Industrial Relations In Canada, Second Edition Solution Manual

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Solution Manualto accompanyPrepared byRobert Hebdon and Travor C. Brown

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iiiChapter 1 Introduction...................................................................................................1-1Chapter 2 The Legal Environment................................................................................2-1Chapter 3 Economic, Social, and Political Environments..............................................3-1Chapter 4 Labour History...............................................................................................4-1Chapter 5 The Union Perspective...................................................................................5-1Chapter 6 The Management Perspective........................................................................6-1Chapter 7 Negotiations ..................................................................................................7-1Chapter 8 Collective Agreement Administration ..........................................................8-1Chapter 9 Strikes and Dispute Resolution.....................................................................9-1Chapter 10 Impacts of Unionization.............................................................................10-1Chapter 11 Public-Sector Issues...................................................................................11-1Chapter 12 Globalization of Labour Markets...............................................................12-1Appendix A: Arbitration Simulation: The Case of Bradley Ennis...............................A-1Appendix B: Collective Bargaining Simulation: Consolidated Metals Ltd. (CML).....B-1Appendix C:Collective Bargaining Simulation: Wally’s Janitorial Services..............C-1CC OO NN TT EE NN TT SS

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ivPREFACEThis’s Manual is intended to complementIndustrial Relations in Canada,Second Edition, by Robert Hebdon and Travor C. Brown. The’s Manual is partof an extensive teaching package that includes the following resources (all of which areavailable on the’s Resource CD,ISBN 13:978-0-17-661743-1/ ISBN 10: 0-17-661743-4):1.PowerPoint® presentations that include key figures and tables from the textbook.2.Image Library with figures and tables from the text, allowing instructors to createtheir own presentations. (Note: some figures are unavailable due to copyrightrestrictions.)3.Nelson Education Testing Advantage (NETA) Test Bank and computerizedExamView Test Bank, with over 400 multiple choice, true/false, and short answerquestions, plus answers and page references to the textbook. (NETA is a Nelsoninitiative that ensures that subject-matter experts who author test banks have hadtraining in avoiding common errors in test construction and in developingmultiple-choice test questions that assess higher-level thinking. See the Test Bankfor details.)4.Day One—Prof InClass PowerPoint® presentation that instructors can customizeto orient students to the class and their textbookat the beginning of the courseThis manual was prepared by Robert Hebdon and Travor C. Brown, the authors of thetextbook. It includes the following features to assist instructors in organizing andpreparing for lectures:Chapter ObjectivesSummaryLecture Outlines with teaching activitiesSuggested answers to all end-of-chapterDiscussion Questions, Using the Internet,andExercisesTeaching notes for end-of-chapter Cases and end-of-textbook SimulationsBe sure to visit the book’scomprehensive Web site athttp://www.hrm.nelson.comforadditional student resources, including self-quizzes, and instructor downloads.

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’s Manualto accompanyPrepared byRobert Hebdon and Travor C. Brown

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iiiChapter 1 Introduction...................................................................................................1-1Chapter 2 The Legal Environment................................................................................2-1Chapter 3 Economic, Social, and Political Environments..............................................3-1Chapter 4 Labour History...............................................................................................4-1Chapter 5 The Union Perspective...................................................................................5-1Chapter 6 The Management Perspective........................................................................6-1Chapter 7 Negotiations ..................................................................................................7-1Chapter 8 Collective Agreement Administration ..........................................................8-1Chapter 9 Strikes and Dispute Resolution.....................................................................9-1Chapter 10 Impacts of Unionization.............................................................................10-1Chapter 11 Public-Sector Issues...................................................................................11-1Chapter 12 Globalization of Labour Markets...............................................................12-1Appendix A: Arbitration Simulation: The Case of Bradley Ennis...............................A-1Appendix B: Collective Bargaining Simulation: Consolidated Metals Ltd. (CML).....B-1Appendix C:Collective Bargaining Simulation: Wally’s Janitorial Services..............C-1CC OO NN TT EE NN TT SS

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ivPREFACEThis’s Manual is intended to complementIndustrial Relations in Canada,Second Edition, by Robert Hebdon and Travor C. Brown. The’s Manual is partof an extensive teaching package that includes the following resources (all of which areavailable on the’s Resource CD,ISBN 13:978-0-17-661743-1/ ISBN 10: 0-17-661743-4):1.PowerPoint® presentations that include key figures and tables from the textbook.2.Image Library with figures and tables from the text, allowing instructors to createtheir own presentations. (Note: some figures are unavailable due to copyrightrestrictions.)3.Nelson Education Testing Advantage (NETA) Test Bank and computerizedExamView Test Bank, with over 400 multiple choice, true/false, and short answerquestions, plus answers and page references to the textbook. (NETA is a Nelsoninitiative that ensures that subject-matter experts who author test banks have hadtraining in avoiding common errors in test construction and in developingmultiple-choice test questions that assess higher-level thinking. See the Test Bankfor details.)4.Day One—Prof InClass PowerPoint® presentation that instructors can customizeto orient students to the class and their textbookat the beginning of the courseThis manual was prepared by Robert Hebdon and Travor C. Brown, the authors of thetextbook. It includes the following features to assist instructors in organizing andpreparing for lectures:Chapter ObjectivesSummaryLecture Outlines with teaching activitiesSuggested answers to all end-of-chapterDiscussion Questions, Using the Internet,andExercisesTeaching notes for end-of-chapter Cases and end-of-textbook SimulationsBe sure to visit the book’scomprehensive Web site athttp://www.hrm.nelson.comforadditional student resources, including self-quizzes, and instructor downloads.

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Chapter 1: Introduction’s Manual to accompanyIndustrial Relations in Canada, 2e1-1Chapter 1–IntroductionChapter ObjectivesBy the end of this chapter, you will be able to discuss:the similarities and differences between terms such as labour relations, human resources,employment relations, and industrial relations;a systems framework that can be used to assess and understand industrial relations issues;the differing views in the field of industrial relations; andhow this textbook is structured to follow the industrial relations system framework.Chapter SummaryChapter 1 provides the foundation for the course and the textbook. The chapter starts with adiscussion of the differences between industrial relations (IR) relative to similar disciplines suchas human resources management (HRM) and labour relations (LR). This is followed by a reviewof the IR systems model used to ground the text as well as an overview of the perspectives orviews of IR. The chapter concludes with an overview of how the text is structured.Several of the chapter elements can be delivered in three components:1.Lecture.Use PowerPoints® provided by publisher to highlight key points of the chapter.2.Class exercisebased on a newspaper article or web posting concerning a current (or recent)IR event in the local community. Distribute a copy of article in class (or present via whatevertechnology exists in the classroom). Ask students (either in groups or individually) to applychapter concepts to the article.3.End of chapter cases and exercises. Cases and exercises that examine the field of IR can beutilized at the end of the chapter to test the students on the chapter elements. They can alsobe utilized as test questions, hand in assignments, or in-class exercises.

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Chapter 1: Introduction1-2Lecture OutlineCOMMENTSACTIVITYA.Opening Element:VideoorVignetteB.Important IRTermsComparing and contrasting the field of IRfrom other similar fields is important tohelp students understand focus of course.Briefly ReviewIndustrial relationsLabour relationsHuman Resources Management(HRM)Employee relationsEmployment relationsPresent Learning Objectives inPPT Slide1-2.If technology exists, have students watch a recentstrike media story (or have them readthe chapter-opening vignette:York UniversityStrike). For asampleYouTubeclip, view a segment on the2011Canadapostal strikeathttp://www.youtube.com/watch?v=3LQvXIMomeI.Note this opening item will be used in may places inthis lecture.PresentPPTSlides1-3, 1-4, 1-5, and 1-6.C.IR System–Dunlop’s ModelActorsSpecialized governmentalagenciesHierarchy of managers andrepresentativesHierarchy of workers (non-mgt)and representativesShared ideologyContextsMarket and budgetaryTechnical characteristics of theworkplaceDistribution of power in societyReferring to the itemused in theopeningelement,ask students to define the key parties in anemploymentrelationship.Then,usingPPT Slide1-7, present key actors ofDunlop’s model and discuss the idea of sharedideology. Discuss who from the opening elementrepresents each actor.Refertotheopening vignetteandask students whatoutside factors can impact employment relationshipsand the relationships between the three actors. Then,usingPPT Slide 1-8, present the contexts and webof rules. Finally, discuss which contexts are presentin the opening element.

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Chapter 1: Introduction’s Manual to accompanyIndustrial Relations in Canada, 2e1-3COMMENTSACTIVITYWeb of rulesprocedures for establishing rulessubstantive rulesprocedural rulesCriticismsDescriptive classification systemUnderestimates power andconflictStatic modelCan’t explain decline of USunionsPresent criticisms oftheDunlopModel(PPT Slide 1-9)D.Modified Systems ModelActorsFirst three are similar to Dunlop(Note: difference in names)Note addition of end-userEnvironmental InputsLegalEconomicEcologicalPoliticalSocioculturalInternal InputsGoalsValuesStrategiesPowerDiscuss how Craig adds to Dunlop (PPT Slide 1-10).Have students refer to IR system as presented inFigure 1.1of text (or draw it on board or presentPPTSlide1-11).PresentPPT Slides1-12, 1-13, 1-14, 1-15, and 1-16.Highlight that the model expands on that ofDunlop–emphasize differences relative to Dunlop.Alternatives:1.Have students apply this model to theopening elementused for Dunlop discussion2.After the presentation, have studentscompleteExercise1in thetextbookConversion MechanismsCollective bargainingGrievancesDay to day relationsThird party dispute resolutionmechanismsJoint committeesStrikes/Lockouts

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Chapter 1: Introduction1-4COMMENTSACTIVITYOutputsEmployer OutcomesLabour OutcomesWorker perceptionConflict/Conflict resolutionE.Views of Industrial RelationsNeoclassical EconomicPluralist/InstitutionalHRM/Strategic ChoicePolitical EconomyAsk students what they hear from relatives, friends,media,etc. interms of perceptions of labour unions.Write these on the board.Alternatively, present afew different views fromYouTube.For example:http://www.youtube.com/watch?v=LSlFzdH8Xj4for neoclassical and economic focus as well asstrategic choiceorhttp://www.youtube.com/watch?v=XqLL1KfCgw8orhttp://www.youtube.com/watch?v=NnYDzJkXXVMfor pluralist.Present the common views of IR usingPPT Slides1-17, 1-18, 1-19, 1-20, and 1-21.F.Text LayoutRefer totheTable of Contents. Discuss how thecourse and textbook largely follow the IR systemand that it is grounded in the pluralist/institutionalview.End of Chapter MaterialsSuggested answers (or teaching points) are inbold.Discussion Questions1.IR courses can be taught in business schools, departments of economics, and eveninterdisciplinary centres devoted to IR. Which department best presents the “owner” ofthe course you are nowtalking? Given this “ownership,” to what extent do you thinkeachof the perspectives covered on pages 16-18 will be used to ground your course?Students should be to argue business schools would focus on HRM, Economic; IRCentres would likely focus on pluralist, economic departments would likely focus oneconomic or pluralist perspectives.

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Chapter 1: Introduction’s Manual to accompanyIndustrial Relations in Canada, 2e1-52.Many of your peers may argue that the field of industrial relations is dead and that it hasno relevance to today’s youth. What do you think?While field may be changing, youth need to understand workplace/employmentrelationships, their workplace rights, etc. Consider showing YouTube videohttp://www.youtube.com/watch?v=tqFp4vLTrDworhttp://www.youtube.com/watch?v=m8CNZLQKwcU&feature=related3.Unions are increasing their focus on youth workers. In your opinion, what should unionsdo to make them more appealing to youth?Focus on issues relevant to youth, job security, work-life balance, fair pay, benefits;make it fun and social etc. Consider showing YouTube videohttp://www.youtube.com/watch?v=tqFp4vLTrDworhttp://www.youtube.com/watch?v=m8CNZLQKwcU&feature=related4.Many industrial relations courses are taught in business schools. From your perspectiveshould industrial relations courses be required in business schools?While field may be changing, those entering the field of business need to understandworkplace/employment relationships, their workplace rights, legal obligationsrelated to unions etc. Also, much of global economy is unionized (e.g., Europe).Using the Internet1.To what extent does the structure of these graduate programs reflect the industrialrelations system shown in Figure 1.1? (e.g., are there courses in economics, law, etc.?).Show how courses ‘match’ the external inputs, conversion mechanisms and outputsof Figure 1.12.Which of the industrial relations views discussed in this chapter do you feel is prevalentin each school?Given Canadian context, institutional/pluralist likely the focus3.Judging from the information provided on these websites, what types of careers areavailable in the IR field?Management, union leader, HRM, law, policy maker, arbitrator, professor, etc.Exercises1.Go the hard copy or the online edition of a large, national newspaper. Using the IRsystem presented in this chapter, can you see elements of external inputs andconversation mechanisms in the quote? How many of the actors are covered in thearticle?Emphasize the relevant elements of external inputs, actors, conversionmechanisms and outputs from Figure 1.1.

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Chapter 1: Introduction1-62.Most university faculties are unionized. Examining the university you are currentlyattending(Refer to Figure 1.1)a.name and identify the main actors of the industrial relations system(Name of educational institution, faculty association (if applicable), andgovernmental agencies / LRB)b.discuss the relevant internal inputs of these actors.Discuss goals, values, strategies and power of these actors with specialemphasis on employment relationships.c.identify the external inputs that you feel have the greatest impact on the actors atthis time.Likely that economic is key.3.University calendars are available in a variety of places (e.g., libraries, registrars’ offices,and university web pages). Take a look at your university’s calendar and examine wherecourses relevant to this textbook are being taught. (Hint: Look at faculties anddepartments of business, economics, history, sociology, psychology, industrial relations,and political science.) In reading these course descriptions, do you see differing views ofindustrial relations?Business (pluralist, neoclassical economics, HRM/Strategic Choice), economics(neoclassical economics), history (political economy, pluralist), sociology (pluralist),psychology (HRM/strategic choice), industrial relations (all), and political science(institutional, political economy).4.Professors who teach industrial relations come from a broad range of backgrounds, andmost schools have websites listing professors’ education, teaching experience, andresearch areas. Take a look at the web pages of the faculty who teach topics related toindustrial relations. Based on the website data provided, which of the industrial relationsviews do you expect to see emphasized in their courses?Make sure view is justified based on data available.5.Watch the national or local evening news. Examine the articles you find that cover issuesrelated to employment relationships and then group them into three themes: (a) collectivebargaining, (b) strikes, and (c) other areas. Is there a predominant theme? If so, why doyou think this theme exists?Theme strikes or collective bargaining break-downs.Why? It is often due toimpact on the fourth actor (end-user).

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Chapter 1: Introduction’s Manual to accompanyIndustrial Relations in Canada, 2e1-7Case QuestionsMetrobus Strike1.Using the industrial relations model presented in this chapter (Figure 1.1),a)Identify and name the actors in the case.Employer =Metrobus, Labour = ATU, Government/Agencies = mostlyprovincial government, also mayor of city (O’Keefe) and labour relationsboard given discussion of mediator, End-users = Citizens, Bus customersb)Discuss what external inputs you feel are most relevant in this case:Economic (cost of benefits relative to other employers), Political givendiscussion of back to work legislationc)Name and indentify the conversion mechanisms and outputs presented in the case:Conversion Mechanisms: Collective bargaining, third-party dispute resolution,strike; Outputs: strike, potentially employee outcomes (benefits, wages)2.To what extent are Barbash’s concepts of equity and efficiency echoed in the argumentsof labour and management in this case?Management is focused on efficiency and cost; union is focused on equity in terms ofbenefits and wages.

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Chapter 1: Introduction’s Manual to accompanyIndustrial Relations in Canada, 2e1-1Chapter 1–IntroductionChapter ObjectivesBy the end of this chapter, you will be able to discuss:the similarities and differences between terms such as labour relations, human resources,employment relations, and industrial relations;a systems framework that can be used to assess and understand industrial relations issues;the differing views in the field of industrial relations; andhow this textbook is structured to follow the industrial relations system framework.Chapter SummaryChapter 1 provides the foundation for the course and the textbook. The chapter starts with adiscussion of the differences between industrial relations (IR) relative to similar disciplines suchas human resources management (HRM) and labour relations (LR). This is followed by a reviewof the IR systems model used to ground the text as well as an overview of the perspectives orviews of IR. The chapter concludes with an overview of how the text is structured.Several of the chapter elements can be delivered in three components:1.Lecture.Use PowerPoints® provided by publisher to highlight key points of the chapter.2.Class exercisebased on a newspaper article or web posting concerning a current (or recent)IR event in the local community. Distribute a copy of article in class (or present via whatevertechnology exists in the classroom). Ask students (either in groups or individually) to applychapter concepts to the article.3.End of chapter cases and exercises. Cases and exercises that examine the field of IR can beutilized at the end of the chapter to test the students on the chapter elements. They can alsobe utilized as test questions, hand in assignments, or in-class exercises.

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Chapter 1: Introduction1-2Lecture OutlineCOMMENTSACTIVITYA.Opening Element:VideoorVignetteB.Important IRTermsComparing and contrasting the field of IRfrom other similar fields is important tohelp students understand focus of course.Briefly ReviewIndustrial relationsLabour relationsHuman Resources Management(HRM)Employee relationsEmployment relationsPresent Learning Objectives inPPT Slide1-2.If technology exists, have students watch a recentstrike media story (or have them readthe chapter-opening vignette:York UniversityStrike). For asampleYouTubeclip, view a segment on the2011Canadapostal strikeathttp://www.youtube.com/watch?v=3LQvXIMomeI.Note this opening item will be used in may places inthis lecture.PresentPPTSlides1-3, 1-4, 1-5, and 1-6.C.IR System–Dunlop’s ModelActorsSpecialized governmentalagenciesHierarchy of managers andrepresentativesHierarchy of workers (non-mgt)and representativesShared ideologyContextsMarket and budgetaryTechnical characteristics of theworkplaceDistribution of power in societyReferring to the itemused in theopeningelement,ask students to define the key parties in anemploymentrelationship.Then,usingPPT Slide1-7, present key actors ofDunlop’s model and discuss the idea of sharedideology. Discuss who from the opening elementrepresents each actor.Refertotheopening vignetteandask students whatoutside factors can impact employment relationshipsand the relationships between the three actors. Then,usingPPT Slide 1-8, present the contexts and webof rules. Finally, discuss which contexts are presentin the opening element.

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