AAA-Winter 2013 FactSheet

7/30/2019 AAA-Winter 2013 FactSheet

1/14

CourseFact Sheets

2013 Winter Session

This information is accurate at the time of printing but issubject to change without notice.


2/14

CENTRE FOR INDUSTRIAL RELATIONS AND HUMAN RESOURCESUniversity of Toronto

IRE1126H Labour Market EconomicsLEC 0101 Harry Krashinsky [email protected] 2101 TBATentative based on previous years subject to change

Course Description and Objectives

The course is designed to provide knowledge of one of the key environmental inputs of the industrialrelations system -- that being the labour market. Emphasis is placed on how the labour market functions(and malfunctions), its results, and how it affects, and is affected by, the industrial relations system withinwhich it operates. The basic tools of labour economics will be provided, but the emphasis is on applyingthem to various policy issues such as: the incentive effects of income maintenance programs; labourforce participation; volunteering; retirement decisions and the impact of pensions; hours of work, flexitime,overtime, moonlighting and worksharing; the effect of market structures (e.g. monopoly, public-sectoremployment) on wage and employment; the role of wage structures; the impact of institutional constraintssuch as gender discrimination, unemployment insurance, wage subsidies and negative income tax plans;special topics such as pay and employment equity, volunteer activity, labour shortages, health and safety,workers' compensation, immigration and the brain drain, Special attention will also be paid to aspects

related to the new economics of personnel and human resource management.

Prerequisite :

IRE 1010 Economic Environment of IR/HR OR equivalent. Students who have completed an equivalentcourse should contact [email protected]. Students who do not have the stated prerequisitewill require the Graduate Coordinator's written permission to enrol or they will be removed from thecourse.

Textbook/Required Course Materials

The textbook for the course (listed below) is available for purchase at the UofT Bookstore(http://www.uoftbookstore.com/online/index.ihtml ) and is also on short-term loan in the CIRHR Library.

Benjamin, Dwayne, Morley Gunderson, Thomas Lemieux, and W. Craig Riddell, 2007. Labour MarketEconomics, sixth edition, (Toronto: McGraw-Hill Ryerson).

Evaluation

Midterm Exam 40%Final Exam 60%
mailto:[email protected]:[email protected]://www.uoftbookstore.com/online/index.ihtmlhttp://www.uoftbookstore.com/online/index.ihtmlhttp://www.uoftbookstore.com/online/index.ihtmlhttp://www.uoftbookstore.com/online/index.ihtmlmailto:[email protected]


3/14


IRE1260H Labour Arbitration

Stephen Krashinsky [email protected] Description and Objectives

This course is intended to provide an overview of the labour arbitration process applicable to unionizedemployees. The course will focus primarily on grievance arbitration and examine both procedural andsubstantive issues; including the scope of arbitration, pre-arbitration and arbitration processes andsubstantive issues in arbitration - discipline and discharge, contract interpretation, disability, harassmentand discrimination. Mediation and med/arb as alternative dispute resolution mechanisms will also bediscussed. Students will participate in mock arbitration hearings.The format will be a combination of lecture/seminar, class discussion and mock arbitration. A text will berequired, as well as weekly readings.

Prerequisite :

IRE 1270H Law of Labour Relations OR IRE1338H Law in the Workplace OR equivalent. Students who

have completed an equivalent course should contact [email protected] for permission to enrol.Students who do not have the stated prerequisite will require the Graduate Coordinator's writtenpermission to enrol or they will be removed from the course unless they have the Graduate Coordinatorswritten permission.



M. Mitchnick and B. Etherington: Labour Arbitration in Canada. Toronto: Lancaster House, 2006. ISBN0-920450-29-6.

Evaluation

Class Participation 10% On-goingMid-Term Take-Home Assignment (written argument) 50%Mock Arbitration 40%


4/14


DOCSTOR: 2218528\1

IRE1338H Law in the WorkplaceJohn Mastoras [email protected]


This course is intended to provide an overview of the three legal regimes governing the employmentrelationship: common law, public statutes and collective bargaining law.

Prerequisite :

No Prerequisite Required



1. Casebook [Available for purchase from the UofT Bookstore(http://www.uoftbookstore.com/online/index.ihtml) ]

2. R.S. Echlin and C.M. Thomlinson: For Better or For Worse: A Practical Guide to CanadianEmployment Law, 3rd ed. (Aurora, Ontario: Canada Law Book, 2011).[Available for purchase at the UofT Bookstore (http://www.uoftbookstore.com/online/index.ihtml) and alsoavailable for short-term loan in the CIRHR Library. Label: ECH]

3. Ontario Labour Relations Act, 1995http://www.canlii.org/on/laws/sta/1995c.1sch.a/20071114/whole.html

4. Ontario Employment Standards Act, 2000 and Regulationshttp://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_00e41_e.htm

5. Ontario Human Rights Codehttp://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90h19_e.htm

6. Ontario Occupational Health and Safety Acthttp://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90o01_e.htm

Preliminary Tentative Evaluation (subject to change)

Class participation 10%Research paper 50%Open book final examination 40%
mailto:[email protected]:[email protected]://www.uoftbookstore.com/online/index.ihtmlhttp://www.uoftbookstore.com/online/index.ihtmlmailto:[email protected]


5/14


IRE1611H Sociology of Industrial RelationsChris Schenk [email protected]


This course introduces students to sociological approaches to work and industrial relations. It brieflyexplores the history of industrial relations leading to contemporary issues and events through the lens ofkey sociological thinkers such as Marx, Durkheim,Weber and Michels. Students are therefore introducedto classical theories and then these perspectives are applied to analyze current labour market andemployment relationships.

The objective of this course is first to demonstrate how an understanding of industrial relations can beinformed and enriched by classical and contemporary sociological perspectives and research. Second, itis to enable students to familiarise themselves with sociological perspectives so that they can compareand contrast, support or oppose, distinct approaches to industrial relations and the nature of work. Thisnew familiarity will facilitate a critical view of the theories that will be explored and applied in the course.

Prerequisite : No prerequisite is required.



Godard, John. 2011. Industrial Relations, the Economy and Society, 4th ed., Captus Press.

Krahn, Harvey, Graham Lowe & Karen Hughes. 2011. Work, Industry and Canadian Society, 6th ed.,Thompson Nelson

Evaluation

Mid-Term TestThe test will be based on course material and structured on short answer questions and essays 30%

Research Paper Outline and Sources (3-4 pages)This is important as a well thought out outline leads to a well researched and logically ordered paper. Youwill need topic approval from your instructor. 15%

Group Seminar PresentationsThis course is structured on a seminar format with short lectures and group presentations to encouragedebate. Students will be asked to pair up and make 10-12 minute presentations each and hand in a short

written prcis of their presentation. Such presentations will largely be based on the recommendedreadings. Presentations should take the form of a synthesis of key ideas, questions, issues andcontroversies, rather than merely a summary of the reading. 25%

Research Paper (12-15 pages)Students are expected to produce as 12-15 page paper which explores a topic related to course materialutilizing a sociological perspective. 30%


6/14


IRE1630H Negotiation Skills: Theory and PracticeRaj Uttamchandani [email protected] Tentative based on previous year subject to change


We all negotiate numerous times each day without even realizing it. To a certain extent, the skill wepossess is innate, and we begin using it as babies before we can speak. Our ability to negotiatebecomes increasingly important as we get older, in all of our relationships as well as in our careers. Ashuman resources and labour relations professionals, our ability to negotiate effectively is paramount toour performance as the majority of our workday is spent influencing colleagues, vendors, clients andother stakeholders.This course is about becoming a better negotiator through the understanding of theory, practice, and self-reflection. As this course is highly interactive, students are expected to prepare by completing the coursereadings and applying that knowledge directly in class every week. Periodically, we will also be joined byhuman resources and labour relations professionals who will discuss the types of negotiations they facein the course of their work, and how they handle these situations to achieve a desired outcome.

Prerequisite :IRE 1610 Industrial Relations OR equivalent. Students who have completed an equivalent course shouldcontact [email protected]. Students who do not have the stated prerequisite will require theGraduate Coordinator's written permission to enrol or they will be removed from the course.



1. Authors: Roy J Lewicki, Bruce Barry & David M Saunders. Title: Essentials of Negotiation. Publisher:McGraw-Hill; 5th edition (February 17, 2010).

2. Authors: Douglas Stone, Bruce Patton, Sheila Heen & Roger Fisher. Title: Difficult Conversations: Howto Discuss What Matters Most. Publisher: Penguin; 1st edition (April 15, 2000).

Evaluation

Participation (10%)As this is a highly interactive course, class attendance is counted as part of the participation grade.

Weekly Journal (20%)You are required to write 8 short journal entries over the course of the semester. Each entry shouldreflect on a negotiation held in class and should be approximately 1 page in length.

Negotiation Assignment TBA (20%)

The details of this assignment will be provided to you in class.

Difficult Conversations Assignment (20%)Using insights from the book, Difficult Conversations: How to Discuss What Matters Most, you will berequired to prepare a written assignment evaluating a personal difficult conversation.

Take Home Final Exam (30%)The take home final exam will encompass all readings, concepts and theories discussed in class, as wellas the knowledge and experience gained during in-class negotiation simulations.


7/14


IRE1635H Advanced Negotiations: Theory and ProcessBob Thompson [email protected]


The primary purpose of this course is to examine the major elements to be considered by unions and

management in their preparation for collective bargaining and in the negotiation of labour contracts. It willalso deal with the background factors and dynamics of the negotiations process outside of the formalrequirements of labour legislation. A secondary purpose of the course is to introduce students toalternative dispute resolution processes and their application within the context of the workplace.

Most class meetings will be organized in a seminar style, to facilitate critical analysis of topics considered.Active discussion is encouraged at all times during the course. Students should ensure that all assignedreadings are completed before class so that they may actively participate in class sessions. Much of thelearning experience will be based upon the background and experiences of the students. Students shouldbe prepared to openly discuss workplaces with which they are familiar.

Prerequisite :

IRE 1630H Negotiation Skills: Theory & Practice OR equivalent. Students who have completed anequivalent course should contact [email protected]. Students who do not have the statedprerequisite will require the Graduate Coordinator's written permission to enrol or they will be removedfrom the course.



Richard Walton, Joel Cutcher-Gershenfeld, and Robert McKersie Strategic Negotiations: A Theory ofChange in Labor-Management Relations(Harvard Business School Press, 1994)

Evaluation

Mid-term Paper Outline

Due Week 3 10%Mid-term Paper - Due Week 7 40%Class Participation 10%Bargaining Simulations, Incl. Negotiation Plan & Reflection 40%

Mid-term paper 40%Length: 4,000 words (16 pages). Be sure not to exceed this limit.Assessment: essays will be judged by five criteria.

A. Thesis: the development of a coherent argumentB. Organization: a clear structureC. Content: the mastery of the relevant material, including documents and relevant cases and its usein substantiating the thesis

D. Writing: the English, editing and scholarly apparatusE. Relevance: the extent to which the paper addresses a significant issue for understanding the processof negotiations

Bargaining Simulations 40%Students will work together in teams to negotiate a collective agreement using the different styles:distributive and integrative. The preparation for bargaining will constitute a considerable part of theprocess. Alternatively, Students preferring to focus on a Human Resources negotiation in a non-unionsetting may perform one of the simulations in that context. In any event, students will be judged upon theirpreparation, organization and ability to deliver results in each of these two circumstances, as well as theirreflective thoughts upon the conclusion
mailto:[email protected]:[email protected]://www.uoftbookstore.com/online/index.ihtmlmailto:[email protected]


8/14Page 1

CENTRE FOR INDUSTRIAL RELATIONS & HUMAN RESOURCESUniversity of Toronto

IRE1715H-F Coaching and MentoringJoanna Heathcote [email protected] subject to change


Do you have the skills to mentor? How would you use your experiences with mentors to develop your owncoaching style? How effective are mentoring programs in organizations and should you participate in themas a mentor or mentee? The recent surge in coaching across the business community shows a risingdemand for coaching services, but are consultants providing effective guidance? In this course we willdiscuss coaching models and how they work in diverse environments (e.g., sports, academic, business orpolitics), but the primary focus will be coaching within a management context. We will examine thedifferences between the mentoring literature and the coaching literature and analyse how this might affectthe practices in each. We will look at the types of organizational culture needed to support effective coachingand mentoring and how the design and type of evaluation used for the programs can influence their impacton people. Finally, we will read and discuss how coaching programs are designed for special populations

(e.g., executives & minorities).

Learning Objectives: Upon completing the course you will be

Well versed in the literatures on coaching and mentoring

Able to articulate how the type of research in a field influences its practice

Competent to design a coaching or mentoring program for a specific population

Knowledgeable as to how assessment may influence the programs development

Able to assess a coaching or mentoring programs success

Aware of how distinct populations may react to and benefit from different types of programs

Prerequisite:

IRE 1362 Organizational Behaviour & IRE 1609 (Human Resource Management) OR equivalent courses.Students who have completed an equivalent course should contact [email protected]. Studentswho do not have the stated prerequisite will require the Graduate Coordinator's written permission to enroll orthey will be removed from the course.


There is no textbook for this course. Readings are on linked to an online resource or are on Blackboard.

EvaluationComponent Weight/Value

Critical Review 15%

Thought Papers 10%

Proposal 5%

Coaching Presentations 25%

Final Paper 45%
mailto:[email protected]:[email protected]:[email protected]:[email protected]


9/14


IRE1725H Cross Cultural Differences in Organizational ContextsIndira Somwaru [email protected]


Understanding the functioning of Western European and American organizations has been an ongoing effortfor most of the 20th century. In the 21st century it is important to understand how organizations function in awide variety of cultures.This course will focus on understanding cultural differences in behaviour in organizations. It will criticallyexamine current research and theory in cross cultural organizational behaviour, psychology and humanresources management. In addition to providing students with a theoretical understanding of organizationalbehaviour in a cross-cultural context, students will also have an opportunity to develop culturally relevantinterpersonal skills via a variety of exercises including role plays and case discussions.

Key course objectives are: To provide students with an introduction to the field of international organizational behaviour andmanagement from a theoretical and practical perspective. To examine methods for resolving cross-cultural ethical conflicts.

To identify major challenges of cross-cultural communication, leadership and negotiation. To discuss team functioning and management in different cultures. To explain how the meaning of work influences motivation in different countries. To examine the relationship between the individual, union and organization from an internationalperspective. To provide students with an opportunity to improve cross-cultural interpersonal skills

Prerequisite :

IRE 1362H Organizational Behaviour OR equivalent. Students who have completed an equivalent courseshould contact [email protected]. Students who do not have the stated prerequisite will requirethe Graduate Coordinator's written permission to enrol or they will be removed from the course



Text - TBA

Evaluation

TBA


10/14


IRE2001H Foundations and Current Issues in IR/HRRafael Gomez [email protected] Subject to change


This course is designed to provide students of industrial relations with a sound theoretical foundation forunderstanding and managing the employment relationship. Students are expected to have taken at leastone introductory course to industrial relations that would have familiarized them with the problems andissues relating to the employment relationship. Four broad principles anchor the course:

1. The employment relationship is characterized by complex socio-economic exchange among theparties.

2. The goal of employment relations theory is not only to better understand people at work inemployment situations but also to facilitate better policy-making. Thus, the study of the employmentrelationship is motivated by the need to solve labour problems as well as by the need to develop aknowledge-base through research and practice.

3. Employment relationships can be viewed at different levels, i.e., at the level of the individual,workplace, organization, industry, nation-state, and supra-national levels. Our preoccupation will not bewith a single theory of the employment relationship but with a collection of theories that explain theemployment relationship at different levels.

4. Shifts in the global economy have created new pressures on employment relationships. To solvethese emerging problems we need to draw on theories developed during the formative years of modernindustry in the 20th century; we also need to modify these theories where ever they prove inadequate inexplaining/understanding emerging issues and problems in employment relationships.

Prerequisite :

IRE 1611H Sociology of Industrial Relations OR equivalent. Students who have completed an equivalent

course should contact [email protected]. Students who do not have the stated prerequisitewill require the Graduate Coordinator's written permission to enrol or they will be removed from thecourse.



Readings are available either online (RO) or on the Reserve in the Libarary (RR) or posted onBLACKBOARD (BB), the online portal for this course. There is no text book for this course.

Evaluation

Class presentation 20%Essay 30%Final Examination 50%

Class participation and presentations are considered to be an important part of learning in the course. Amark of 20% of the grade will be awarded on the basis of a (2 person-group) class presentation. Therewill be an essay worth 30% of the grade and a final examination worth 50% of the grade.


11/14


IRE2002Y Research Methods in IR and HRHua Wang [email protected]


This course is designed to teach students to understand, interpret, and conduct research in industrialrelations/human resources. The focus is the whole of the research process beginning with how problemsand theory are converted into research ideas and questions and ending with a research paper. Studentswill learn how to develop research questions and hypotheses, design and conduct research using anumber of research methods (e.g., survey research, experimental designs), develop measures that arereliable and valid, analyze data using SPSS, and write a research paper. Students will also learn how tocritically evaluate research and to become better and more informed consumers of research.

After taking this course, students should be able to:1. Understand the role of research in IR/HR.2. Understand the issues, concepts, and techniques associated with research designs, methods, andmeasurement.3. Evaluate and critique research.

4. Conduct research, analyze, and interpret data.5. Write a research proposal and research paper.6. Give an oral research presentation.

Prerequisite :This course is restricted to students in the advanced standing (12 month) MIRHR program and studentsin the second year of the 2-year MIRHR. Completion of IRE1002 Applied Statistics in IR or its equivalentis a prerequisite.

Fall 2012 - Enrolment preference in the Fall section will be given to students in the second year of the 2-

year MIRHR program. Students in the advanced standing (12-month) program should enrol in the course

that begins in January.

Winter 2013 Enrolment preference in this course will be given to students in the advanced standing

(12 month) MIRHR program.



Saks, A. M. (2000). Research, Measurement, and Evaluation of Human Resources. Toronto, Ontario:Nelson Thompson Learning.

Evaluation

Component/Weight/Due DateResearch Proposal/Presentation (Group) 15 %Term Exam (Individual) 25 %SPSS Assignment (Individual) 15%Research Paper (Group) 40%Research Presentation (Group) 5%


12/14


IRE2021H Accounting Information for IR/HRIndira Somwaru [email protected]


The purpose of this course is to enhance your ability to understand and integrate the different functional

areas of business into a cohesive whole. Students will learn about the functions of general managementwithin the context of strategic formulation and implementation across a wide range of industries. Thecourse will provide opportunities for students to develop strategic thinking, analytical, teamwork andcommunication skills. Teaching approaches include lectures, case analysis and a variety of experientiallearning activities.Upon completion of this course students will be able to: Understand the nature of the Canadian business environment and major forms of businessorganization. Define and apply key financial measures of a firms performance. Perform an internal analysis of a firm with respect to distinctive competencies and their contribution tocompetitive advantage. Describe the forces in the macroenvironment affecting the firm. Identify the stakeholders of the firm and the role of corporate governance in the management of a

company, Define and apply key corporate and business strategies across a broad range of industries. Explain the models and concepts used in the strategic planning process Define the concept of business ethics and its role in operational and strategic planning. Examine the nature of competitive positioning with respect to product differentiation and marketsegmentation. Understand the process of globalization and its impact on a companys strategy. Explain the importance of organizational structure in enabling the firm to create and sustain acompetitive advantage

Prerequisite : No prerequisite is required



Essentials of Strategic Management, by Charles W.L. Hill and Gareth R. Jones. 3rd ed. Mason, Ohio :South-Western/Cengage Learning, 2012. ISBN 978-1-111-52519 (pbk.)

Evaluation

Weekly Participation Assignments 20% WeeklyGroup Case Facilitation 20%

Project 25%Exam 35%


13/14


IRE3645H Training and DevelopmentLori Riznek


This course will introduce students to the challenges human resource professionals encounter as theyidentify, design and evaluate training and development initiatives in their organizations. Organizationsregard their employees as valued and important contributors to their success. As such, and given thechanging environment in which they operate, it is critical that employers invest in developing the skills andcompetencies of all employees. During this course, students will experience first hand what it is like to bea human resource professional in this situation. The literature repeatedly claims that learning with thegreatest impact takes place on the edge of comfort and discomfort. In other words, when asked tostretch ourselves, both in terms of the skills we use to learn (e.g. critical thinking), and the ways in whichwe learn, we are likely to be more engaged and personally invested in both the content and process oflearning.

By the end of the course, students will be able to:

1. Explain key concepts, frameworks and approaches to training and development2. Design and deliver a training program using concepts, frameworks and a variety of training methods3. Analyze and critique components of the training design and delivery process4. Appreciate the value of shared learning by participating in a learning team5. Understand better how you and others learn, and the importance of matching learning to learningstyles

Creating a significant learning experience requires both the instructor and students to step away from atraditional classroom environment to one that is more application oriented: Class time is weighted towards using the course content vs. covering the course content (e.g. fewertraditional lectures) Considerable student commitment is required in the time between class sessions

Students work collaboratively throughout the course Grading is based on individual and team effort Students work together to either design or deliver a training session

A Significant Learning Experience: The Design and Delivery of a Training SessionHighly impactful learning experiences are comprised of two key components: a well constructed programdesign and an effective delivery of the material. Working in a small team, you will choose whether yourteam wants to concentrate on designing a 6-hour training program or preparing and delivering a trainingmodule approximately 1.5 hours in length. The value of this significant learning opportunity is that itallows us to put into practice the many theoretical and practical training and development frameworks,concepts and ideas we will discuss in class. Its a real-time, hands-on learning experience.

Prerequisite:IRE 1609 or RSM/MGT2609 Human Resources Management, OR equivalent. Students who have

completed an equivalent course should contact [email protected]. Students who do not havethe stated prerequisite will require the Graduate Coordinator's written permission to enrol or they will beremoved from the course.



There is no single text for the course. Instead, a set of core readings has been selected for each lecturetopic. Please complete all readings before coming to class.
http://www.uoftbookstore.com/online/index.ihtmlhttp://www.uoftbookstore.com/online/index.ihtmlhttp://www.uoftbookstore.com/online/index.ihtmlhttp://www.uoftbookstore.com/online/index.ihtml


14/14


Evaluation

Component Weight/Value

Learning Styles Analysis (Individual) 15%

Needs Analysis (Team) 30%Your Choice: Training Delivery or Training Design (Team) 40%

After Action Review (Individual) 15%

Date post:	04-Apr-2018
Category:	Documents
Upload:	123i123
View:	217 times
Download:	0 times

AAA-Winter 2013 FactSheet

Documents