John R. Commons and the Wisconsin School on industrial relations strategy and policy
The field of industrial relations in the United States is largely rooted in the early twentieth-century writings of John R. Commons and the Wisconsin School. The author documents and describes their strategy and recommended policy approach for improved industrial relations. The three core components of their strategy were stabilization of markets, equalization of bargaining power, and constitutional government in industrial enterprise. The author also shows that the thinking of Commons and his associates on the best way to achieve these three goals--and, in particular, their view of the appropriate mix of trade unionism, labor law, personnel management, and macroeconomic monetary/fiscal policy--evolved through four distinct phases, starting about 1900 and ending in the late 1930s. (Author's abstract.) (Free full-text download available at http://digitalcommons.ilr.cornell.edu/ilrreview/.)
To our knowledge, this item is not available for
download. To find whether it is available, there are three
1. Check below under "Related research" whether another version of this item is available online.
2. Check on the provider's web page whether it is in fact available.
3. Perform a search for a similarly titled item that would be available.
Volume (Year): 57 (2003)
Issue (Month): 1 (October)
|Contact details of provider:|| Fax: 607-255-8016|
Web page: http://www.ilr.cornell.edu/ilrreview/
More information through EDIRC
|Order Information:|| Postal: 381 Ives East, Cornell University, Ithaca, NY 14853-3901|
Web: http://digitalcommons.ilr.cornell.edu/ilrreview/ Email:
When requesting a correction, please mention this item's handle: RePEc:ilr:articl:v:57:y:2003:i:1:p:3-30. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (ILR Review)
If references are entirely missing, you can add them using this form.