The Economic and Labour Relations Review

Policy by assertion is an all too common temptation amongst economic analysts. Plausible stories substitute for closely developed economic theory backed by convincing empirical evidence. In the case of Japan, an extended period of deflation attracted numerous proposed policy responses. Structural explanations, typified by those relating to corporate governance, appear to be uncontroversial. On closer examination however, the causative mechanisms and actual evidence turn out to be seriously lacking. Instead, a collection of individually desirable objectives are bundled together to present an appearance, rather than a reality, of cause and effect. The result is a set of obvious solutions, but the associated policies remain largely dependent on assertion for their authority.

In Australia, the proportion of full-time employees engaged in long hours, often very long hours, of paid work is relatively large and has been growing larger over the past two decades. This article describes and explains existing data and discussion in Australia, within a cross-national context. Primarily drawing on official labour force data, it begins by examining the proportion of employees engaged in long hours, trends in long work hours, and selected characteristics of the long hours workforce. It then links the discussion to overtime and the peculiar prominence of what is called ‘unpaid’ overtime. Growth in unpaid overtime seems to be the main component in the increase in the proportion of full-time employees working long hours. In seeking to explain these developments, the article describes the framework of formal working-time regulation and identifies several channels along which trends to long hours, whether based on paid or unpaid overtime, are able to flow. It then looks at the way in which the opportunities opened up by the deficiencies in regulation are taken up by employees and employers. It suggests that the key factor in explaining the development of long hours in Australia is employer pressure within the framework of weak working-time regulation.

This paper investigates changes over time in the proportion of the male and female population aged 15 and over who are employed. It is especially aimed at studying the influence of changes in the age composition of the population on this indicator. The main findings are: (a) while the underlying trends for males and females are in the opposite direction, both male and female employment ratios fall in recession and rise in recoveries; (b) changes in the age composition of the population (ageing, per se) can explain only a very small amount of the changes in the aggregate employment ratio for both males and females over the period 1978–2001; (c) the falling aggregate male employment ratio is not primarily or even largely a result of movements out of employment by older workers, indeed, over half of the reduction in the aggregate employment ratio for males is due to falling employment ratios for prime working-age males. Policy implications are discussed in the concluding section.

Should the Australian labour movement pursue a system of statutory union recognition? The experiences of the UK and Canada illustrate that such a system can address some of the worst breaches of freedom of association under the Workplace Relations Act 1996 (Cth). However, the influence on union density and collective bargaining coverage is likely to be modest. It may also constitute a structural impediment to multi-employer bargaining, boxing unions into a system of fragmented bargaining, and results are sensitive to institutional design so there could be serious consequences if the system was re-engineered towards the US model in the future.

Despite twenty years of training reform's in Australia, there are widespread concerns about a ‘skills crisis'. This raises the question: to what extent is this a training crisis, and to what extent is it a crisis in the retention of skilled workers, exacerbated by the new relationships of the workplace? In assembling two quite distinct sets of viewpoints, this symposium invites readers to adopt a broad view of worker education. It includes voices who argue that skills training is but one element of workplace learning, the other being the acquisition of contextual knowledge, formal or tacit, about the employer-employee relationship. The first perspective is a critique of a recent attempt to train managers in the efficient use of ‘relationship’ skills. From here, a longer-term perspective demonstrates how the narrow skills approach can be traced to diffusion of Taylor's educational theory through formal and community-based vocational education systems in NSW. A new perspective is then introduced by a conversation among adult educators, who take the view that workplace learning inevitably involves learning about employer/employee relations. Contributions from South Africa, Canada and Australia consider the relationship between practical activity and the gaining of two aspects of this awareness — union activism and class consciousness. They explore approaches to union renewal and employee participation in shaping learning. Noting the decline of working class communities and of working class education movements, the symposium ends with a suggested explanation for the fluctuating class awareness of those whom the Australian labour movement is currently addressing as ‘working people’.

This is one of few empirical studies of the implementation of the Frontline Management Initiative. It is based on qualitative research in six Australian organizations. Arising from a 1990s policy view, represented by the Karpin Report, that Australia's competitive weakness was partly an outcome of poor management capabilities, the FMI was introduced in order to train first-line supervisors, who were seen as key in changing work practices. The FMI, however, suffered from the weaknesses in competence-based training (CBT), exacerbated by problems in the Australian National Training Framework. Lack of uniformity in curricula and standards, coupled with a fuzziness in defining frontline management, undermined this exercise in management development as public policy. Narrowly-specified outcomes did not deliver the claimed ease of assessment but undermined content. More fundamentally, ‘unitarist’ assumptions such as those underpinning the FMI are based on an inadequate understanding of workplace learning. Even the highly structured CBT approach cannot prevent learners from exploring their own interests and affirming their own counter- identity, in ways that may run counter to enterprise productivity.

This historical case study demonstrates the importance of education to the diffusion of management ideas and strategies. The article explains how management and education came to be united in the pursuit of efficiency and how they came to use similar assessment techniques to ensure the achievement of this goal. Documenting F.W. Taylor's interest in education, it reveals how scientific management, as promoted by management ‘gurus', consultants, managers, educational administrators and related professionals, came to influence the early twentieth century reform of education and training in both the USA and Australia. It shows how Taylor's methods, principles and philosophy were transformed into a scholastic program, and how this program was infused into the administration and content of teaching and learning offered in NSW schools, technical colleges, universities and adult education, with long-term implications for the training of managers, students and workers.

Much more is learned in the workplace than efficient skills. We have rather few concepts with which to theorise the ‘counter-cultural’ nature of much workplace learning. In leading off four articles that address this gap, this introduction dips into Australian labour history to open a discussion aimed at making visible some of the other learning that occurs at work. It asks why most workplace learning researchers have not acknowledged or extended such learning, and suggests that changing working conditions within universities may change this.

Australian trade unions in the 1980s and 1990s sought to influence and guide the restructuring of vocational and workplace education policy, to widen participation in education and training, and establish partnership arrangements with government and business in order to promote international competitiveness. Since the mid 1990s, however, the changed contours of the labour market, and a steady decline in both the numbers of union members and density rates, accompanied by legislative attacks on the right to organise, led many unions to shift their emphasis to organising new members. Education was identified as a critical factor in preparing unions to undertake this new effort and as a means of changing union culture. This article studies the changes in union education that flowed from one union's new concentration on developing capacity for organising for growth, and examines the new ways of knowing that resulted among officers and activists.

This article poses the question, who or what ‘teaches' workers political consciousness? It argues that this question cannot be answered in the abstract, but must be located in historical context. Drawing on a case study of a South African local government trade union, it argues that radical education traditions within the labour movement remain, although the trade union movement has lost much of the militancy that characterised its early years, and its education work has been weakened and compromised. The case study union's education programmes are ideologically directive and transformative in intent. Radical learning does not only take place in these organised spaces, however; members' participation in ongoing union activities develops their political understanding and working class identity, while moments of mass action ‘teach’ workers not only about tactics, but also about political and economic power.

This article poses the question: Why is it that work/life teaches some workers resistance and militancy while it seems to teach others despondency, withdrawal or manic careerism? The significance of this question lies in the decline of working-class community. The question is answered through an exploration of ways of conceptualising working-class learning that account for a diversity of outcomes in terms of class consciousness. The article briefly reviews key dimensions of learning theory, and then, by drawing on two empirical illustrations, it argues that the workplace must be conceptualized as an ensemble of work/life spheres. The argument confirms the prospect for a better understanding of the complex nature of work-learning relations with an emphasis on artifact mediation (i.e. the role of tools and ideas) and participatory structures (i.e. activity systems). Here the content and structural location of working-class cultural practices and dispositions (i.e. habitus) within activity systems are deemed central.

Contemporary Australian workers appear reluctant to identify as working class. The article argues the inadequacy of structural explanations of declining working class consciousness, such as the claimed broadening and flattening of the middle class. Instead, it explores the interacting roles of economic conditions and worker education in the decline in workers' class identification. The educational focus is on the decline of those informal popular education institutions that in Britain and Australia until the mid-twentieth century had aided the articulation and transmission of class identity through programs of literacy and literature, autodidacticism and political activity. Recent hard times have not been sufficient in themselves to trigger a revival of class consciousness, without the help of some vehicle of working class political self-education. The popular media have thus been able to step in, co-opting the icon of the independent battler — a non-collective symbol of traditional longing to escape oppression. Recent promising efforts to build a collective identity around the term ‘working people’ fall short of fostering class identification.