1. It has been said that "a company that deserves a union gets one," suggesting that if proper leadership and motivation techniques are employed and desirable policies devised, the workers will not want to unionize. Either agree or disagree with this philosophy. Support your position and explain what a company could do to create an environment where workers will not want to unionize.
2. Some means of resolving negotiations impasses involve economic weapons (e.g. strikes and lockouts). There are other means of impasse resolution that do not involve the use of economic weapons (e.g. fact finding, mediation, med/arb/interest arb, etc.). Select two (2) non-economic means of impasse resolution, 1) explain how each one functions and 2) discuss the relative pros and cons of each.
3. Unions have declined as a percentage of the workforce in the private sector. With this decline, have career and workplace dissatisfaction and alienation increased? If so, why is this so? If not, why not? Support your position.
4. List and discuss some of the advantages and disadvantages in using seniority as a factor to determine shift preference or overtime assignments.
5. Identify two different steps a company should take to prepare for its first round of bargaining with the union pre-negotiation activities. Explain why each of the steps you have identified is critical to achieving an initial successful collective bargaining agreement with the union.
6. Identify and explain the major ways in which the government is an important participant in the labor relations.
NOTE: Include the topic number and topic above each response, and the references directly below each response.
Use a minimum of four sources dated 2013-present (one minimum per topic).
See Rubric and Requirements for Written Assignments in Syllabus for details.
|
Criteria
|
Exceeds Expectations
|
Meets Expectations
|
Meets Some Expectations
|
Does Not Meet Expectations
|
Not Included
|
|
Organization
(maximum of 5 points)
|
Arranges ideas clearly and logically to support the purpose or argument; ideas flow smoothly and are effectively linked; reader can follow the line of reasoning
|
Arranges ideas adequately to support the purpose or argument; links between ideas are generally clear; reader can follow the line of reasoning for the most part
|
Arranges ideas adequately, in general, although ideas sometimes fail to make sense together; reader remains fairly clear about what writer intends
|
Arranges ideas illogically; ideas frequently fail to make sense together; reader cannot identify a line of reasoning and becomes frustrated or loses interest
|
|
|
Content
(maximum of 15 points)
|
Gives very specific information. Addressed all of the assignment components. Clearly illustrates critical and reflective thinking.
Well thought-out response.
|
Contains specific information. Addressed all of the assignment components. Is relatively detailed. Shows some critical and reflective thinking. Relatively well thought-out response.
|
Has some specific information. Addressed many of the assignment components. Not detailed.
Poorly thought-out response.
|
Is vague and does not address all assignment components. No evidence of having given the assignment real thought.
|
|
|
Mechanics, references and APA
(maximum of 5 points)
|
Execution is excellent. No grammar or writing errors. Reads easily. Is well organized. Includes two or more scholarly, relevant sources as required per topic.
|
Well executed. Few grammar or writing errors. Reads easily.
Is fairly well organized. Includes one minimum sources as required per topic.
|
Execution is poor. Many grammar or writing errors. Hard to read. Poorly organized. Lacks adequate sources, etc.
|
Falls short of the required length for the assignment. Very poorly written. Very difficult to read. No organization is evident. Reads like a last minute effort.
|
|