INDUSTRIAL RELATIONS (BM106) COURSE OUTLINE
PURPOSE OF THE COURSE
The fundamental concern of Industrial Relations as a field of study is with investigating the
nature of the relationship that exists between an employer and his or her employees – or the
employment relationship, as it is generally known. The main aim of this course is to introduce
students to the theories, institutions and practices of Industrial Relations. The module examines
the role and objectives of the main actors in the employment relations – employers, employees
and trade unions and the government, and their interactions in collective bargaining, employee
involvement/participation, conflict resolution and expression and the termination of the
employment relationship
ASSESSMENT
There will be at least two assignments (presentations) and one mock exam during the semester.
Tutorials will also be conducted with students addressing industrial relations issues as directed.
Evaluation of the course will be based on the final examination contributing 70% of the grade
and coursework contributing 30%.
LEARNING AND TEACHING
There will be four hour lectures (VS), three hour lectures (CDP/PDP) and one hour tutorials. The
tutorials are an integral part of the course and it is expected that much of learning and application
of theoretical concepts will be achieved through these tutorials which are compulsory. You are
required to do preparatory reading for all sessions.
CONTRIBUTION TO CLASS DISCUSSION
Constructive contribution to class discussion is an integral part of the course. Your contribution
will be evaluated by the lecturer, who will consider your preparation for class discussion of cases
and readings, presentation skills, and willingness to commit yourself in front of the class.
Attendance, timely arrival for class and significance of contribution are important elements of
your overall evaluation. The significance of the contribution is evaluated for both quality and
quantity.
ACCEPTABLE BEHAVIOUR IN CLASS
Students are expected to behave well and responsibly during lecture hours. Any student who
attempts to break or breaks this code of conduct would be asked to leave the class. The use of
cellular phones in class, for instance, will not be tolerated
SYLLABUS
UNIT 1
Industrial Relations: Concept – Definition – Significance – Objectives – Scope –
Approaches – Principles of good industrial relations – Role of State, Employers and
the Unions in industrial relation.
UNIT 2
Trade Unionism and Industrial Relations: Labour movement – Concepts – Trade
union movement – Development of trade unionism in Indian – Functions and
problems of trade unions.
International Labour Movement – International Confederation of Free Trade Unions
(ICFTU) – World Federation of Trade Unions (WFTC) – International Labour
Organisations (ILO) – Origin, history, objectives and functions.
UNIT 3
Industrial Disputes: Meaning – Causes – Forms – Industrial relations machinery –
Joint consultation – Works committee – Conciliations – Court of Enquiry –
Voluntary arbitration – Adjudication.
Employee Discipline: Definition – Causes of indiscipline – Code of discipline –
Disciplinary procedure – Code of conduct.
Grievance Handling: Meaning of grievances – Causes of grievances – Guidelines
for grievance handling – Grievances redressal procedures.
UNIT 4
Worker’s Participation in Management: Meaning – Significance – Forms –
Situations in Zim. Collective Bargaining: Meaning – Significance – Principles –
Process – Training methods – Evaluation of training and retraining.
Wage Administration and Industrial Relations – Wage policy – Objectives – Wage
regulation machinery – Wage Board: Growth and development – Composition and
functions – Evaluation of wage bonds.
UNIT 5
Employee Communication: Meaning - Significance - Types – Barriers – Methods of
overcoming barriers – Principal of effective communication - Employee Education
and Training – Concept – features – Aims and objects – Contents – Teaching
techniques – Training Schemes.
UNIT 6
Employee health, safety and security: Meaning – Significance – Programmes –
Employee Counseling: Meaning – Significance – Types and Process – Conflict management:
Meaning – Types of conflict episode – management of conflict – Quality circle: Meaning –
Objectives – Techniques.

Introduction

Developments in employee involvement and participation.
STRUCTURE, SPELLING AND GRAMMAR
All internal assessment should be structured correctly (i.e. Introduction; body/discussion;
conclusion) and include a reference list (in alphabetical order). It is also expected that spelling
and grammar be accurate. Proof-read as spell check alone cannot be relied upon. Poor structure,
spelling or grammar detracts from the quality of your discussion or argument. This will be
reflected in your grade.
PLAGIARISM
Plagiarism is failing to acknowledge others’ ideas or work. This can take a variety of forms, from
directly quoting someone without acknowledgment, to changing the words around a bit without
acknowledgment; essentially passing off someone else’s idea(s) as your own. This is a serious
offence and will carry severe consequences.
REFERENCING
At the end of essay /case/assignment list material alphabetically.
Books/texts should be acknowledged in the following format: Adams, R. (1987). Industrial
relations. New York: McGraw Hill.
Journals/periodicals: Brown, F. (1983). Equity in pay. Journal of Work. 19(1):372-396.
Cases: Crothals v Clothing Workers Union. [1988] NZLR 6911.
Acknowledging others’ work referred to in your essay/case/ assignments, and thus avoiding
plagiarism (see above) can be easily achieved by adopting the following approach:
Indirect quotes:
Adams (1990) has claimed that …. It has been shown (Brown, 1983; Adams 1990) that …
Direct quotes:
While as argued absolute level of pay… it has also been claimed that “relativities beyond any
doubt are…” (Adams, 1987:392). Note: ensure that direct quotes are relevant, necessary and
brief. They should only be used in circumstances where you believe that paraphrasing the point
made by the original author would be lost if it was not directly quoted. Quotes do not show your
marker that you have understanding of an issue, just that you can copy something out that you
think is relevant. So use them sparingly and wisely.
OTHER POINTS:
If Brown has two or more publications in one year refer to them as 1983a, 1983b, etc.
If you want to cite or quote someone who has been cited or quoted by someone else:
It has been claimed that “there is no such thing as industrial relations as any sort of separate topic
in itself” (Douglas, 1981:2, cited in Geare, 1995:6).
ASSIGNMENTS
Assessment Item #1 – 30 marks
Research Assignment – Due
Identify an issue that is no older than 1st June and analyse, firstly its treatment in a range
of media sources and secondly, its implications for government, business and society (1500
words).
Format for Research Assignment
1. Identify Issue and show how it links to government, business and society
(200 words).
2A. Research – Find Sources
a. Radio or Television news – be specific about time, date, channel.
b. Newspaper article (attach the news article)
c. Blog (attach the first page of the blog)
d. Scholarly Journal article which supports the theoretical framework at the centre of
the issue (attach the front page).
e. Scholarly Journal article which opposes the theoretical framework at the centre of
the issue (attach the front page).
2B. Research - Analyse sources
Discuss the similarities and differences in the treatment of this issue by the various
sources. (Be sure to reference all material) (300 words).
3. Link the issue to a theoretical framework in BM 106 (250 words).
4. Analyse the implications for
Government
(250 words)
Business
(250 words)
Society
(250 words)
Penalties apply for late submission of assignments. The penalty is 10% of the total mark
available per day, including weekends. If you do not acknowledge your sources, with intext references and a reference list, this is regarded as academic dishonesty and penalties
apply.
EXAM (THREE HOURS)
The exam comprises:
1. A compulsory case study section, worth 40%; and
2. Five essay questions from which you choose 3 essays worth 20% each.
SOME IDEAS AND HINTS TO HELP YOU ANSWER FINAL EXAM QUESTIONS.
Every essay should have a structure, and the same applies to the final exam essays. The basic
structure for an essay is an introduction, main body and finally, a conclusion.
UNDERSTANDING THE QUESTIONS:
The first thing examiners want to know is “Has the student answered the question?” You should
always read the question carefully. Several minutes should be spent thinking about the questions,
working out a plan. Read and interpret the question carefully, in order to help focus your
attention, re-read each question underlining key words and terms.
ANSWER THE QUESTION:
Be careful to distinguish between what you would like to put down or know, and what the
question really asks for. It is easy to write what first comes into your head on the topic, but this
may neither answer, nor offer the examiner a planned approach.
PLAN YOUR ANSWER:
Marks are not given away for facts, but the way these facts are organised. Therefore, it pays to
note down points that come to mind separately, then number these points according to their
importance and the way the question is worded. Some students prefer to sketch a diagram and so
develop relationships and the degree of importance of the ideas that way. The examiner will be
pleased to see you have taken the time to plan and organise your answer before proceeding on to
write it. These plans can be crossed out so the marker knows that the plans are not part of your
answer.
STRUCTURE YOUR ANSWER:
What the examiner looks for is a concise, readable, well-presented piece of work that answers
the question. Make sure your answer is easy to absorb, and that important ideas are not wrapped
up in a tangle of words.
CHECK YOUR ESSAY WHEN COMPLETED:
Read it through quickly when it is completed to check spelling and grammar, these details can
create a strong negative impression on the marker.
IN THE EXAM ROOM:
Read the exam paper carefully, and mark the questions you are going to answer. Ignore other
students who have started to write. You are going to work at your own pace.
DIVIDE YOUR TIME:
After reading through the exam paper, divide up the remaining time according to the question’s
value in marks. If you start running short of time on a question, decrease the amount detail you
are putting in. Make sure you get the main points down in a brief paragraph form. Finish with a
conclusion to round off. In the event of an error in your timing, put down the ideas in rapid note
form. Remember the first few marks for each question are the easiest to pick up. DO THE
REQUIRED NUMBER OF QUESTIONS.
IMPORTANT POINTS:
Compare: Look for qualities or characteristics that resemble each other. Emphasize the
similarities among them, but also mention the differences.
Contrast: Stress the dissimilarities, differences, or unlikeness of things, qualities, events or
problems.
Criticize: Express your judgment about the merit or truth of the factors or views mentioned.
Give the results of your analysis of these factors, discussing their limitations and good points.
Define: Give concise, clear, and authoritive meanings. Don’t give details, but make sure to give
the limits of the definition.
Describe: Recount, characterize, sketch, or relate in sentence or story form.
Discuss: Examine, analyse carefully, and give reasons, pro and con. Be complete and give
details.
Evaluate: Carefully appraise the problem, citing both the advantages and limitations. Emphasize
the appraisal of authorities and, to a lesser extent, your personal evaluation.
Explain: Clarify, interpret, and spell out the material you present. Give the reasons for
differences of opinion or of results, and try to analyse causes.
Illustrate: Use concrete examples to explain or clarify a problem.
Interpret: Translate, give examples of, solve, or comment on, a subject, usually giving your
judgement about it.
Justify: Prove or give reasons for decisions or conclusions, taking pains to be convincing.
List: Write an itemised list of concise statements.
Outline: Organise a description under main points and subordinate points, omitting minor details
and stressing the arrangement or classification of things,
Prove: Establish that something is true by citing factual evidence or giving clear logical reasons.
Relate: Show how things are related to, or connected with, each other or how one causes
another, correlates with another, or is like another.
Review: Examine a subject critically, analyzing and commenting on the important statements to
be made about it.
State: Present the main points in brief, clear sequence, usually omitting details, illustrations or
examples.
Summarize: Give the main points or facts in condensed form, like the summary of a chapter,
omitting details and illustrations.
Trace: In a narrative form describe progress, development, or historical events from some point
of origin.
REFERENCES
Fossum, J.A. (1999) Labour Relations—Development, Structure, Process. Irwin McGraw-Hill.
Farnham, D. and Pimlott, J (1993) Understanding Industrial Relations. Cassell Education Ltd.
Katz, H.C. and Kochan, T.A. (2000) An Introduction to Collective Bargaining and
Relations. Irwin McGraw-Hill.
Salamon, M. (1987) Industrial Relations: Theory and Practice. Prentice-Hall
Bendix, S. (2004). Industrial Relations in South Africa. Revised Juta
The Labour Act chapter 28.01
NB: This course outline may change as resources and circumstances require.
Industrial