Year
2024Credit points
10Campus offering
Prerequisites
HRMG200 Applied Human Resource Management OR HRMG207 Introduction to Human Resource Management
Incompatible
PERS302 - Employment Relations
Teaching organisation
3 hours per week for twelve weeks or equivalent.Unit rationale, description and aim
This unit explores the field of employment relations, the key parties to the employment relationship, the institutional and legal framework, and processes. Students will learn about the various schools of thought, and the significant role of institutions and regulation in governing the employment relationship, especially the role of the commission. Students will apply their knowledge of employment relations to the causes and management of conflict and disputes, advocacy and negotiation, interpreting legal frameworks, wage bargaining, employer strategies, and the practical application of policies. Current debates and policy issues will be explored and analysed, with consideration of social justice principles, fairness and worker rights.
This unit will enhance student knowledge of employment relations theory and debates to effectively manage various stakeholder interests and develop solutions to employment relations problems. Students will also develop communication and negotiation skills to effectively manage the parties and develop sound employment relations policies and processes.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Explain the parties and institutions involved in the employment relationship (Employers, Unions, Employer Associations and the State apparatus), the legal framework and contextual setting | GC1, GC2 |
| LO2 | Understand the significance of how values, context and agency shape the employment relationship; and critique the different schools of thought (Pluralist, Unitarist and Radical) | GC1, GC7 |
| LO3 | Develop a sound grasp of the processes, practices and laws governing employment relations, and identify and explain issues affecting the parties, with consideration of policy implications and social justice issues | GC2, GC4 |
| LO4 | Build strong communication skills (oral and written), negotiation and advocacy skills. | GC2, GC12 |
Content
Topics will include:
- Employment relations theory and values and key parties (unions, workers and the state)
- The legal framework; role of the state, rule making and arbitration
- Minimum employment standards, worker protection
- The award system/enterprise agreements/contract of employment/negotiation and bargaining
- Employee voice and representation
- Conflict in the employment relationship, role of FWC in disputes/mediation
- Social justice and fairness at work; equity, discrimination, vulnerable workers
- Workplace Health and Safety
- Labour market trends and outcomes, productivity and wage growth.
- Contemporary issues; future of work, wage underpayments, gig economy, insecure work, international developments
Learning and teaching strategy and rationale
Mode of delivery: This unit is offered in different modes to cater to the learning needs and preferences of a range of participants and maximise effective participation for isolated and/or marginalised groups.
Attendance Mode
In weekly attendance mode, students will require face-to-face attendance in specific physical location/s, by attending a 2-hour workshop. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront reading and preparation before workshops, in student’s own time (asynchronous). Workshops involve more interactive sessions, involving in person discussions and activities to maximise engagement and student learning outcomes. These workshops are designed to support and encourage students to actively participate in the development of unit content, both individually and collaboratively with peers. By attending and actively participating in workshops, students will optimise their learning.
Blended mode
This unit takes an active learning approach to guide students in the development of knowledge associated with employment relations. Students can explore the knowledge base underpinning employment relations in a series of on campus workshops. These workshops are designed to support students to actively participate in the development of this knowledge both individually and in groups. By participating in these workshops, students will systematically develop their understanding of the critical aspects of employment relations and how to design solutions to employment relations problems. This unit takes an experiential approach to support students in developing the skills required to effectively manage employment by sharing stories and insights and reflecting on experiences. This approach is designed to interest students who prefer to learn within a social environment and builds in expert support for skills development.
ACU Online
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.
Assessment strategy and rationale
In order to pass this unit, students are required to complete and submit three graded assessment tasks and achieve an aggregate mark of at least 50%. Marking will be in accordance with a rubric specifically developed to measure their level of achievement of the learning outcomes for each item of assessment. Students will also be awarded a final grade which signifies their overall achievement in the Unit. The assessment strategy for this Unit allows students to sequentially develop their knowledge and skills of employment relations and legal frameworks to the point where they can develop a responsible solution to resolve a contentious employment relations issue. To develop this level of capability, students will demonstrate their knowledge of employment relations in a business report, further develop their understanding by participating in a simulated workplace negotiation and then apply their knowledge and understanding to analyse a contentious employment relations case and provide a recommendation in the final assessment task.
Overview of assessments
Blended mode
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities |
|---|---|---|---|
Assessment Task 1: Business Report: This assessment task is a project that involves researching and analysing a key topic in employment relations using a specific case study organisation. It requires students to build on the activities conducted during workshops in weeks 1-6. This includes requiring students to apply their understanding of awards and enterprise agreements, interpreting clauses and understanding the key issues that relate to the chosen real life case study organisation, and the challenges that it presents for Employment Relations practitioners. The purpose of the report is to inform your ER/HR Director ahead of the next round of bargaining and negotiations with the workforce. You will also be required to highlight any current trends or policy issues and implications for practice. Submission Type: Individual Assessment Method: Business Report Artefact: Written Report | 20% | LO2, LO3 | GC1, GC2, GC4, GC7 |
Assessment Task 2: Simulated workplace negotiation: This assessment task consists of a 10-minute video recording of a negotiation simulation, supported by a script. Utilising the knowledge gained in this unit, students will apply their critical thinking skills to resolve a workplace problem, with consideration of the local context, policy debates and global perspectives. Submission Type: Group Assessment Method: Presentation with script Artefact: Oral/Visual Media Presentation | 40% | LO1, LO4 | GC1, GC2, GC12 |
Assessment Task 3: Reflective Analysis This assessment task consists of an 1800-word reflective analysis. Students are required to apply and integrate the concepts, models, and theories from this unit to develop and present a recommendation on an employment relations issue. This recommendation will be based on your understanding of the difference between theory and reality in your experience considering application of the common good and ethics in an employment relations example. Submission Type: Individual Assessment Method: Reflective Analysis Artefact: Written paper | 40% | LO2, LO3 | GC1, GC2, GC4, GC7 |
Online
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities |
|---|---|---|---|
Assessment Task 1: Business Report: This assessment task is a project that involves researching and analysing a key topic in employment relations using a specific case study organisation. It requires students to build on the activities conducted during workshops in weeks 1-6. This includes requiring students to apply their understanding of awards and enterprise agreements, interpreting clauses and understanding the key issues that relate to the chosen real life case study organisation, and the challenges that it presents for Employment Relations practitioners. The purpose of the report is to inform your ER/HR Director ahead of the next round of bargaining and negotiations with the workforce. You will also be required to highlight any current trends or policy issues and implications for practice. Submission Type: Individual Assessment Method: Business Report Artefact: Written Report | 20% | LO2, LO3 | GC1, GC2, GC4, GC7 |
Assessment Task 2: Simulated workplace negotiation: This assessment task consists of a 10-minute video recording of a negotiation simulation, supported by a script. Utilising the knowledge gained in this unit, students will apply their critical thinking skills to resolve a workplace problem, with consideration of the local context, policy debates and global perspectives. Submission Type: Individual Assessment Method: Presentation with script Artefact: Oral/Visual Media Presentation | 40% | LO1, LO4 | GC1, GC2, GC12 |
Assessment Task 3: Reflective Analysis This assessment task consists of an 1800-word reflective analysis. Students are required to apply and integrate the concepts, models, and theories from this unit to develop and present a recommendation on an employment relations issue. This recommendation will be based on your understanding of the difference between theory and reality in your experience considering application of the common good and ethics in an employment relations example Submission Type: Individual Assessment Method: Reflective Analysis Artefact: Written paper | 40% | LO2, LO3 | GC1, GC2, GC4, GC7 |
Representative texts and references
Ainsworth, S., & Knox, A. (2022). “A bridge too far?” Ideas, employment relations and policy‐making about the future of work. Industrial Relations (Berkeley), 61(1), 68–89. https://doi.org/10.1111/irel.12295
Baird, M., Frino, B., & Williamson, S. (2009). Paid Maternity and Paternity Leave and the Emergence of 'Equality Bargaining' in Australia: an Analysis of Enterprise Agreements, 2003-2007. Australian Bulletin of Labour, 35(4), pp. 671-691.
Behrens, M., Colvin, A. J. S., Dorigatti, L., & Pekarek, A. H. (2020). Systems for Conflict Resolution in Comparative Perspective. Industrial & Labor Relations Review, 73(2), 312–344. https://doi.org/10.1177/0019793919870800
Bray, M. Waring, P. Cooper, R. and MacNeil, J. (2018). Employment Relations, 4e, North Ryde, McGraw-Hill.
Clibborn, S. (2019). Australian industrial relations in 2018: Inequality, policy stagnation and a brewing storm. Journal of Industrial Relations. 61(3), 318-325.
Clibborn, S. (2021). Australian industrial relations in 2020: COVID-19, crisis and opportunity. Journal of Industrial Relations, 63(3), 291-302.
Fair Work Act 2009 and Regulations Amendments https://www.fairwork.gov.au/about-us/legislation
Fair Work Commission: https://www.fwc.gov.au/about-us/legislation-and-regulations
Fells, R., Caspersz, D., & Leighton, C. 2018. The encouragement of bargaining in good faith – A behavioural approach. Journal of Industrial Relations, 60(2), 266-281.
Gill, C., & Meyer, D. (2013). Union presence, employee relations and high performance work practices. Personnel Review, 42(5), 508-528.
Isaac, J. (2018). Why Are Australian Wages Lagging and What Can Be Done About It?. Australian Economic Review, 51, 175-190.
Kaufman, B.E., Barry, M., Wilkinson, A., Lomas, G., & Gomez, R. (2021). Using unitarist, pluralist, and radical frames to map the cross-section distribution of employment relations across workplaces: A four-country empirical investigation of patterns and determinants. Journal of Industrial Relations, 63(2), 204–234. https://doi.org/10.1177/0022185620977578
Lansbury, R. (2021). Workplace reform: a new social contract for Australia. Asia Pacific Journal of Human Resources, 59(4), 541–553. https://doi.org/10.1111/1744-7941.12287
Markey, R. (2020). The impact of the COVID-19 virus on industrial relations. Journal of Australian Political Economy, (85), 147–154. https://search.informit.org/doi/abs/10.3316/INFORMIT.213328906561584
McCrystal, S. (2019). Why is it so hard to take lawful strike action in Australia? Journal of Industrial Relations, 61(1), 129–144.
Pekarek, A., Landau, I., Gahan, P., Forsyth, A., & Howe, J. (2016). Old game, new rules? The dynamics of enterprise bargaining under the Fair Work Act. Journal of Industrial Relations, 59(1), 44-64.
Peetz, D. (2021). Is industrial relations reform the road to recovery in monopsonistic labour markets? The Economic and Labour Relations Review : ELRR, 32(3), 417–436. https://doi.org/10.1177/10353046211015786
Rubery, J., & Hebson, G. (2018). Applying a gender lens to employment relations: Revitalisation, resistance and risks. Journal of Industrial Relations, 60(3), 414-436.
Shaw, A., McPhail, R., and Ressia, S., 2018. Employment Relations, 2nd edition. South Melbourne, Cengage Publishing.
Stewart, A., 2018. Stewart’s Guide to Employment Law, 6th edn. Annandale, Federation Press
Van Gramberg, B., Teicher, J., Bamber, G. J., & Cooper, B. (2020). Employee Voice, Intention to Quit, and Conflict Resolution: Evidence from Australia. Industrial & Labor Relations Review, 73(2), 393–410. https://doi.org/10.1177/0019793919876643
Williamson, S, Foley, M, Cartwright, N. (2019). Women, work and industrial relations in Australia in 2018. Journal of Industrial Relations, 61(3), 342-356
Wilkinson, A., Townsend, K., & Burgess, J. (2013). Reassessing employee involvement and participation: Atrophy, reinvigoration and patchwork in Australian workplaces. Journal of Industrial Relations, 55(4), 583-600.
Journals
The Journal of Industrial Relations
Economic and Industrial Democracy
ILR (Industrial and Labor Relations) Review
British Journal of Industrial Relations
Relations Industrielles/Industrial Relations
European Journal of Industrial Relations