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 Chapter 6: The Management Perspective

Chapter 6 – The Management Perspective

Chapter Objectives
By the end of this chapter, you will be able to discuss
• the evolving managerial view;
• the growing role of management in the industrial relations system;
• the relationship between business and industrial relations strategies;
• the various management strategies as they relate to unionization; and
• current managerial perspectives and trends.

Chapter Summary

Chapter 6 provides an in-depth review of the management actor of the IR system. The chapter
starts with a historical overview of management views (e.g., Taylorism) and then moves to more
current management perspectives (e.g., high performance HRM). Considerable emphasis is
placed on the role of strategy in HRM, changing management practices, as well as high
performance HRM practices.

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

1. Lecture. Use PowerPoints® to highlight key points of the chapter.
2. Class exercise based on a media story concerning an employer in the local community (or
uses a web clip/video that focuses on the employer’s perspective). Distribute a copy of the
article in class (or present web clip/video via whatever technology exists in the classroom).
Ask students (either in groups or individually) to apply chapter concepts to the article.
3. 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.

Instructor’s Manual to accompany Industrial Relations in Canada, 3e 6-1

Chapter 6: The Management Perspective
Lecture Outline
COMMENTS
A. The Evolving Managerial View
Briefly Review
• Master-servant relationship
• Scientific management (Taylorism)
• Human relations
• HRM and organizational justice
B. Growing Role of Management in IR
Strategic Choice Framework of Kochan,
Katz, and McKersie (KKM)
• Trends in US 1960s-1980s
• Key elements of model (three
levels of decision making, they
must work together over long-term
to achieve major goal)
Canadian implications of KKM
• Does KKM apply in Canada
Business and IR strategies
• Assessment of the external and
internal environments
• Strategy formation
• Strategy implementation
• Strategy evaluation
• HRM strategies (practices,
policies, philosophy
6-2
ACTIVITY
Present Learning Objectives in PPT Slide 6-2.
Prior to start of lecture, have students view/read a
media article that focuses on the employer’s
perspective on a local issue. Alternatively, have
them read the opening CHL vignette or present
YouTube videos concerning Westjet (focuses on
culture):
https://www.youtube.com/watch?v=J07hF8vmq0s
and
CHL players’ lawsuit
https://www.youtube.com/watch?v=YqIey8SXFi8
Review PPT Slides 6-3 and 6-4
Review PPT Slides 6-5 through 6-7
Referring to the article or YouTube videos from
part A, ask students if they feel that Dunlop’s
concept of shared ideology still exists today
(emphasize the increasing role of management and
the fact that, in some cases, we see movement to
union-free workplaces).
Ask students to describe if KKM applies in Canada.
Record views on board, then present arguments
from text.
Present PPT Slides 6-8 and 6-9.
Copyright © 2016 by Nelson Education Ltd.
 Chapter 6: The Management Perspective

COMMENTS ACTIVITY

Management strategies related to unions Ask students to describe how different employers
(including Canadian evidence) may react to unionization (or potential
• Union acceptance unionization). Record answers on a board. Then
• Union avoidance present management strategies related to unions
• Union removal (review PPT Slides 6-10 and 6-11) and link
• Union substitution student points to the four strategies.

Alternatives:

1. Refer to opening article or YouTube clips

(see point A). Have students identify the
management strategy that best identifies the
management view of each article/clip.
2. Prior to class, have speaker from local
business come into class. In next class, ask
students to identify management strategy
related to unions.
3. Ask students to think of where they work
and then identify the management strategy
in their workplace as it relates to unions.

Instructor’s Manual to accompany Industrial Relations in Canada, 3e 6-3

Chapter 6: The Management Perspective

COMMENTS ACTIVITY

C. Current Managerial Perspectives Review PPT Slides 6-12 through 6-17.

Trends
Alternatives for after presentation:
High performance workplaces and 1. Refer to the article or clips used for part A.
practices Have students examine the extent that they
• Ability enhancing practices. can find examples of new managerial
• Motivation-enhancing practices. perspectives/trends.
• Opportunity-enhancing practices. 2. Prior to class, have guest speaker from local
business come in. In next class, examine
Nonunion employee-management (NER) the extent that the speaker discussed
plans examples of new managerial
• Evolutionary perspectives/trends.
• Unity of Interest 3. Ask students to think of where they work
• Union Avoidance and then apply key elements of this section
to their workplace.
• Complementary Voice
4. Ask students to read IR Notebook 6.2.
• Professional Associations
Have them discuss the extent that the
NLMA employment relationship with the
Non-standard work
employer is akin to a union-management
• Employment terms
relationship.
• Location
• Work schedules
• Pay

D. Summary Review PPT Slide 6-18.

End of Chapter Materials

Suggested answers (or teaching points) are in bold.

Discussion Questions

1. Some argue that high-performance work practices, nonunion representation, and nonstandard
work practices are designed to be forms of union substitution and/or union avoidance. Do
you feel this is true? Why or why not?
Potential answer. Many of the items (high-performance work practices, nonunion
representation) are designed to improve employee perceptions of justice and voice.
Justice and voice are key functions of unions and collective representation. Whether
intentional or not on the part of the employer, these practices can be seen as union
avoidance. Non-standard work is more focused on meeting competitive business needs
than employee equity/voice needs – less likely to be a pure union avoidance issue.

6-4 Copyright © 2016 by Nelson Education Ltd.

 Chapter 6: The Management Perspective

2. Many students using this textbook have yet to start a full-time career path. These students
will enter the full-time labour force at a time of massive retirements due to the aging baby
boomers. Do you feel that the movement toward high-performance work practices, nonunion
representation, and nonstandard work practices will continue during these students’ careers?
Justify your answer.
Potential answer. The movement to some of these practices (high-performance work
practices, NER) are designed to improve employee perceptions of justice and voice.
Justice and voice are important to youth – and indeed all workers. This trend will
likely continue in students’ careers – unless NER is seen as less effective than
unionization – then we may see a movement away from NER and towards
unionization.

The movement to non-standard work is largely a response to efficiency and cost

containment. The increased focus on global competitiveness, the need for increased (if
not continuous) availability to the customer base (24 hours a day, 7 days a week, 365
days a year), the global nature of market place (where customers can be from
anywhere in the world), combined with employees increasingly seeking work-life
balance, will likely mean that non-standard jobs will continue long term.

3. Assume you are a labour leader and that you are trying to organize a nonunion firm that has
high-performance work practices and nonunion employee representation practices in place.
What would you tell employees are the advantages of unionization even with these
progressive HRM practices
Potential answer. While the movements to such practices are designed to improve
employee perceptions of justice and voice, the lack of a formal unionization restricts
employee power. Employees, even with these progressive HRM practices and NER, are
still employed under common law. An employee can therefore be fired at any time (no
just cause needed – only issue is notice), and there are no formal, independent third
party dispute resolution requirements (e.g., arbitration), and the employees do not have
the legal right to strike as a formal protest. In short, the employees have less power
relative to formal, certified, union representation.

4. Given the number of multinational companies and companies that operate in both Canada
and the United States, do you believe that Canada will see an increased usage of the union
removal and substitution strategies that are more common in the U.S.? Why or why not?
No set answer here. Students may argue that the history of Canada follows U.S. trends,
the slight decrease in unionization in Canada, and the limited ability of unions to
organize youth may see an increased usage of union removal and substitution strategies.
However, we must also note that Canadian Labour Relations Boards have been less
likely to turn a blind-eye to anti-union activities of employers.

Instructor’s Manual to accompany Industrial Relations in Canada, 3e 6-5

Chapter 6: The Management Perspective

5. In your opinion, can employers expect highly engaged employees who seek to improve the
performance of the firm if they continue to use nonstandard work arrangements? Justify your
answer.
No set answer here. Students may argue that these practices are geared more to meet
business versus employee needs. The evidence to date suggests that employees in
nonstandard work arrangements have fewer benefits, lower wages, and less job security
relative to workers in “standard” jobs. This could result in a less commitment
workplace for employers who use these practices heavily – especially if they are not
buffed with progressive HRM practices (high-performance work practices) discussed in
the chapter.

Using the Internet

1. Many colleges and universities use part-time instructors, faculty, and teachers in addition
to full-time staff. As examples, look at the websites for the Association of Part-Time
Professors at the University of Ottawa (http://www.aptpuo.ca) and the Concordia
University Part-Time Faculty Association (http://www.cupfa.org). Also examine an
article on the Canadian Association of University Teachers, or CAUT, website written by
Diane Huberman-Arnold that outlines the challenges of part-time faculty
(http://www.cautbulletin.ca/en_article.asp?articleid=2185).

On the basis of what you have learned from this chapter, and of insights gleaned from
these websites, why do you think university administrations (i.e., management) use part-
timers and would prefer that they remain nonunion?
Emphasize cost minimization (less benefits, pay etc.), employer flexibility in terms of
staff utilization, hiring, work assignment, termination, etc.

Exercises

1. Have a look at the faculty collective agreement (or handbook if your faculty is not
unionized). Does it contain language concerning any of the current managerial trends in
terms of high-performance work practices, nonunion employee representation, and
nonstandard work practices? Look for keywords like committees, work schedules,
alternative work arrangements, contractual, part-time appointments, quality, teams,
TQM, etc.
Highlight relevant sections.

2. Look at recent job postings for your academic institution. How many of the postings are
for nonstandard work versus permanent full-time work? How many are for unionized
versus nonunionized positions? Highlight trends (note any differences based on
clerical versus non-clerical roles, entry level positions versus senior positions, etc.).

6-6 Copyright © 2016 by Nelson Education Ltd.

 Chapter 6: The Management Perspective

3. In looking at the job postings and/or the collective agreement, would you say your
university or college has a traditional (i.e., hourly or salaried human resources) model or
a high-performance model? Justify your answer.
University is traditional – probably as public sector. Highlight trends (note any
differences based on clerical versus non-clerical roles, entry level positions versus
senior positions, etc.). Discuss whether labour market (supply and demand for
labour) has played a role in any of the differences found.

4. Of the forms of management strategies toward unions, which do you feel exists on your
campus? Why?
Union acceptance likely given public sector, funding of governments (not likely to be
anti-union), highly unionized industry throughout Canada, etc.

Case Questions

Case: Provincial Wine Corporation (PWC)

1. What type of union strategy is PWC using?

Union acceptance – no indication of anti-union activity or desire to become
nonunion – they seek stable and committed workforce

2. Do you see evidence of the managerial trends of high-performance work practices,

nonunion employee representation, and nonstandard work practices present in the case?
High performance work practices such as information sharing and teamwork all
seen as important plus focus on employee commitment. Nonunion representation
does not exist. Nonstandard work practices exist in terms of casual and part-time
staff.

3. Has there been a strong linkage between the industrial relations and business strategies of
the organization? To what extent?
We see linkage as restructuring plan required collective agreement changes (e.g.,
wage increases that were lower than what other provincial employees received as a
way to establish the new organization and enhance job security). The resulting
collective agreement also allowed PWC increased flexibility to hire more part-time
and casual workers.

4. Given the case at hand, what would you suggest the firm do in terms of making changes
to its current strategies?
May need to reinforce training, consider group level variable pay, and any other
reasonable issue given case facts.

Instructor’s Manual to accompany Industrial Relations in Canada, 3e 6-7

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