making a difference - the impact of trade union education on britain's workplaces

Making a differenceThe impact of trade union

education on Britain’s

workplaces

A union reps survey report by Doug Gowan

About the authorDoug Gowan is chief executive of the Open Learning

Partnership. The Open Learning Partnership is a charity

dedicated to widening access to learning through the

intelligent use of technology.

Foreword 2

Case study Cutting diesel fumes 3

Section 1 About this survey 4Aims 4

Methodology 4

Interviews 5

Key points 5

Previous surveys 6

The sample 7

Trade unions 8

About TUC Education 8

Case study Bakery learning centre 10

Section 2 About the respondents 11Gender 11

Age 11

Ethnic origin 12

Disability 12

Length of time in role 13

Roles 14

Number of posts held 15

Rep activities 16

Changes in activity 17

How recently had reps attended courses? 18

Case study Getting the facts 19

Section 3 About the courses 20

Case study Work/life balance 21

Section 4 Opinions of TUC Education courses 22

Case study Fire evacuation 24

Section 5 Improving skills for union reps 25How the courses helped 26

Case study Confidence building 27

Section 6 Comments from reps 28

Case study Professional attitude 30

Section 7 Putting skills into practice 31Recruitment 31

Involving members 31

Training 32

Working methods 32

Meeting management 33

Teamwork 33

Agreements and policies 34

New roles 34

Case study Going green 35

Section 8 Some conclusions and recommendations 36

Contents

2 making a difference

Forewordby Brendan Barber, General Secretary

TUC Education has an unrivalled reach into Britain’s workplaces to provide

education and training for workplace representatives. Figures for 2008 show

an increase of 9.6 per cent on 2007’s record-breaking year, with 57,657 union

workplace reps and 1,424 union professionals accessing training through the

network of more than 70 partnerships with further education colleges across

the UK.

This represents another huge increase in numbers and in scope, with more

courses and more flexible ways of accessing learning to suit the needs of union

reps and employers. Overall, the number of reps trained each year over the last

ten years has increased by 119 per cent despite the difficulties reps face in

obtaining release from the workplace. These results contribute to a continuing

upward trend and reflect union reps’ thirst for learning, as well as the growing

complexity and sophistication of their roles.

The quality of trade union education across the UK is very high – OFSTED

inspectors have consistently graded TUC Education units at 1 (outstanding),

and union education officers are closely involved in maintaining relevance

and accessibility. We wanted to find out what happened in UK workplaces as

a result of all this work, what impact the training had back where it counts. This

is the largest survey of trade union education ever conducted, with full survey

returns from 1,046 reps, and it goes to the heart of what TUC Education seeks

to accomplish.

The results are impressive. More than 800 union reps took the trouble in this

survey to give concrete examples of what they have done back at work as a

consequence of being trained. We would like to thank all those hundreds of

union reps who took the time to tell us in detail about their experiences on

courses and how they translated them into action back at the workplace. We

will be conducting follow-up surveys over the next two years to find out more

and we welcome feedback to Liz Rees [email protected]

Cutting diesel fumesMark has been a union rep for almost 20 years. He

started out as a workplace rep, then became health

and safety rep and is now the union’s regional lifelong

learning coordinator. He works for the fire service.

His concern was to improve working conditions within

fire station garages by lowering diesel emissions.

The diesel emissions issue was a problem in fire stations

nationally. The issue was raised with local management

but not understood fully by them. He shared the issue

with other reps from around the country and the support

of other reps led to the issue being resolved nationally.

Mark took TUC Education’s Diploma in Occupational

Health and Safety course at the same time as negotiating

with management around the issue of fire station

diesel emissions. He used the example as part of his

special project for the course. Support of the TUC tutors

gave him confidence to raise the issue at station level

and then on to the regional health and safety committee.

Mark reports that the courses “undoubtedly helped with

my personal development”.

casestudy

*

* All case studies are anonymous. Names have been changed

and the photographs that accompany the case studies are

library pictures, not images of the individuals themselves.


AimsThe survey aimed to find out who the course participants were, what union roles

they carried out, how far TUC courses helped them develop the skills they need for

their role, and whether there had been any impact on changes in the workplace

and in the union.

We investigated these questions:

❚ What is the profile of participants in TUC courses for union reps? Do the courses

reach newly appointed as well as more established reps? What are their age,

gender and ethnic origin profiles?

❚ What tasks do union reps carry out, either frequently or less often?

❚ Which of these tasks are increasing or decreasing?

❚ How do union reps rate the skills needed to carry out their role, and which are

the most important?

❚ How far do TUC courses meet the participants’ needs for skills development?

❚ Are the reps able to put into practice lessons learned on the courses in their

workplace and/or trade union?

MethodologyData collection for the survey was through an online survey distributed by email,

with follow-up phone interviews to a number of respondents who had indicated

their willingness to take part.

The decision to design an online survey was based on evidence that use of

email and the internet is increasingly common in trade union activity, with over

nine out of ten delegates at recent union conferences being able to supply an

email address. And under the arrangements for the new Qualifications and

Credit Framework, which underpins the accreditation of TUC courses for union

reps, each learner is required to have an email address in order to register their

learner record.

About this survey

This is the report of the 2009 TUC Education survey of union

representatives attending TUC courses. It is the largest survey of

trade union education ever conducted and the first to solely use

online data collection methods.

The survey was based on union reps attending TUC courses of

any type over the previous five years. It included newly elected

reps with little, or in some cases no, experience as well as reps with

several union posts and twenty years or more of union activity. The

sample was randomly drawn, however, with no attempt to make a

selection based on any criterion other than availability of an email

address. Given the relatively high response rate, the survey therefore

provides a reliable profile of the participants in TUC courses and

their activities.

Section 1

5 union representatives survey 2009

Another key factor in choosing an online survey method was the higher return

rate than that achieved by postal surveys. Well designed, short postal surveys

often struggle to get more than a 10 per cent response while online surveys

without major defects will consistently achieve over double that rate, even given

the high rate of churn of email addresses and spam filtering problems.

A further factor in favour of online surveys is the ability to monitor returns and

automatically send reminders that exclude those who have already replied. Two

reminders were issued over the period of the survey, sent solely to those who

had not responded.

It is envisaged that, given the relative ease of online survey distribution and

analysis, this survey could be repeated at regular intervals, thereby forming

a baseline for future comparisons.

InterviewsRespondents were asked to volunteer for a short follow-up phone interview.

The aims of these follow-up interviews were to elicit further detail and concrete

examples of changes resulting from attendance at courses. Twenty interviews were

carried out. The interview sample was selected as far as possible to cover different

types of course, trade union, and country or region.

The follow-up phone interviews were semi-structured and designed to take up

to 10 minutes to complete. Outputs from the interviews are reflected in the case

study boxes in this report.

Key points❚ This was the largest survey ever conducted of TUC course participants and

the first to use solely online data collection.

❚ The survey had an excellent response and a high completion rate, offering

confidence in the results. Many respondents volunteered to take part in a

follow-up interview.

❚ Respondents covered a broad spectrum of trade unions, age bands, union

roles and union experience. Many course participants had only just commenced

their union role while others had 20 or more years of experience.

❚ The most common activities carried out by the respondents were: talking

to members, finding information, talking to other union reps, meeting

management, handling member cases and recruiting members. All these

activities show a strong upward trend.

❚ The great majority of respondents would recommend TUC Education courses to

other reps. They believe them to be essential for carrying out their union roles,

and they agree that they have been able to apply lessons from the courses in

their own workplace. Most said that they learned more than they expected on

their course.

❚ There was clear agreement on the skills that are important for union reps. The

skills they felt they need are closely related to their regular activities outlined

above. In addition, nearly all respondents agreed that using a computer is at

least of some importance to a union rep.

1


❚ Respondents agreed that TUC courses did in practice develop these skills.

The exception is computer skills, which are not included routinely in many

of the courses.

❚ Reps gained confidence and a sense of confirmation in their role on the courses.

They learned improved ways of finding information and more systematic ways

of handling problems. For some, the course experience was transformative.

❚ Three out of four reps gave concrete examples of improvements they had

made at work or in the union after attending a course. These improvements

included recruiting members and getting them involved, adopting more

systematic working methods, improved relationships with management,

better union team working, and new agreements and policies.

Previous surveysA number of other surveys have looked in whole or in part at trade union

education and the role of union reps in recent years. A number of these

focused on particular types of representative rather than union reps as a whole.

Recent reports have included:

This overall survey of all reps engaged in TUC Education builds on, adds to and

updates the earlier reports. Combined with the earlier surveys, this body of work

is essential reading for anyone concerned with the continued development and

effectiveness of trade union education, and in particular how it is changing in

response to new circumstances and needs.

1

The Impact of the Union Learning Representative: a survey of ULRs and their employers, NicolasBacon and Kim Hoque, Nottingham University Business School, unionlearn research paper April 2009

Evaluating the Union Equality Representatives Project, Doug Gowan, Open Learning Partnership,

unionlearn research paper March 2009

TUC Education and the QCF – user experience research, Doug Gowan, Open Learning Partnership,

National Open College research paper April 2008

TUC Education and Online Learning, Brian Corrigan, Stow College January 2008

Union Learning Representative Research Report – North West, Alison Hollinrake, Lancashire

Business School, unionlearn report 2006

Review of the TUC Education Service, Charles Laxton and John Rodger, York Consulting

November 2005

Training and Action in Health and Safety, David Walters and Peter Kirby, South Bank University,

TUC research report January 2002

Learning that Works: Accrediting the TUC programme, E Capizzi, NIACE/TUC report 1999


A key focus of this body of trade union education research is investigation

of the impact of the lessons learned on the courses in the workplace. TUC and

union education courses are designed with the aim of supporting union reps

to make a difference for members. We look at this and other key aspects of

TUC Education below.

The sampleTo secure a random sample, TUC Education regions and TUC Education Scotland

were asked to supply lists of email addresses of course completers. It was not

possible to include participants from courses in Wales for technical reasons.

The first 1,000 email addresses from each region were added to the sample,

or the whole list where the number was less. Thus there was either no selection

or a random selection from each list.

The mailing was expected to produce a number of ‘bounces’ – returned

undelivered mail – for reasons such as incorrectly spelled email addresses,

changed addresses, or mailing treated as spam. About a quarter of the email

distribution was known to have been rejected in these ways, although the real

figure is almost certainly higher because some of the mailing is likely to have

failed without being returned as a bounce.

The survey was started by 1,160 respondents and fully completed by 1,046 – just

over 90 per cent. The survey design allowed respondents to leave at any point so

this is a creditable response. With an estimated effective mailout after deducting

known and estimated bounces of 4,000, the return rate is 29 per cent. This is an

excellent response which helps support the research findings.

Figure 1 illustrates the proportion of respondents completing the survey fully

or partially.

1

Figure 1 Full or partial

survey completers

fully 1,046

partly 114


Trade unionsThirty trade unions were represented in the survey. They represent the great

majority of union members in the UK.

They are shown here in alphabetical order

About TUC EducationTUC Education for union reps covers all countries and regions of the United

Kingdom, working in partnership with a range of further and adult education

colleges and delivering a broad programme of courses. Participants come from

a wide range of industries and unions. They may hold degree and higher level

qualifications or none at all.

And yet in spite of this huge diversity it is possible to investigate TUC Education

as an entity. This is because TUC Education is built on a system of shared values,

approaches and methods that have been consistently developed over a period

of more than 35 years.

Some of the key features of the TUC Education approach are:

❚ Dedicated trade union education tutors.While there is some opportunity

for preference and specialisation among tutors, the customary approach is for

tutors to develop the ability to teach across a wide range of subjects. The tutors

are thus in an analogous position to reps on their courses, having to deal with

a wide range of information and issues that are often subject to rapid change.

The survey did not ask specific questions about them but a number of

respondents commented on the positive role played by their tutors.

❚ Problem solving as a core approach. Trade union reps are faced with a

wide variety of problems and issues which are affected by changes in legislation

and industrial and economic conditions. In these circumstances there is no

one fixed body of knowledge that they can acquire to equip them for their

role. The TUC Education approach is rather to focus on problem solving and

information finding skills, using a systematic approach. This then equips the

reps with flexible, adaptable skills that are built on knowing where to find useful

information rather than acquiring obsolescent knowledge. In TUC Education the

1

ASLEF

ATL

BECTU

BFAWU

BOS

Community

CSP

CWU

DSA

EIS

FBU

GMB

NAPO

NASUWT

NUJ

NUM

NUT

PCS

POA

Prospect

RMT

SCP

SoR

TSSA

UCATT

UCU

UNISON

Unite

URTU

USDAW

1

systematic problem solving approach is often known as using the Problem –

Information – Plan (PIP) method. The survey asked about respondents’ rating

of problem handling skills, and how far the courses had helped to develop them.

Free text replies also commented on systematic ways of working as a union rep.

❚ Team working and collaboration. A key to being effective for many union

reps is to work in a team with other reps. On TUC courses collaboration is

developed by using small group working to tackle problems. The survey asked

about time spent talking to other reps. Many free text comments pointed to

the confidence-building aspects of working with others, reducing the sense

of isolation that many new reps report.

❚ Active and relevant learning. Throughout TUC courses there is a system of

workplace reports. In this system topics are introduced on courses through

an investigation by the course participants of issues arising in their workplace

and trade union. Thus the courses are designed to be situated in real issues

and problems to be solved – they are contextualised to use some educational

terminology. The survey asked how far respondents had been able to discuss

their workplace issues on the courses.

❚ Skills integration. Since its early days TUC Education has adopted the approach

of integrating skills development into all course activities. An important focus

of the survey was on the respondents’ priorities for skills development and an

assessment of how far their courses helped.

Below Teamworking

is a key part of

TUC Education courses.

Bakery learning centreLaura became a union learning rep soon after joining the

union two and a half years ago. She had no previous

union experience. She now works in a team of four ULRs

alongside workplace and health and safety reps.

The bakery in the North West of England has around

200 staff working round the clock shifts seven days a

week. Many staff have low literacy and numeracy skills.

She worked in the union team to set up a new learning

centre in the bakery. Management were approached

and agreed to donate the space. Computers and a

printer were installed.

Now there are weekly visits by staff from the local college

to run Skills for Life sessions. A library bus visits weekly.

There are ECDL tests on site and Laura is the invigilator.

Online safety training has been set up for staff and

is much welcomed by management.

A monthly steering group has been established to

bring together union reps, management, the FE college

and the unionlearn project worker. Laura says “there

is a fantastic union team all working together”, and joint

effort with local management to make the centre

a success.

Sixty-seven staff are currently signed up to courses in

the centre – one in three of the workforce. Staff are now

encouraged back into learning, after many had had a

bad school experience.

Laura reports that her own skills have built up from

a low level over a series of TUC courses. Participating

in the learning and skills forum is also a great help.

She is now seconded full time on her union role, partly

to help set up a new learning centre in a second bakery

in the area.

casestudy


GenderFigure 2 shows the gender breakdown of respondents.

Males were in a small majority, although more than two out of five (42.2 per cent)

were female.

AgeFigure 3 shows an analysis by age band.

The dominant group are in their 40s and early 50s, although there are significant

numbers in the adjacent age bands.

Encouragingly, there is also evidence of a younger group, with over 10 per cent

being in their early 30s or younger. A small number are over 65.

About the respondents

In this part we look at the characteristics of the respondents.

Section 2

Figure 2Gender of respondents

female 408

male 558

Figure 3Age bands

600

500

400

300

200

100

0

16-24 25-34 35-44 45-54 55-64

numberofresp

ondents

age of respondents

65


Ethnic originMost respondents described themselves as UK/ European, as Figure 4 shows.

Clearly the respondents found some difficulty with the classification offered, as ‘Other’ is the next largest group.

DisabilityPerhaps surprisingly, almost one respondent in eight (12.1 per cent) declared a disability. Figure 5 shows the picture.

2

Figure 4Ethnic origin

African 5

Asian/Pacific 16

Caribbean 17

UK/European 1,048

Other 33

Figure 5Disability

yes 128

no 931


2

Length of time in roleHow experienced were the respondents? Figure 6 shows an analysis of the

length of time they had held any union rep role.

The biggest group has been in place between two and five years, although

significant numbers were less experienced than this. The picture is one of

a broad distribution of different lengths of experience across courses.

Sharing of experience is a constant theme in written comments by

respondents. Reps new to their role often see it as particularly valuable to

help set a framework for their union activity. This comment from a workplace

rep in the North East is typical: “As a new rep, I received a good overview of

my responsibilities and was able to discuss my work with other reps from

different workplaces.”

The range of experience among the respondents is partly a reflection of the

scope of the survey. All types of courses were sampled, including the introductory

courses for new reps, follow-on and specialised courses for established

reps, and the diploma courses at Level 3, which are designed for reps with

extensive experience.

300

350

250

200

150

100

50

0

<1 1-2 2-5 5-9 10-19 20

Figure 6Length of time

as a union rep

numberofresp

ondents

length of time (years) as rep


RolesWhat union roles did our respondents carry out in the workplace?

Figure 7 shows the results.

The most common roles were workplace rep and health and safety rep.

Almost two out five respondents said they served on a branch committee.

Despite their recent creation, the roles of union learning rep, equality rep,

disability champion and pensions champion are well represented in the survey.

This may well be that for newly established union rep roles there is no extant

experience to build on, thus highlighting the need for a ‘get me started’ course.

It is also in part a reflection, as is the case for union learning reps, that attendance

at an introductory course is a trigger for accessing legal rights.

Figure 7 also shows a ‘used to hold’ indicator for each type of post. In most

cases, this is a substantial figure and may indicate a willingness or desire by

union reps to move between roles and possibly take up new roles as they emerge.

2

Figure 7Roles held

used to hold

hold now

Key

WP workplace rep

H&S health and safety rep

Br branch committee member

Ulr union learning rep

Eq union equality rep

Dis union disability champion

Pen pensions champion

600

700

800

500

400

300

200

100

0

WP H&S Br Ulr Eq Dis Pen

numberofresp

ondents

type of union role


2

Number of posts heldGiven that we have evidence that some union reps move between posts,

do they also hold multiple posts? Figure 8 shows the analysis.

The total number of union posts identified in the survey amounted to 2,047,

giving an average per respondent of 2.1.

However, as Figure 8 shows, the largest group of reps hold only one post. This

is partly a reflection of the significance in the programme of introductory courses

for new reps, and for the new types of rep such as union learning rep and union

equality rep.

The average is pulled up by the inclusion of experienced reps holding three

or more posts.

The data includes responses from a number of people with no union rep

position. There are a number of reasons for this. Some reps had relinquished

their role or moved on to become a union official. Others held roles such

as branch education officer, which did not involve representing members.

And others wrote that the economic downturn had caused redundancies,

including themselves.

Figure 8Number of posts held

300

350

250

200

150

100

50

0

0 1 2 3 4 5+

400

numberofresp

ondents

number of union posts held


Rep activitiesWe now go on to look at union rep activities carried out by the respondents.

Figure 9 shows a combined analysis of activities and their frequency. The

bars on the chart are ordered left to right by the activities carried out weekly.

Most respondents talk to members and other union reps, and find information

every week. Nearly all meet management, but rather less frequently. Most reps

are involved in recruiting members and handling their casework. These activities

may have increased in recent years as part of an emphasis in some unions on

an ‘organising model’ in which workplace union rep take on broadened roles.

The least common activity is attending regional or national union meetings,

although most reps do this occasionally.

2

Figure 9Union rep activities

occasionally

monthly

weekly

Key

TM talking to members

FI finding information

TR talking to other union reps

MMmeeting management

MC handling member cases

RM recruiting members

UM local union meetings

UC attending union courses

RU regional/ national union

meetings

0

200

RU UC UM RM MC MM TR FI TM

400

600

800

1000

1200

numberofresp

ondents

type of activity


2

Changes in activityTo gain further insight into what the respondents’ union activities were,

we asked which were increasing in volume and which decreasing. Figure 10shows a balanced scale, with reduced activities going right to left, and

activities increasing or staying the same moving left to right.

We can see that ‘talking to members’, ‘finding information’ and ‘handling

member cases’ all showed a strong net increase in activity, and also more

reporting an increase than staying the same.

‘Talking to other union reps’ and ‘meeting management’ also show strong

increases, and ‘recruiting members’ only slightly less so.

‘Local and regional union meetings’ show a balanced picture, whilst ‘attending

union courses’ shows a small net reduction. This is probably because many

of the respondents had attended their most recent course over a year ago.

Examples of changes in activity made as a result of course attendance are

examined below.

Figure 10Changes in activity

increasing

same

decreasing

Key



TR talking to other union reps

MMmeeting management

MC handling member cases

RM recruiting members

UM local union meetings

UC attending union courses

RU regional/ national union

meetings

400 200

RU

UC

UM

RM

MC

MM

TR

FI

TM

0 200 400 600 800

typeofactivity

number of respondents


How recently had reps attended courses?The biggest group of respondents had attended a course in the last six months,

and almost as many within six months to one year. One in five had attended a

course two or more years ago. For most therefore their course memories were

relatively recent.

Figure 11 shows the picture.

2

Figure 11When attended

6 months 456

1 year 349

2 years 111

2 years+ 96

5 years+ 14

Getting the factsSarah has been a union rep for five years in an energy

supply company. Eighteen months ago she joined the

local employee relations council and six months ago

became a member of the national council on which

representatives of five unions meet management.

She says that in the past she had been caught out

by not researching cases properly:

“On occasions when a member comes to you – the

issue might be more complex than at first sight. I have

learned to be cautious and thorough in my research

and approach an issue in an open-minded manner

until I have all the facts.”

Sarah added that coming into contact with other reps

gives confidence: “That’s the biggest thing – comradeship

– knowing people are in the same position as you –

always support behind you – a structure to support you.”

Sarah also finds the union reps online forums very useful.

Her role is still developing. In May she became branch

communications officer and says “so I still have a lot

to learn”.

She intends to improve communications with members

through newsletters.

casestudy


About the courses

The courses that our respondents attended confirm conclusions

described earlier in this report about the experience of the reps.

The most commonly attended are the starter courses for workplace,

health and safety and union learning reps. The union equality rep

initiative has also created a number of respondents. There are

also substantial numbers across the more advanced courses

and diplomas, reflecting the proportion of experienced reps

in the sample.

Section 3

It is interesting to note that for the more advanced courses there is some

doubt over whether respondents did or did not attend. The likely reason

is uncertainty over the naming of these courses, some of which have been

renamed in recent times.

The total number of courses attended was 2,136, or 2,370 if the ‘not sures’

are included. This gives an average of 2.2 or 2.4 courses per respondent –

a figure remarkably close to the average number of union roles.

Figure 12 shows the breakdown.

Figure 12Courses attended

not sure

yes

Key

ER equality reps

GR green reps

S1 union reps stage 1

SU stepping up

H&S health and safety 1

NSSR next steps for

safety reps

ULR union learning

reps induction

URL3 union reps

level 3 certificate

SRL3 safety reps

level 3 certificate

DIP diploma in

contemporary trade unionism

SRD safety reps diploma

ELD diploma in

employment law

0

100

ER GR S1 SU H&S NSSR ULR URL3 SRL3 DIP SRD ELD

200

300

400

500

600

700

numberofresp

ondents

attendance by rep type

Work/life balanceMarie has been a union rep for about 15 years,

and more recently a safety rep and ULR.

She works for a rural district council.

One of her members had problems because

their child had ADHD and needed extra support

after school. An After School Club was not able

to deal with or willing to accept the child at the

club anymore. Marie helped the member

present to management her preferred working

patterns, giving direct advice and support

and attending meetings to discuss the issue.

Marie had learned that the local authority

management was required by law to give proper

and careful consideration to the request. The

result was a favourable outcome and the flexible

hours the member requested.

Marie reports that TUC Education gave help

and support. The courses helped give her

“more confidence to deal with situations”.

She says she previously lacked self-confidence,

for example standing up in front of people and

talking. She now enjoys learning.

casestudy


Opinions ofTUC Education courses

We asked respondents to give their reaction to a number

of statements about TUC Education.

Section 4

The statements alternated between positive and negative and are set out here.

The results are shown as a balanced chart, with the ‘disagree’ ratings shown

as negative (right to left) and the ‘agree’ as positive (left to right) figures.

The strongest view is held over statement F, with over three quarters of the

sample disagreeing strongly that they “would not recommend the courses”.

There is also a strong view that TUC courses are “essential to help me do

my union job”.

There is lesser, although still clear, endorsement that they have been able

to “apply the lessons” at work. The slightly lower rating for statement C may be

a reflection of the newness of some of the reps in the sample and the recentness

of their course attendance, giving little time to apply the lessons.

A large number tended to agree or agree strongly that they “learned more than

they expected to” from the courses. This is in spite of the fact that this number

must include many who had attended a TUC course in the past and therefore

had some idea what to expect.

Most people rejected the idea that the courses were “too academic”,

although a small number took the opposite view.

Statements A TUC Education is essential to help me do my union job

B The TUC courses are too academic

C I have been able to apply lessons from the TUC courses to my union work

D I didn’t get the chance on the course to discuss my workplace situation

E I learned more than I expected to from the courses

F I would not recommend TUC courses to other reps


4

1000 800 600 400 200 0

A

B

C

D

E

F

200 400 600 800

Figure 13Views of courses

agree strongly

tend to agree

tend to disagree

disagree strongly


opinionsofTU

Cco

urses

Fire evacuationSalim has been a union workplace rep and health

and safety rep for seven years.

He works as a caretaker responsible for two schools

– one infant, one junior.

He identified an issue within the school hall where

examinations and evening adult education classes

take place. He carried out a risk assessment together

with reps from teaching unions which showed the need

to improve emergency lighting on the first floor. Fire exits

were not accessible, there was no signage, and stairwell

exits were locked with no crash bars.

On the Stage 2 course he looked into the fire

regulations, and had to study different scenarios and

how to handle them. Especially useful was how to

approach management and negotiate an appropriate

course of action. These lessons “directly helped to

resolve the situation”, according to Salim.

casestudy


Improving skillsfor union reps

What skills are important for union reps?

Section 5

We asked respondents to rate six key skills set out in the box below.

As Figure 14 shows there was overwhelming support for all six skills, with high

ratings for ‘talking to members’, ‘finding information’, ‘tackling problems’, and

‘negotiating with management’.

A small number thought using a computer to be not very important, although

the great bulk of respondents disagreed. Computers, email and the internet have

become a normal part of the union rep toolkit. It must be remembered, however,

that all respondents completed this survey online and we were therefore

addressing a group with some level of computer literacy.

Figure 14Important skills

not important

not very

some importance

essential

Key

MT taking part in a meeting

TP tackling problems

UC using a computer


NM negotiating with

management


200 0 200

TM

NM

FI

UC

TP

MT

400 600 800 1000 1200


keyskills


How the courses helpedTaking the same six areas, we asked how far TUC courses had helped

develop the respondents’ skills. Figure 15 shows the results.

There are large positive results for five of the six areas, with around 9 out of 10

reps claiming assistance from the courses in ‘finding information’, ‘talking to

members’ and ‘tackling problems’. ‘Negotiating with management’ and ‘taking

part in meetings’ are only marginally behind.

Whether the courses helped is in part due to the usefulness of the course but

also whether any particular activity is part of the rep's role. Not all, for example,

will be engaged in discussions with management, although clearly most are.

‘Using computers’ is a balanced area. This, however, is not surprising

as few TUC courses explicitly set out to include computer skills.

A major exception is the online course programme in which a key course

is Getting Ready for E-learning, covering a range of internet-related skills. It is

likely that the inclusion of online learners in the sample has boosted the rating

given to computer skills in these results. This area is worthy of further study.

5

Figure 15How courses helped

not at all

not much

partly

great deal

Key

MT taking part in a meeting

TP tackling problems

UC using a computer


NM negotiating with

management


600 100 0

TM

NM

FI

UC

TP

MT

400 900


keyskills

Confidence buildingSteve has been a union rep for three years, working

alongside two other union reps in a maintenance

depot employing 130 staff.

He took on the union rep role “because nobody

else would”. He says he came into the role cold

and lacked confidence.

It was six months before he went on his first

TUC course.

“It’s dangerous to meet management without

background or knowledge of what to do and say”,

he reports. He now knows where to find information

and what to ask.

Steve went on from the Stage 1 course to a follow-on.

“‘Stepping up’ is more challenging if you’re not that type

of person – it means you have to do more and speak

up in front of other people.”

He still contacts reps he met on the course to swap

notes and problems – on the phone and occasional

meet-ups – and a little community has been created.

Steve now represents members in meetings,

interacts with management over problems, finds

information for members, and helps them in sickness

and disciplinary cases.

casestudy


Comments from reps

Comments from respondents illustrate how the courses help

develop skills.

Section 6

Many commented on the value of learning a systematic way of handling problems:

The most valuable thing I gained from (the) courses was the confidence it gave

me to tackle members’ problems. To break them down into manageable parts and

approach each in a methodical way.

... how to follow set routines to analyse and solve any given situation.

I now have the correct tools to take a member into a situation and in most cases,

successfully represent him/her.

Reflecting on how to do things after encouragement from tutors was welcomed:

Excellent tutors who make you question what you are doing and actively develop

improvements.

A feeling of confirmation was seen as key by many:

... confidence that I am doing things the right way.

Confidence also helped many respondents to improve relationships with both

members and their employer:

I have much more confidence when approaching management about problems

or representing my members.

... the ability to assert myself and be confident in putting points of view either

from myself or members to management. The course gave me a good grounding

to establish a good working relationship with members and management.

... confidence to approach management and solve problems

for members and management.

Improved skills at getting and using information were also frequently mentioned:

... how to get help and information and who to get it from.

I have developed an amazing network of reps from college who I call on for

advice and support at anytime.

... how to research.

... established that there is a lot more to health and safety than meets the eye.


... how to research and build information in response to arising matters/problems.

... an ability to glean and interpret essential information from any and all situations

and to be able to put it to full use.

... an ability to search and find any relevant policy or procedure necessary

TUC courses give reps the confidence and knowledge to do the job.

Without them, it is just groping around in the dark.

A key factor for many reps was the feeling of mutual support and teamworking

that the courses helped to generate:

...networking. Knowing there is someone else in similar situation/you are not

on your own.

It taught me that I was not alone and that there were many other reps out

there with a wealth of experience to call on, only a phone call (or letter) away.

I left feeling a member of a large family of like-minded union reps.

The main thing I gained was a realisation that I was not alone. Also networking

with others who work in different parts of the country.

... found that people are generous in giving information in their own field.

I also got an understanding of what is achievable.

... learning that no matter what your workplace or industry you work in,

all our problems are the same.

Improved skills and confidence together with qualifications gained through

the courses can bring a feeling of greater credibility as a union rep:

Diploma courses provide credibility with management.

... accredited qualifications which can lead to greater confidence in raising

issues/concerns with management.

For some reps, the mixture of new skills, mutual support and new-found

confidence can be life-changing:

I was an undiagnosed dyslexic, and was written off as a failure... it is

through the TUC Education service that I gained confidence and... it helped

my self esteem.

... enthusiasm and valuable experience is second to none... the (tutors) have

helped change my life by the way they encourage learning.

The courses have been liberating, by this I mean I have been able to pass

my keenness on to my members.

6

Professional attitudeDan works in an engineering workshop and has

been a union rep for two years. There are 52 people

in his department and a total of 190 in the building.

After attending a TUC course, he initiated monthly safety

rep meetings and managed to get a prohibition notice

put on an unsafe machine. This was something that

managers should have spotted but they were very

impressed by the professionalism of the union reps.

Dan says that he and his colleagues were all interested

in taking up safety responsibilities but were unsure of

how to do it. He continued by saying the TUC tutors

instilled the importance of taking a professional attitude

to their role. They stressed the importance of remaining

calm and focused on their responsibilities.

casestudy


Putting skills into practice

We have seen that our respondents overwhelmingly agreed that

the range of skills developed on TUC courses are essential to the

work of a union rep, and strongly backed the view that the courses

did develop those skills. In the previous section we looked at

examples of how the reps felt about their skills and confidence

after attending a course.

Section 7

But were the reps able to make changes that reflected their new abilities?

The survey asked respondents to give in their own words any example of

a change made at work as a result of attending a TUC course.

Over three out of four respondents were able to report a positive change

– the real test of course effectiveness. We examine themes and issues that

emerged below.

We have seen the importance that reps placed on talking with members

and noted that many believed that their communication skills had improved.

A number of respondents commented on the changes they had made.

RecruitmentA first step for some was getting more colleagues to join the union:

An informative and well presented recruitment drive, challenging those who

are against the union... brought in new members being able to point out reasons

for joining.

I have been active in reversing the trend of people leaving the union... we are

now starting to see a climb in membership.

Involving membersImproving communications with members, getting them more involved and

hearing everyone – not just the loudest – was a common example of change:

Better communications with members which include effective notices...

Introduction of... workplace surveys to establish members views.

Have gained a stronger following from members and more involvement from

them when tackling issues.

I have implemented informal shop meetings as people feel more relaxed and

more able to discuss matters in this format.

More open with members – explaining everything to them – weekly newsletters,

enquiries, opening the conversation rather than sitting back and waiting for them

to come to me.

Created a union website.

… hear everyone – not just the loudest.


For some the economic downturn has created new avenues for member support:

Assisting and supporting members being made redundant through their

consultations – finding information on outplacements, training, helping them

with CVs and job applications and moral support.

TrainingUnion reps may also be directly engaged in organising training for members.

This activity has been boosted by, but is not limited to, the creation of union

learning reps:

All staff have now been trained in manual handling done during their normal

shift – ten extra first aiders trained.

There has been a massive change in the ULR role as we now have literacy and

numeracy classes set up on site.

I conducted a Skills for Life programme that covers all 305 staff, with paid time

off negotiated to attend the initial assessments, workshops and final test.

Working methodsAs we noted earlier, TUC Education emphasises the need for union reps to develop

systematic approaches to handling information, finding the right information and

developing plans. A common theme reported by reps was change in their working

methods and approaches.

Better documentation is important:

Using case recording sheets to formalise arrangements when managing meetings

with members and management.

I have now modified... the union branch's approach to handling personal cases.

… structured union meetings now occur with action programmes being

implemented.

... we have become a lot better organised and implemented standardised

paperwork and newletters to keep members informed and process their

queries quicker and in a professional manner... and we have papertrails

to cover ourselves for any actions we take.

Getting the facts right is crucial:

I have learned to be cautious and thorough in my research and approach

an issue in an open-minded manner until I have all the facts.

Getting all the facts first before any meeting ... precise notetaking.

I am far more aware that there are always two sides to every story.

I am more organised and better researched when dealing with issues the

members bring to me.

I changed my approach to dealing with management and became more

measured and professional.

7


7

I felt more confident in approaching management locally and also in dealing with senior management. I learnt techniques to deal with my frustration inmanagement attitudes in a more positive way and found that I was taken more seriously.

I finally got a health and safety committee set up in my workplace made up of repsand management and we meet regularly to discuss issues and solve problems.

Meeting managementNegotiating skills are recognised by the union reps as key to their role.

Many commented on positive changes in their dealings with managementresulting from a changed approach on their part:

When attending meetings with senior management, Directors, and the ChiefExecutive I pay a lot more attention to the details of the discussion or presentationand I am a lot more measured in my responses or questions. As they say ‘the devil is in the detail’.

Arranged meetings with manager to resolve workplace issues – previously had just complained massively to manager and anyone who would listen about these issues... dealing with issues in a formal-ish meeting resolved them.

Management now talk to us as soon as they form the thought of a change… we call it the ‘cup of tea stage’ prior to formal consultation.

I have started investigating accidents and incidents and meeting withmanagement to discuss these.

Every meeting doesn’t have to be confrontational!

In some cases new institutional arrangements and roles were set up:

In my workplace we now have a health and safety committee with regularmeetings with management and staff which helps to alleviate any major problems.

A (new) office user group, where all issues relating to the building, including H&S, can be discussed by staff reps with the estate management team.

Introduced equality reps into the organisation.

Management now accept union recognition in the workplace as being able to add to the running of the establishment.

TeamworkWe have seen how the respondents put a high value on support they got from other reps.

A common theme was how they had improved working relationships with theirunion colleagues. In some cases this involved recruiting more union reps, andhelping new reps to find their feet in the role:

Getting reps to work together consistently.


I have made up skills packs for the shop stewards in the branch, to assist

them to represent their members.

I have recruited more ULRs to assist and have set up a Learning Steering Group.

Delegation and buddying new stewards to help improve their ability

and confidence.

Agreements and policiesIn addition to changes in working methods, organisation and teamwork,

the reps also reported improvements in agreements and policies at work:

A review and change of the violence at work policy.

A ban on certain chemical sprays used at work. COSHH provided the

evidence needed.

Achieved paid time off for union duties. Achieved pro rata public holidays

for part-time workers.

Began negotiating with management to get a learning centre.

Since attending these courses I have a number of results but my biggest would

be getting my employer to issue new personal protective equipment.

We had only been doing full inspections once a year but I have got this to the

recommended three months.

I have managed to get great improvements in the way we deal with apprentices.

Successes in casework were also reported:

I have been able to avert severe warnings and two dismissal cases in my short

time as a rep in my store, both for managers and staff alike.

With the skills I was taught I have represented and had three members of staff

reinstated after dismissal.

Work/life balance – a member had child care problems resulting from a child

with ADHD. Negotiation with manager and support of member resulted in work

planning around the problems.

New rolesFor some the courses led to new and more responsible roles:

Have become branch secretary.

I used to attend workplace health and safety committee meetings as the minute

taker and nothing more, but since attending the courses, I now have my say

and I am actively involved.

Appointed as full-time officer.

7

Going greenAdam has been active in the union since 1989.

He is now a branch rep, ULR, health and safety rep,

membership secretary and branch treasurer, and

also got involved with the TUC Green Camps, which

run alongside the Tolpuddle festival.

He works in an emergency service and has to

travel round different sites as health and safety

rep for the area. The union committee now

negotiates with chief officer at monthly meetings.

Green issues are raised – they include transport,

buildings and carbon saving. There are now

consistent recycling schemes at all locations

instead of isolated initiatives.

He finds it helpful on courses to meet reps from

other unions, and also reps from comparable

industries such as transport, logistics and office-

based work.

Next month Adam will run the first ever green

issues section on the branch reps course. He is

taking a TUC online course and welcomes exchange

with other reps online.

casestudy


Some conclusionsand recommendations

The survey methodology proved to be effective, with high

return and completion rates. There were also many volunteers

for follow-up interviews.

Section 8

The results can serve as baseline data for future studies of this type. If the

survey were to be repeated annually, for example, then a valuable picture

would be gained of trends in TUC Education.

An area where the data is weak is the ethnic origin of respondents. After

UK/European, the next largest category selected was ‘other’, indicating that

the choices offered did not match the respondents' self-perception

Computer skills were thought to be important by nearly all respondents, and this

is the lowest rated area for support from TUC courses. Use of computers by union

reps and support for IT skills is an area worthy of further study.

The picture shown in this report is of a strong consensus on the skills union reps

need, and an equally strong belief that TUC Education helps develop those skills.

If the real test of the value of the education programme is that its lessons can

be put into practice, then there is emphatic evidence here that TUC Education

passes that test.

January 2010

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making a difference - the impact of trade union education on britain's workplaces

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