Instructor’s Manual
Industrial Relations in Canada, 4e Robert Hebdon, Travor Brown
,Chapter 1 – Introduction
Chapter Objectives
After reading this chapter, you should be able to
identify the similarities and differences between such terms as labour relations, human
resources, employment relations, and industrial relations;
describe a systems framework that can be used to assess and understand industrial relations
issues;
discuss the differing views in the field of industrial relations; and
understand how this textbook is structured to follow the industrial relations system
framework.
Chapter Summary
Chapter 1 provides the foundation for the course and the textbook. The chapter starts with a
discussion of the differences between industrial relations (IR) relative to similar disciplines such
as human resources management (HRM) and labour relations (LR). This is followed by a review
of the IR systems model used to ground the text as well as an overview of the perspectives or
views of IR. The chapter concludes with an overview of how the text is structured.
Several of the chapter elements can be delivered in three components.
1. Lecture. Use PowerPoints® provided by publisher to highlight key points of the chapter.
2. Class exercise. Based on a media story concerning a current (or recent) IR event in the local
community. Distribute a copy of article in class (or present via whatever technology exists in
the classroom). Ask students (either in groups or individually) to apply chapter concepts to
the article.
3. End-of-chapter cases and exercises. Cases and exercises that examine the field of IR can be
utilized at the end of the chapter to test the students on the chapter elements. They can also
be utilized as test questions, hand in assignments, or in-class exercises.
Instructor’s Manual to accompany Industrial Relations in Canada, 4e 1-1
, Chapter 1: Introduction
Lecture Outline
COMMENTS ACTIVITY
A. Introduction Present poll, learning objectives, and opening
vignette in PPT Slides 1-3 through 1-6.
If technology exists, have students watch a recent
strike media story (or have them read the chapter-
opening vignette that makes reference to the
Ontario college strike). For a sample YouTube
clip, view a segment on the Ontario college
faculty strike at https://ottawa.ctvnews.ca/tuition-
refunds-offered-to-students-as-ontario-college-
strike-ends-1.3685700. Note this opening item
will be used in many places in this lecture.
B. Important IR Terms Present PPT Slides 1-7 through 1-12.
Comparing and contrasting the field of IR
from other similar fields is important to help
students understand focus of course.
Briefly review
human resources management
(HRM)
employee relations
industrial relations
labour relations
union
collective agreement
collective bargaining
C. IR System—Dunlop’s Model Briefly present PPT Slides 1-13 and 1-14
Model elements showing key elements of Dunlop.
Actors Referring to the item used in the opening element,
Specialized governmental agencies ask students to define the key parties in an
Hierarchy of managers and employment relationship.
representatives
Hierarchy of workers (non-mgt) and Then, using PPT Slides 1-15 and 1-16, present
representatives key actors of Dunlop’s model and discuss the idea
of shared ideology. Discuss who from the opening
element represents each actor.
1-2 Copyright © 2021 by Nelson Education Ltd.
, Chapter 1: Introduction
COMMENTS ACTIVITY
Shared ideology Refer to the opening vignette and ask students
Set of ideas and beliefs held by the what outside factors can impact employment
actors relationships and the relationships between the
Helps to bind or integrate the system three actors. Then, using PPT Slide 1-17, present
together the contexts. Discuss which are present in the
opening element.
Contexts
Market and budgetary
Technical characteristics of the
workplace
Distribution of power in society
Web of rules Present the concept of web of rules using PPT
Procedures for establishing rules Slide 1-18. Apply any present in the opening
Substantive rules vignette.
Procedural rules
Criticisms Present criticisms of the Dunlop Model (PPT
Descriptive classification system Slide 1-19).
Underestimates power and conflict
Static model
Can’t explain decline of U.S. unions
D. Modified Systems Model Discuss how Craig adds to Dunlop and show
overall model (PPT Slides 1-20 and 1-21).
External Inputs Explain how you will walk through each element
Legal in your lecture.
Economic
Ecological Present PPT Slides 1-22 through 1-27. Highlight
Political that the model expands on that of Dunlop—
Sociocultural emphasize differences relative to Dunlop.
Actors Alternatives
First three are similar to Dunlop 1. Have students apply this model to the
(note: difference in names) opening element used for Dunlop
Note addition of end-user discussion.
2. After the presentation, have students
Internal Inputs complete Exercise 2 from the textbook.
Goals
Values
Strategies
Power
Instructor’s Manual to accompany Industrial Relations in Canada, 4e 1-3
Industrial Relations in Canada, 4e Robert Hebdon, Travor Brown
,Chapter 1 – Introduction
Chapter Objectives
After reading this chapter, you should be able to
identify the similarities and differences between such terms as labour relations, human
resources, employment relations, and industrial relations;
describe a systems framework that can be used to assess and understand industrial relations
issues;
discuss the differing views in the field of industrial relations; and
understand how this textbook is structured to follow the industrial relations system
framework.
Chapter Summary
Chapter 1 provides the foundation for the course and the textbook. The chapter starts with a
discussion of the differences between industrial relations (IR) relative to similar disciplines such
as human resources management (HRM) and labour relations (LR). This is followed by a review
of the IR systems model used to ground the text as well as an overview of the perspectives or
views of IR. The chapter concludes with an overview of how the text is structured.
Several of the chapter elements can be delivered in three components.
1. Lecture. Use PowerPoints® provided by publisher to highlight key points of the chapter.
2. Class exercise. Based on a media story concerning a current (or recent) IR event in the local
community. Distribute a copy of article in class (or present via whatever technology exists in
the classroom). Ask students (either in groups or individually) to apply chapter concepts to
the article.
3. End-of-chapter cases and exercises. Cases and exercises that examine the field of IR can be
utilized at the end of the chapter to test the students on the chapter elements. They can also
be utilized as test questions, hand in assignments, or in-class exercises.
Instructor’s Manual to accompany Industrial Relations in Canada, 4e 1-1
, Chapter 1: Introduction
Lecture Outline
COMMENTS ACTIVITY
A. Introduction Present poll, learning objectives, and opening
vignette in PPT Slides 1-3 through 1-6.
If technology exists, have students watch a recent
strike media story (or have them read the chapter-
opening vignette that makes reference to the
Ontario college strike). For a sample YouTube
clip, view a segment on the Ontario college
faculty strike at https://ottawa.ctvnews.ca/tuition-
refunds-offered-to-students-as-ontario-college-
strike-ends-1.3685700. Note this opening item
will be used in many places in this lecture.
B. Important IR Terms Present PPT Slides 1-7 through 1-12.
Comparing and contrasting the field of IR
from other similar fields is important to help
students understand focus of course.
Briefly review
human resources management
(HRM)
employee relations
industrial relations
labour relations
union
collective agreement
collective bargaining
C. IR System—Dunlop’s Model Briefly present PPT Slides 1-13 and 1-14
Model elements showing key elements of Dunlop.
Actors Referring to the item used in the opening element,
Specialized governmental agencies ask students to define the key parties in an
Hierarchy of managers and employment relationship.
representatives
Hierarchy of workers (non-mgt) and Then, using PPT Slides 1-15 and 1-16, present
representatives key actors of Dunlop’s model and discuss the idea
of shared ideology. Discuss who from the opening
element represents each actor.
1-2 Copyright © 2021 by Nelson Education Ltd.
, Chapter 1: Introduction
COMMENTS ACTIVITY
Shared ideology Refer to the opening vignette and ask students
Set of ideas and beliefs held by the what outside factors can impact employment
actors relationships and the relationships between the
Helps to bind or integrate the system three actors. Then, using PPT Slide 1-17, present
together the contexts. Discuss which are present in the
opening element.
Contexts
Market and budgetary
Technical characteristics of the
workplace
Distribution of power in society
Web of rules Present the concept of web of rules using PPT
Procedures for establishing rules Slide 1-18. Apply any present in the opening
Substantive rules vignette.
Procedural rules
Criticisms Present criticisms of the Dunlop Model (PPT
Descriptive classification system Slide 1-19).
Underestimates power and conflict
Static model
Can’t explain decline of U.S. unions
D. Modified Systems Model Discuss how Craig adds to Dunlop and show
overall model (PPT Slides 1-20 and 1-21).
External Inputs Explain how you will walk through each element
Legal in your lecture.
Economic
Ecological Present PPT Slides 1-22 through 1-27. Highlight
Political that the model expands on that of Dunlop—
Sociocultural emphasize differences relative to Dunlop.
Actors Alternatives
First three are similar to Dunlop 1. Have students apply this model to the
(note: difference in names) opening element used for Dunlop
Note addition of end-user discussion.
2. After the presentation, have students
Internal Inputs complete Exercise 2 from the textbook.
Goals
Values
Strategies
Power
Instructor’s Manual to accompany Industrial Relations in Canada, 4e 1-3
