making a difference - the impact of trade union education on britain's workplaces
DESCRIPTION
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.TRANSCRIPT
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.
4 making a difference
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
6 making a difference
❚ 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
7 union representatives survey 2009
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
8 making a difference
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
11 union representatives survey 2009
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
12 making a difference
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
13 union representatives survey 2009
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
14 making a difference
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
15 union representatives survey 2009
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
16 making a difference
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
17 union representatives survey 2009
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
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
400 200
RU
UC
UM
RM
MC
MM
TR
FI
TM
0 200 400 600 800
typeofactivity
number of respondents
18 making a difference
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
20 making a difference
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
22 making a difference
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
23 union representatives survey 2009
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
number of respondents
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
25 union representatives survey 2009
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
FI finding information
NM negotiating with
management
TM talking to members
200 0 200
TM
NM
FI
UC
TP
MT
400 600 800 1000 1200
number of respondents
keyskills
26 making a difference
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
FI finding information
NM negotiating with
management
TM talking to members
600 100 0
TM
NM
FI
UC
TP
MT
400 900
number of respondents
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
28 making a difference
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.
29 union representatives survey 2009
... 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
31 union representatives survey 2009
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.
32 making a difference
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
33 union representatives survey 2009
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.
34 making a difference
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
36 making a difference
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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Pages 3, 9, 10, 24, 27 and cover © Simon WellerPage 35 © Jess Hurd / reportdigital.co.uk
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