Complete your Entry Card Complete your Entry Card

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

TOPIC: LESSON TITLE: Topic 2: Human Resources Employee and Employer Relations COMPETENCY FOCUS: Feelings & Reactions (S 3): 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… LO 1) To explain the role of trade unions in maintaining employer and employee relationships (including how they are thought of by employer/employee) LO 2) To discuss how industrial relations have changed over the last 50 years and their effects on businesses (including employer and employees reactions to TUs at different times) LO 3) 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 50 years ago, contributing to union CRITICAL THINKING KEY: Knowledge (AO 1) Application (AO 2) Analysis (AO 3) Evaluation (AO 3/AO 4)

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

What is happening in this image? Choose one person from the image and describe what they might be thinking/feeling?

Why Join a Trade Union? LO 1) To explain the role of trade unions in maintaining employer and employee relationships (including how they are thought of by employer/employee)

Why Join a Trade Union? 1) 2) 3) 4) Power through solidarity Collective industrial action =powerful Unions provide legal support Unions pressurise employers to ensure that all legal requirements are met LO 1) To explain the role of trade unions in maintaining employer and employee relationships (including how they are thought of by employer/employee)

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, LO 1) To explain the role of trade unions in maintaining employer and employee relationships (including how they are thought of by employer/employee)

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? 30 mins LO 2) To discuss how industrial relations have changed over the last 50 years and their effects on businesses (including employer and employees reactions to TUs at different times)

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. Cloze 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. 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. 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 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.

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. LO 2) To discuss how industrial relations have changed over the last 50 years and their effects on businesses (including employer and employees reactions to TUs at different times)

Changing Industrial Relations The role of trade unions have changed over the last 50 years - 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 LO 2) To discuss how industrial relations have changed over the last 50 years and their effects on businesses (including employer and employees reactions to TUs at different times)

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

Let’s think… In 2008, there were______ trade unions in the UK. 0 200 174

Let’s think… How many employees in the UK were trade union members in 2012? 0 10 million 6. 5 million

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

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

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

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

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. LO 3) To evaluate the possible advantages and disadvantages of employee representation in an organisation for both the employer and employee.

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. 40 mins LO 3) To evaluate the possible advantages and disadvantages of employee representation in an organisation for both the employer and employee.

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. Cloze 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 Go the text – e. g. chronological order. o. Using previous experience and earlier reading. d Ex R Te evisi am ch niq on ue ! 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. 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 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.

Level Talking to 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 Be able to introduce new ideas or perspectives clearly. Use questioning Convey straightforward ideas about characters or situations. Identify some of the subject specific vocabulary needed within tasks completing during

Possible 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

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: 14 th October 2013 [Focus: use of connectives & essay structure]

TOPIC: LESSON TITLE: Topic 2: Human Resources Employee and Employer Relations COMPETENCY FOCUS: Feelings & Reactions (S 3): 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… LO 1) To explain the role of trade unions in maintaining employer and employee relationships (including how they are thought of by employer/employee) LO 2) To discuss how industrial relations have changed over the last 50 years and their effects on businesses (including employer and employees reactions to TUs at different times) LO 3) 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 50 years ago, contributing to union CRITICAL THINKING KEY: Knowledge (AO 1) Application (AO 2) Analysis (AO 3) Evaluation (AO 3/AO 4)

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

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