""1""""''"'..._.. ~
~--s~_.,,,..tM,..,.s....._u,,,_,..,
-·-~~io,,.
0-U.-CM tw...-iW...c-.di,...,.._,,t
........,._......,. .... ,s.-l. ...
~ c - -.. ~ - i - ~
s.---.-..,--fl(-0.-.
~u-s.r.c-
~
Case Studies
At the end of each chapter is one case study detailing various real-life organisations and the specific situations
and people within them. These Case Studies illustrate the key theoretical concepts covered in the associated
chapter. !;:ach study concludes with 'Issues for debate'-a set of questions that ask students to apply the concepts
in practice, and explain what is happening in the case and why. These questions also ask students to consider how
these concepts apply at a more abstract or general level; for example, how could the principles demonstrated in a
particular case apply to other cases, organisations or contexts?
Several cases also provide sources of more detailed information. ~or that reason, teachers may decide that one
or more of the organisations/cases about which there is a great deal of publicly available information (e.g. Qantas,
OneSteel, Westpac or Australia Post) would make a good case study assignment, perhaps with additional questions/
topics to evaluate summative knowledge acros.s a number of weeks. Or teachers may invite guest speakers from
management or unions at the Case Study organisations (or others like them) to come and talk to the class. As with
the other pedagogic features in this book, we encourage students and teachers to actively anchor the theories,
concepts and perspectives they are learning to practical examples and further applications-we think this is the most
effective way to learn.
ER News
!;:R News items can be found in every chapter. These items provide illustrations of various employment-related
issues from Australian media sources on current affairs. They report data, anecdotes, analysis and opinion. Some
focus on companies, some on unions, some on individuals, some on industries, some on government policy and
legislation, and some on academic research. They provide a window to how employment relations news is conveyed
to the public and they should help students understand how concepts play out in the real world. New to this edition
has been the inclusion of discussion questions that accompany each article and guide critical thinking on the issues
presented in the article.
Using the stories, reports., cases and questions I xxi
Students are encouraged to actively read news sources, listen to the radio, browse the internet, watch television
and movies, and talk to their peers, family and colleagues, looking for employment relations 'angles' on work and
organisations. ~or example, each week students could conduct an analysis of a relevant media story, either one in
the book or another they have found themselves, asking questions such as, What is the issue? Who is involved?
What views are reported? I-low can it be interpreted? This type of analysis will help students understand and more
confidently communicate the nature and importance of employment relations.
Work Stories
Work Stories feature in all but one chapter and several chapters contain numerous stories. The Work Stories are
about five different characters.
Name: Terry
Company, PastaCo
Profile, Terry is a sales supervisor for a leading national pasta company. I-le has worked for
13 years with the company and has progressed beyond his basic salesman job of
promoting pasta products to supermarkets and shops to overseeing the work of
seven part-time and full-ti me sales staff.
Name: Susie
Company, 1-lappy Valley local council
Profile, Susie is one of three human resources (I-IR) officers at 1-lappy Valley local council
reporting to the I-IR manager. She helps to manage employment relations and I-IR
issues for council staff employed in very different occupations, such as childcare, parks
and grounds, libraries, roads maintenance, town planning and recreation services.
Name: Li Wen
Company, Seaside Restaurant
Profile, Li Wen works part time as a server at Seaside Restaurant. Li Wen comes from a well-
off family that immigrated to Australia from I-long Kong when she was young. This
job is a way for her to earn some money and gain some work experience before she
graduates from university.
Name: George
Company, Top Trucking Company
Profile, George works in the yard of this trucking company. I-le is a union delegate and a
member of the occupational health and safety (01-l&S) committee.
Name: Pam
Company, Royal Southern 1-lospital
Profile: Pam has worked for over 20 years in a large public teaching hospital, Royal
Southern 1-lospital. More recently, she has taken on a supervisory role as a Nurse
Unit Manager (NUM).
xxii I Using the stories, reports., cas•s and questions
Terry ,(
Susie ,(
Li Wen ,(
Pam ,(
Georce
l;:ach Work Story is designed to illustrate the employment relations challenges faced by these individuals in their
various roles-as workers, worker representatives, supervisors or advisors to management. The various storylines of
the Work Stories run through successive chapters, allowing students to see how the five individuals face a range of
work-employment relations related challenges over a course of time. So, for example, Susie's Work Stories describe
the sort of situations in which a human resource officer might find herself, trying to find a workable approach to
managing absenteeism; analysing the cost of human resources in preparation for competitive tendering; or advising
managers on proper (and legal) human resource procedures.
The Work Stories are designed to encourage a broad, problem-based approach to analysis. This means that there
may be any number of hypotheses that might reasonably explain what is going on in the story, what might happen
next, what might be a more effective course of action to take and how to go about it. These stories are designed to
resemble real life-a lot of views and options, and no easy solution.
We encourage instructors to use the stories in small group discussions. ~ach story has associated questions,
prompting students to consider how the cha racters might analyse and act in the situations in which they find
themselves. The questions can be used to help students prepare before class as well as to guide class discussion.
Alternatively, class discussion about the Work Stories could simply be organised around the following opening
question, what is going on here, and if you were th• main charad•r, what would you do? The stories are designed
to develop two critical employment relations skills-firstly, the ability to identify legitimate plural perspectives on a
situation; and secondly, the ability to make a plausible, defendable argument in favour of an approach to tackling an
issue.
Discussion questions
At the end of each chapter there are discussion questions. There are two types of questions. Some questions are
written to help students revise the chapter material and test their comprehension of the concepts in the chapter.
Students may use these questions or they may be used as lecture or tutorial exercises by instructors. There are also
more general discussion questions that ask What do you think? I-low would this work? I-low have things changed?
These require a broader analysis of the topic and application of the concepts, and may inform longer discussions,
or even be used as es.say questions.
PBL Cases
New to this edition has been the inclusion of a problem-based case, developed on the principles of problem-based
learning (PBL). The PBL methodology organises learning around a real-world problem. The task of defining and
working out how to solve the 'problem' is best done in a group, so everyone gets the benefit of different perspectives
and ideas. Students work together to understand and define the exact nature of the problem, conduct both practical
Using the stories, reports., cases and questions I xxiii
and academic research to learn more about the nature of the problem, and consider the advantages and risks of
different possible solutions. This mirrors what happens in real organisations-in reality, there is seldom one 'right'
answer to a problem or challenge, only solutions that are well-researched and backed up by good evidence and
effective argument.
The PBL Cases in this book reflect challenges that practitioners of employment relations face every day, I-low
do we make sure everyone feels safe and respected at work? ~ow do we make sure our workers are paid and
rostered properly? I-low do we avoid unfair dismissal claims? I-laving any prospect of coming up with a good solution
to these challenges requires a good understanding of the rules that apply, familiarity with how other people and/
or organisations have tackled the same or a similar problem, gathering of evidence (including empirical research) to
inform your thinking, and application of theory to help you explain and predict what is happening, or should happen.
Moreover, the PBL cases pose these questions from the point of view of a range of employment relations
practitioner roles-workplace relations managers, but also union officials, line managers, bureaucrats and consultants-
because, after all, many people have a professional stake in getting employment relations right; and learning to
see problems from different points of view gives us a much richer understanding of the is.sues. Practitioners of
employment relations must be able to put a strong and reasoned argument for a particula r way forward, based
on a deep theoretical, as well as a practical, understanding of different views. Mastery of the P BL approach helps
develop this capability.
We hope that students and teachers find these features useful and interesting, and that they contribute to your
enjoyment of the study of employment relations.
Another random document with
no related content on Scribd:
epäinhimillistä, raakalaismaista, melkein ylittää kaiken sen, mitä
hirmuvaltiaat ovat koskaan tehneet.»
»Mutta te voitte pitää siistinä sen tilan, joka teillä on… ja voitte
välttää olemasta nenäkäs minua kohtaan, jos suvaitsette. Minä
vihaan nenäkkyyttä. Se on merkki alhaisesta mielenlaadusta.»