UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1. Title of the module
Employee Relations (KBC507)
2. School or partner institution which will be responsible for management of the module
Kent Business School
3. Start date of the module
September 2011, revised for September 2013
4. The number of students expected to take the module
25
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
This module will be identical to, and will replace the current Edexcel NQF HND Business module.
6. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
I
7. The number of credits and the ECTS value which the module represents
15 credits (7.5 ECTs)
8. Which term(s) the module is to be taught in (or other teaching pattern)
Year 2
9. Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
HND Business (Marketing), HND Business (Law), HND Business (Finance), HND Business (Human Resource Management), HND Business (Retail Management)
11. The intended subject specific learning outcomes
A learner must:
11.1 Explore the context of employee relations against a changing background
11.2 Examine the nature of industrial conflict and the resolution of collective disputes
11.3 Explore the processes of collective bargaining and negotiation
11.4 Investigate the concept of employee participation and involvement
12. The intended generic learning outcomes
Following this module, a learner will develop:
12.1 Ability to identify and knowledge of, underlying well established principals and of the way in which those principles have developed
12.2 Ability to use established techniques to undertake critical analysis and propose solutions to problems
12.3 Ability to take personal responsibility for their personal development
13. A synopsis of the curriculum
1 Context of employee relations
The role of the trade union: types of trade union, the Trade Union Congress, employer associations, trade union representatives
The history and development of trade unions: the rise of trade unionism, trade unions and the law, union growth and decline, the changing political and economic context and its relevance to industrial relations
The main actors in employee relations: workers and their organisations, managers and their organisations, government agencies concerned with the workplace and work community
The unitarist and pluralistic frames of reference: review of the differing perspectives taken by the stakeholders in employee relations
2 Industrial conflict and the resolution of collective disputes
The nature of industrial conflict: ideological framework, conflict and co-operation
Different types of dispute: collective disputes, strike action, strike statistics, ballots, no strike agreements
Resolving conflict: dispute procedures, arbitration and the role of the Advisory, Conciliation and Arbitration Service (ACAS)
3 Collective bargaining and negotiation
The nature and scope of collective bargaining: role of shop stewards, union officials, employer associations and management
The collective bargaining process: institutional agreements for collective bargaining, local workplace bargaining, single-table bargaining
Negotiation processes: negotiation strategy, preparation for negotiation, conducting the case-settlement, disclosure of information
4 Employee participation and involvement
Consultation and employee participation: different forms of employee consultation and participation, joint consultation committees, upward-downward forms of communication
Industrial democracy and employee participation: European Works Councils (European Objectives), the social dimensions of the European Union and supervisory boards, national cultural differences towards democracy and employee participation
Employee involvement techniques: sharing information, consultation, financial participation, commitment to quality, developing the individual, involvement of other stakeholders
Empowerment: devolution of responsibility/authority to line managers/employees, the role of human resource management; approach to employee relations (link to unitarist and pluralist perspectives)
14. Indicative Reading List
Indicative Textbooks
Blyton P and Turnbull P, The Dynamics of Employee Relations 2nd Edition Palgrave, 1998, ISBN: 0333679857
Farnham D, Employee Relations in Context 2nd Edition CIPD, 2000, ISBN: 0852928769
Gennard J and Judge G C, Employee Relations 3rd Edition London, CIPD, 2002 ISBN: 0852928181
Journals and newspapers
British Journal of Industrial Relations
Employment Gazette
European Journal of Industrial Relations
The Guardian and any other quality broadsheet newspapers
Industrial Relations Journal
Industrial Relations Review and Report
Labour History Review
Labour Research
People Management
Personnel Review
Personnel Today
Websites
www.acas.org.uk
www.bized.ac.uk
www.cac.gov.uk
www.cbi.org.uk
www.compactlaw.co.uk
www.cre.org.uk
www.drc-gb.org.uk
www.dti.gov.uk
www.employment-studies.co.uk
www.eoc.org.uk
www.ets.gov.uk
www.gftu.org.uk
www.guardian.co.uk
www.hse.gov.uk
www.icftu.org
www.incomesdata.co.uk
www.labournet.net
www.lowpay.gov.uk
www.peoplemanagement.co.uk
www.personneltoday.com
www.tuc.org.uk
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended module learning outcomes
Each HND Business module accrues 15 credits and equates to a total learning time of 150 hours. Students will be expected to undertake approximately 105 hours of independent study, including required reading, study, research and completing assignments.
There will be a total of 45 hours class contact time. This will involve a combination of lectures, exercises and learning activities. Students are expected to be active participants in discussions, activities and presentations. The application of theory to practice is an essential element in the development of the students and will be fostered and enhanced by the practical application of theory to work place related events. These cover learning outcomes 11.1-11.4 and 12.1-12.3
16. Assessment methods and how these relate to testing achievement of the intended module learning outcomes
Method of assessment / SLOs / GLOs / Weighting / Words length / Outline detailsIndividual Written Assignment / 11.1-11.2, 11.4 / 12.1, 12.3 / 70% / 3500 Words / Students will complete an individual written response equivalent to 3500 words that will require them to understand the range of topics covered within this module
Role play / 11.3 / 12.2 / 30% / 1500 Words or equivalent / Students will complete a role play equivalent to 1500 words that will require them to understand the range of topics covered within this module
Outcomes and assessment criteria
To achieve each outcome a learner must demonstrate the ability to: / Assessment criteriaExplore the context of employee relations against a changing background / ¨ explain the unitary and pluralistic frames of reference
¨ review the development of trade unions and nature of industrial relations
¨ determine the role of a trade union and its contribution to effective employee relations
¨ differentiate the roles taken by the main actors in employee relations
Examine the nature of industrial conflict and the resolution of collective
disputes / ¨ explain the ideological framework of industrial relations
¨ investigate the different types of collective dispute
¨ review dispute procedures and the resolution of conflict
¨ critically evaluate the effectiveness of dispute procedures in resolving conflict in a given situation
Explore the processes of collective bargaining and negotiation / ¨ explore the nature and scope of collective bargaining
¨ describe the processes of negotiation
¨ prepare and apply negotiation strategy for a given situation
Investigate the concept of employee participation and involvement / ¨ investigate the effectiveness of arrangements made by two organisations to involve their employees in decision-making
¨ analyse the influence of the EU on democracy in the UK
¨ differentiate between industrial relations and employee relations
¨ evaluate the effectiveness of employee involvement techniques
¨ establish the impact of human resource management on employee relations
17. Implications for learning resources, including staff, library, IT and space
This is an existing programme module; implications are identical with current programme maintenance requirements.
18. The Collaborative Partner recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the Collaborative Partner’s disability/dyslexiasupport service, and specialist support will be provided where needed.
You may need to write a specific statement for the particular module. The format can be taken from above. Be aware of the particular demands of the individual module, e.g. field trips or practical work will have specific requirements. The statement must relate to arrangements necessary to ensure the student has the opportunity to achieve the learning outcomes of the module.
19. Campus(es) where module will be delivered:
Canterbury College
If the module is part of a programme in a Partner College or Validated Institution, please complete the following:
20. Partner College/Validated Institution: Canterbury College
21. University School responsible for the programme: Kent Business School
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching
…………………………………………………
Print Name / ......
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing"
......Head of School
…………………………………………………….
Print Name / ......
Date
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED INSTITUTION
(Where the module is proposed by a Partner College)
Statement by the Nominated Officer of the College: "I confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the module and will be responsible for its resourcing"
......Nominated Responsible Officer of Partner College/
………………………………………………….
Print Name
…………………………………………………..
Post / ......
Date
………………………………………….
Partner College/
Module Specification Template
Last updated February 2013
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