1. Complete your ‘Entry Card’?
Complete your ‘Entry Card’. This relates to your extended study task! [5mins]
LO1) To explain the role of trade unions in maintaining employer and employee relationships (including how they are thought of by employer/employee)

2. Learning Objectives TOPIC: Topic 2: Human Resources
LESSON TITLE: Employee and Employer Relations
COMPETENCY FOCUS:
Feelings & Reactions (S3): students will reflect upon the feelings and reactions of both employees and employers involved in an industrial dispute and in the reconciliation process and also how the employee might be feeling to decisions made by the employer, so much so that they decide to take action.
[IB Learner Profile Development: Communicator]
Learning Objectives
By the end of the lesson, you should be able to…
LO1) To explain the role of trade unions in maintaining employer and employee relationships (including how they are thought of by employer/employee)
LO2) To discuss how industrial relations have changed over the last 50years and their effects on businesses (including employer and employees reactions to TUs at different times)
LO3) To evaluate the possible advantages and disadvantages of employee representation in an organisation for both the employer and employee.
SMSC: Students will consider the change in cultural beliefs of joining a TU today compared with 50years ago, contributing to union density.
CRITICAL THINKING KEY:
Knowledge Application Analysis Evaluation
(AO1) (AO2) (AO3) (AO3/AO4)

3. Keywords
Dispute Trade Union Industrial Action Collective Bargaining Trade Union Recognition Conciliation Arbitration Single-union Agreement No-strike Agreement

4. What is happening in this image?
Choose one person from the image and describe what they might be thinking/feeling?
In 1947 a union official addresses London dockers. In the post-war years efforts were made by the unions to recruit new workers coming into British industry.

5. Why Join a Trade Union?
LO1) To explain the role of trade unions in maintaining employer and employee relationships (including how they are thought of by employer/employee)

6. Why Join a Trade Union? Power through solidarity
Collective industrial action =powerful
Unions provide legal support
Unions pressurise employers to ensure that all legal requirements are met
LO1) To explain the role of trade unions in maintaining employer and employee relationships (including how they are thought of by employer/employee)

7. Why Join a Trade Union? There are 4 different types of trade union:
Craft/skill unions
Industrial unions
General unions
White-collar unions i.e. NUT,
Craft/skill union= oldest type of union
Industrial union= represent workers in a single industry i.e. National Union of Mineworkers
General Union = Skilled/unskilled workers i.e. UNITE
White-collar = a salaried professional or an educated worker who performs semi-professional office, administrative, and sales-coordination tasks, as opposed to a blue-collar worker, whose job requires manual labor
LO1) To explain the role of trade unions in maintaining employer and employee relationships (including how they are thought of by employer/employee)

8. Independent Research Task
You will now visit each workstation. Using the resources available, produce a timeline of events that explain the history of trade unions. Extension: How have industrial relations and the presence of trade unions changed over time? 30mins
LO2) To discuss how industrial relations have changed over the last 50years and their effects on businesses (including employer and employees reactions to TUs at different times)

9. Good Exam Revision Technique!
Directed Active Reading Strategies
Activities which encourage close reading
These activities are most effective when worked on by a pair or small group as the discussion of possibilities leads to a closer look at the text.
Sequencing
Sequencing activities involve reconstructing a text which has been cut into chunks.
Skills include:
Reading and rereading.
Paying close attention to the structure of the genre.
Paying close attention to link words.
Hunting for the logic or organising principle of the text – e.g. chronological order.
Using previous experience and earlier reading.
Cloze
Filling the gap involves the reader in actively constructing meaning. Skills include:
Paying close attention to the meaning of the sentence.
Choosing a word that fits grammatically.
Using one’s existing knowledge of the topic.
Working out what is likely from the rest of the text.
Working out what will fit with the style of the text – e.g. whether a word has already occurred in the sentence.
Attending to the sense of the whole sentence by reading and rereading.
Text Marking
Text marking includes underlining, annotating or numbering the text to show sequence.
Skills may well include:
Skimming or scanning to find specific information.
Differentiating between different categories of information.
Deciding what is relevant information.
Finding the main idea(s).
Questioning the information presented in the text.
Text Restructuring
Text restructuring involves reading and then remodelling the information in another format. For example, flow charts, diagrams, Venn diagrams, grids, lists, maps, charts, concept maps or rewriting in another genre. Depending on the format, skills used will include:
Identifying what is key and relevant in a text.
Applying what they know in a new context.
Remodelling the content and the format of the text.
Awareness of the characteristics of different genres.
Critical reading.
Summary and prioritisation.
Writing as well as reading skills.
Good Exam Revision Technique!

10. Trade Union Recognition
In some countries it is illegal to join a trade union. In many countries, it is not a legal requirement to recognise trade unions.
LO2) To discuss how industrial relations have changed over the last 50years and their effects on businesses (including employer and employees reactions to TUs at different times)

11. Changing Industrial Relations
The role of trade unions have changed over the last 50years
Union density has declined
Legislation (1980’s Conservative Government passed a ‘reform’ to reduce the power of trade unions)
Human Resource Management (HRM) (promotes individual pay bargaining and flexible working)
The number of unions has declined
Works Councils/Staff Associations
LO2) To discuss how industrial relations have changed over the last 50years and their effects on businesses (including employer and employees reactions to TUs at different times)

12. Let’s think… How long have trade unions existed for? 0 500 200years

13. Let’s think…
In 2008, there were______ trade unions in the UK
174

14. Let’s think…
How many employees in the UK were trade union members in 2012? 0 10million 6.5million
6.5million

15. Let’s think…
In the UK, how many TU members were there in 1979? 0 20million 13million
13million

16. Let’s think…
Female employees are more likely to join a trade union? True False True
True

17. Let’s think…
Private sector workers are more likely to be TU members? True False False
False

18. Let’s think…
Employees in professional occupations were more likely to be TU members? True False True
True

19. Problem Based Learning Task (PBL)
Working in a group, you will take part in a problem based task. What is a PBL? PBL will not open your brain and fill it with facts and figures. Instead this is a natural learning process whereby you learn through action, through making connections with what you already know, learning in collaboration with others and through making mistakes. 30mins
LO3) To evaluate the possible advantages and disadvantages of employee representation in an organisation for both the employer and employee.

20. Problem Based Learning Task (PBL)
As a group, you will work through the problem that a real business has faced. Each group member will be assigned a specific role. As a group, you choose how to present your findings and recommendations. 40mins
LO3) To evaluate the possible advantages and disadvantages of employee representation in an organisation for both the employer and employee.

21. Good Exam Revision Technique!
Directed Active Reading Strategies
Activities which encourage close reading
These activities are most effective when worked on by a pair or small group as the discussion of possibilities leads to a closer look at the text.
Sequencing
Sequencing activities involve reconstructing a text which has been cut into chunks.
Skills include:
Reading and rereading.
Paying close attention to the structure of the genre.
Paying close attention to link words.
Hunting for the logic or organising principle of the text – e.g. chronological order.
Using previous experience and earlier reading.
Cloze
Filling the gap involves the reader in actively constructing meaning. Skills include:
Paying close attention to the meaning of the sentence.
Choosing a word that fits grammatically.
Using one’s existing knowledge of the topic.
Working out what is likely from the rest of the text.
Working out what will fit with the style of the text – e.g. whether a word has already occurred in the sentence.
Attending to the sense of the whole sentence by reading and rereading.
Good Exam Revision Technique!
Text Marking
Text marking includes underlining, annotating or numbering the text to show sequence.
Skills may well include:
Skimming or scanning to find specific information.
Differentiating between different categories of information.
Deciding what is relevant information.
Finding the main idea(s).
Questioning the information presented in the text.
Text Restructuring
Text restructuring involves reading and then remodelling the information in another format. For example, flow charts, diagrams, Venn diagrams, grids, lists, maps, charts, concept maps or rewriting in another genre. Depending on the format, skills used will include:
Identifying what is key and relevant in a text.
Applying what they know in a new context.
Remodelling the content and the format of the text.
Awareness of the characteristics of different genres.
Critical reading.
Summary and prioritisation.
Writing as well as reading skills.

22. Talking within role play and drama Using subject specific talk
Level
Talking to others
Talking with others
Talking within role play and drama
Using subject specific talk
Autonomous
Speak in a flexible and extended style to express a variety of ideas and feelings with a sophisticated use of Standard English where appropriate.
Show a sophisticated and sustained understanding of complex ideas. Use questioning to challenge or lead discussions. Reflect and summarise key points within discussions.
Maintain complex and detailed roles through responding to and exploring ideas and through the use of purposeful body language, gesture and tone.
Show an understanding of how to facilitate learning through the analysis and use of sophisticated subject specific vocabulary within a variety of tasks.
Advanced
Speak in extended turns to express straightforward ideas and feelings with some relevant details.
Show a generally clear understanding of content and how it is presented. Use questioning to clarify and guide discussions.
Speak from the perspective of others convincingly and informatively. Using appropriate movement and gesture to support and enhance meanings.
Show an understanding of how to make subject specific language choices to complete tasks effectively. Analyse others’ use of subject specific vocabulary.
Strong
Speak in a purposeful way in order to gain and hold the attention of the audience.
Take on straightforward roles and responsibilities in paired and group discussions. Use questioning to consolidate comprehension or highlight concern.
Speak from the viewpoint of a relevant character or perspective logically and clearly. Use clear movements and gesture to enhance any ideas presented.
Use appropriate subject specific terminology when completing tasks. Suggest vocabulary choices to peers when working on tasks.
Regular
Speak in a way which conveys meaning and listen in a way that shows attention to the speaker.
Take on simple roles in small group discussions. Use scaffolded questions to talk to peers.
Make deliberate and clear choices about the use of gestures and movement to convey basic characteristics or viewpoints.
Use subject specific vocabulary when completing most tasks. Occasionally suggest correct terminology to peers during tasks.
Guided
Speak in a way that attempts to vary vocabulary and non-verbal features to meet the requirements of the task set.
Be able to introduce new ideas or perspectives clearly. Use questioning provided by the teacher to talk about tasks with peers.
Convey straightforward ideas about characters or situations.
Identify some of the subject specific vocabulary needed within tasks completing during lessons.

23. Possible Action Action taken by employees (with Union support):
Negotiations
Go slow
Work to rule
Overtime bans
Strike action
Action taken by employers to settle disputes:
Negotiations]
Threat of redundancies
Contractual changes
Closure
Lock-outs

24. Extended Study Task
Essay Title: ‘Evaluate the possible advantages and disadvantages of employee representation in an organisation (including employer and employees reaction to this)’ Deadline: 14th October 2013 [Focus: use of connectives & essay structure]

25. Learning Objectives TOPIC: Topic 2: Human Resources
LESSON TITLE: Employee and Employer Relations
COMPETENCY FOCUS:
Feelings & Reactions (S3): students will reflect upon the feelings and reactions of both employees and employers involved in an industrial dispute and in the reconciliation process and also how the employee might be feeling to decisions made by the employer, so much so that they decide to take action.
[IB Learner Profile Development: Communicator]
Learning Objectives
By the end of the lesson, you should be able to…
LO1) To explain the role of trade unions in maintaining employer and employee relationships (including how they are thought of by employer/employee)
LO2) To discuss how industrial relations have changed over the last 50years and their effects on businesses (including employer and employees reactions to TUs at different times)
LO3) To evaluate the possible advantages and disadvantages of employee representation in an organisation for both the employer and employee.
SMSC: Students will consider the change in cultural beliefs of joining a TU today compared with 50years ago, contributing to union density.
CRITICAL THINKING KEY:
Knowledge Application Analysis Evaluation
(AO1) (AO2) (AO3) (AO3/AO4)

26. Keywords
Dispute Trade Union Industrial Action Collective Bargaining Trade Union Recognition Conciliation Arbitration Single-union Agreement No-strike Agreement

27. Self-assessment/Reflection
Reflect on what you have learnt this lesson. What do you now need to know more about? Complete your Exit Card. [5mins]