Still making a difference

The continuing impactof trade union education on Britain’s workplaces

A union reps survey report by Doug Gowan

Still makinga difference

Contents

Still making a difference

Foreword 2

About this report 2Research aims 3Methodology 4Unions 6

About TUC Education 4Developments in TUC Education 5Previous research 5

Section 1 About the respondents 7Gender 7Age 7Ethnic origin 8Disability 9Regions and nations 9Employment pattern 10Employment sector 12Workplace size 13

Section 2 Union rep roles 14How long in role 14Union positions held 15Time spent on union rep work 16Changes in activity 17

Section 3 About the courses 18When attended 18Which course? 19Online courses 21Why go online? 21Release for courses 22Value of TUC Education 23Importance of skills 25How the courses helped 26Views on qualifications 27After the course 29Campaign awareness 30

Section 4 In their own words 32How reps benefited from the courses 32Getting started as a rep 32Finding information 32Practical skills and methods 33Meeting management 33Tackling problems 34Learning from others 34Qualifications 34Motivation 35

Section 5 Still making a difference? 36Recruitment 36Involving members 36Ways of working 37Team working and developing reps 38Negotiations and agreements 39Improving union organisation 40Improving the working environment 41Equality issues 42Changes in role 42

Section 6 Some conclusions and recommendations 43

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ForewordNow more than ever we need well trained, confident, visibleunion reps.

TUC Education has an unrivalled reach into Britain’s workplaces to provideeducation and training for workplace representatives. Figures for 2012 showmore than 52,000 union reps took advantage of our offer – high qualitycourses designed for reps, delivered by dedicated trade union tutors, andaccredited through the national adult learning framework, the QCF. Overall,the number of reps trained each year over the last ten years has increased by119 per cent despite the difficulties many reps face in obtaining release. This isa continuing upward trend and reflects union reps’ thirst for learning, as well asthe growing complexity and sophistication of their roles.

The quality of trade union education across the UK is very high – OFSTEDinspectors have consistently graded TUC Education units at 1 (outstanding),and union education officers are closely involved in maintaining relevance andaccessibility.

Trade union education is education with a purpose. So we wanted to find outwhat impact the training had back where it counts. The first impact study waspublished in 2010 and was the largest survey of trade union education everconducted, with full survey returns from 1,046 reps. This second version drewon an even larger sample with returns from 2,400 representatives.

The results are impressive. Almost two in three union reps took the trouble inthis survey to give concrete examples of what they have done back at work asa consequence of being trained. The message is clear – Britain is better for thework of unions and their reps who continue to make a difference.

We would like to thank all those hundreds of union reps who took the time tocomplete the survey, whilst making a difference in the workplace andsupporting their colleagues and workmates.

We will be conducting follow-up surveys over the next two years to find outmore about the difference reps make and we welcome feedback to Liz [email protected].

Paul NowakTUC Assistant General Secretary

Still making a difference 1

This report presents the results of extensive research into theprofile and activity of trade union representatives who hadrecently undergone courses in the TUC Education programme,including those provided in association with affiliated unions.It builds on the previous research, Making a Difference: The impactof trade union education on Britain’s workplaces, published in 2010. Akey aim was to follow up on the earlier survey and to seewhat trends, if any, had emerged in the intervening fouryears.

The earlier survey had been conducted a year after the banking crash and thesubsequent severe economic downturn. The impact of that downturn wasbeginning to be evident in the research, with union reps reporting a growingvolume of redundancies and other problems facing union members. Thecoalition government took power in 2010. Four years later, output is still belowits 2008 level. An issue to examine, therefore, was whether the changedclimate had made an impact on how trade union representatives could takelessons learned on courses back to their workplaces.

This survey was conducted at the end of 2013 and based on unionrepresentatives attending TUC courses of any type over the previous fiveyears. It included newly elected representatives with little – in some cases no –experience, as well as reps with several union posts and 20 years or more ofunion activity. The sample was randomly drawn, with no attempt to make aselection based on any criterion other than availability of an email address.

Almost 2,400 representatives returned the surveys online, an excellentresponse rate of 13.4 per cent, though somewhat lower than the 2009 survey.Of these, over 1,500 – almost two out of three – wrote in a free text responseto a question asking what changes they had made as a result of attending aTUC course.

This report will be of interest to all those interested in the work of trade unionrepresentatives and trade union education, and how to make sure it continuesnot only to be fit for purpose but also to improve.

Research aimsAs in 2009, the research aimed to find out who the course participants were,what union roles they carried out, how far TUC courses helped them developthe skills they need for their role, and whether there had been any impact onchanges in the workplace and in the union. Questions were added toinvestigate developments in recent years, including the continueddevelopment of qualifications for TUC courses, the growing use of onlinecourses, issues over release from work, and how reps developed theirnetworks following a course. We also wished to see what changes, if any, therehad been in the role and activities of TUC-educated union reps over the lastfour years.

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The research investigated these questions:• What is the profile of participants in TUC courses for union reps? Do thecourses reach newly appointed as well as more established reps?

• What are their age, gender and ethnic origin profiles?• What release from work arrangements had participants used to attend theircourse?

• What tasks do union reps carry out, both 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 whichare the most important?

• How far do TUC courses meet the participants’ needs?• If respondents had taken part in an online course, what was their reason fordoing so?

• How important is gaining a qualification?• Are the reps able to put into practice lessons learned on the courses in theirworkplace and/or trade union?

MethodologyMethods used for the research were both quantitative and qualitative.

Data collection was through an online survey distributed by email. The surveyalso included free text answers on what respondents had gained from thecourse, and how they had been able to apply the lessons of the course in theirworkplace and union.

Respondents were asked to volunteer for a follow-up phone interview. The aimof these was to elicit further detail and concrete examples of changes resultingfrom attendance at courses, allowing short case studies to be written. Theinterview sample was selected to cover, as far as possible, different types ofcourse, trade unions and country or region.

The follow-up phone interviews were semi-structured and designed to take upto 10 minutes to complete. Outputs from the interviews are reflected in thecase study boxes in this report.

UnionsThe following unions took part in the survey:


AccordAegisASLEFATLBALPABFAWUBSA

CommunityCSPCWUEISEquityFBUFDA

GMBNapoNASUWTNUJNUTPCSPFA

POAProspectRMTSCPSoRTSSAUCATT

UCUUNISONUniteUrtuUsdaw

About TUC EducationTUC Education for union representatives covers all countriesand regions of the United Kingdom, working in partnershipwith a range of further and adult education colleges anddelivering a broad programme of courses. Participants comefrom a wide range of industries and unions. They may holddegree and higher level qualifications or none at all.

And yet, in spite of this huge diversity, it is possible to investigate TUCEducation as an entity. This is because TUC Education is built on a system ofshared values, approaches and methods that have been consistentlydeveloped over more than 35 years.

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

• Dedicated trade union education tutors.While there is some opportunityfor preference and specialisation among tutors, the customary approach isfor tutors to develop the ability to teach across a wide range of subjects. Thetutors are thus in an analogous position to reps on their courses, having todeal with a wide range of information and issues that are often subject torapid change. The survey did not ask specific questions about them but anumber of respondents commented on the positive role played by theirtutors.

• Problem solving as a core approach. Trade union representatives are facedwith a wide variety of problems and issues that are affected by changes inlegislation and industrial and economic conditions. In these circumstances,there is no one fixed body of knowledge that they can acquire to equipthem for their role. The TUC Education approach is rather to focus onproblem-solving and information-finding skills, using a systematic approach.This then equips the reps with flexible, adaptable skills that are built onknowing where to find useful information rather than acquiring obsolescentknowledge. In TUC Education the systematic problem-solving approach isoften known as the Problem – Information – Plan (PIP)method. The surveyasked about respondents' rating of problem-handling skills, and how far thecourses had helped to develop them. Free text replies also commented onsystematic ways of working as a union rep.

• Team working and collaboration. A key to being effective for many unionreps is to work in a team with other reps. On the TUC courses collaborationis developed by using small-group working to tackle problems. The surveyasked about time spent talking to other reps. Many free text commentspointed to the confidence-building aspects of working with others, reducingthe sense of isolation that many new representatives report.

• Active and relevant learning. Throughout TUC courses there is a system ofworkplace reports. In this system topics are introduced on courses throughan investigation by the course participants of issues arising in theirworkplace and trade union. Thus the courses are designed to be situated inreal issues and problems to be solved – they are contextualised to use someeducational terminology. The survey asked how far respondents had beenable to discuss their workplace issues on the courses.

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• Skills integration. Since its early days, TUC Education has adopted theapproach of integrating skills development into all course activities. Animportant focus of the survey was on the respondents' priorities for skillsdevelopment and an assessment of how far their courses helped.

Developments in TUC EducationSince the 2010 report there have been a number of key developments in TUCEducation. These changes have been brought about by the need to improveflexible access to education through online courses, exploit the opportunitiesraised by new qualification structures, and extend the range of provision tohigher-level diploma courses. As we shall see, these developments arereflected in the research.

Previous researchDoug Gowan (2010). Making a Difference: The impact of trade unioneducation on Britain’s workplaces, unionlearn research report.

Nicolas Bacon and Kim Hoque (2009). The Impact of the Union LearningRepresentative: A survey of ULRs and their employers, Nottingham UniversityBusiness School, unionlearn research paper.

Doug Gowan (2009). Evaluating the Union Equality Representatives Project,Open Learning Partnership, unionlearn research paper.

Doug Gowan (2008). TUC Education and the QCF: User experience research,Open Learning Partnership, National Open College research paper.

Brian Corrigan (2008). TUC Education and Online Learning, Stow College.

Alison Hollinrake (2006). Union Learning Representative Research Report –North West, Lancashire Business School, unionlearn report.

Charles Laxton and John Rodger (2005). Review of the TUC EducationService, York Consulting.

David Walters and Peter Kirby (2002). Training and Action in Health andSafety, South Bank University, TUC research report.

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

As in 2010, this research builds on, adds to and updates the earlier reports.Combined with the earlier surveys, this body of work is essential reading foranyone concerned with the continued development and effectiveness of tradeunion education, and in particular how it is changing in response to newcircumstances and needs.


TacklingbullyingAvtar works in a college and hasbeen branch chair for three years.He also works as an equality repand previously was a unionlearning representative.

Using experience and skillslearned at a TUC course, Avtar wasable to help a member who hadbeen bullied for a year. There hadbeen an increase in this type ofissue. Knowledge and informationfrom TUC courses coveredbullying and harassment at work –knowing the definition, whatconstitutes illegitimate behaviour,understanding the importance ofstamping it out before it gets tooserious, awareness that the priorityis to stop events happening in thefirst instance.

He feels there’s a need for achange of approach byencouraging better employerpolicies, and more encouragementto tackle problems at the ‘earliestopportunity’– a move to proactivefrom reactive. There can be a lackof recognition that unions and repsare doing the employer a favour bytaking responsibility for theirmembers in trying not to wastetime, money and effort – such asby avoiding grievances.

He believes that by beingempowered as a rep we are able toempower members themselves –shared empowerment.

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GenderFigure 1 shows the gender breakdown of respondents.

More than two out of five (40.9 percent) were female – far from thestereotype of a largely male group oftrade union activists.

Four-year trendThere is virtually no change in the ratio,the female participation in 2010 being42.2 per cent.

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Section 1About the respondents

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Figure 1Gender

Female 813

Male 1,174

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AgeFigure 2 shows that two out of three respondents were between 26 and 54.Encouragingly, one in ten was between 16 and 25, with few over the age of 65.

Four-year trendThe age breakdown shows nosignificant change.

Figure 2Age

16–25 22

25–34 212

35–44 438

45–54 1,000

55–64 622

65+ 47

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Ethnic originThe predominant group was white European, as Figure 3 shows. A largeproportion did not feel that the categories offered represented their situationand responded with 'other'.

Four-year trendThe ethnic categories used weredifferent from those in 2010 and thus adirect comparison is not possible.

Figure 3Ethnic origin

Bangladeshi 5 Black African 23

Black Caribbean 35 Black Other 10

Chinese 5 Indian 32 Mixed 33 Other 216

Pakistani 15 Prefer not to say 76

White European 1,603 White Other 272

DisabilityAlmost one in six reported themselves as having a disability, as shown in Figure 4.

Four-year trendThere is a significant increase over2010, where one in eight reported adisability.

Figure 4Disability

Yes 324

No 1,718

BuildingrapportKathy works in a largesupermarket in the North East. She has been a union member for12 years and a workplace rep fortwo years. She has worked in retailfor 29 years, and was a managerfor many years.

Kathy has managed to resolve allissues and problems before theygot to the formal grievance stage.She has learned to build rapportwith members and managers.

Kathy likes to sit down withmembers and explain issues, listento their views and give a unionview. She has been pleased withhow this works to build goodrelationships with themembership. Last year she onlyhad to deal with one disciplinary.Kathy works hard to see issuesfrom both the management andthe union side and explains this toother reps. Management also askher views.

She is encouraging other reps inthe supermarket to resolve theirown cases and problems ratherthan always relying on her. She isalso encouraging members tobecome reps.

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Regions and nationsFigure 5 shows the spread of respondents across UK nations and regions.

Four-year trendThe larger sample size and better datacollection have resulted in betterrepresentation from UK nations andregions. This will mean it may bepossible to produce a geographicalbreakdown of the results.

Other choices entered includedLondon, East Anglia, Gibraltar and theChannel Islands.

Figure 5Regions and nations

Midlands 266 North-west 422

Northern 67 Northern Ireland 9

Not sure 9 Other 111

Scotland 124 South-east 707 South-west 441

Wales 26 Yorkshire and

the Humber 156

Employment patternFigure 6 shows the employment pattern of respondents. Almost three out offour worked full-time. The second biggest group, however, were part-timeworkers, illustrating that trade union reps are reflecting employment patternsin the workforce as a whole. 'Other' work patterns reported included term-timeand on-call working.

Four-year trendThis issue was not investigated in the2010 study.

Figure 6Employment pattern

Full-time 1,907 Part-time 351 Shiftwork 153

Days 45 Other 62

Not answered 50


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Employment sectorThe sector in which respondents worked is shown in Figure 7. Most are in thepublic sector, though there are significant numbers from local, regional andmultinational companies, as well as the charity and voluntary sector. Asignificant number were not sure how to classify their employer: for example,which sector a housing social enterprise or a university should belong to.


Figure 7Employment sector

Private – local/ regional 117

Private – national 247 Private –

multinational 356 Public sector 1,396

Charity/ voluntary sector 63

Not sure 34 Other 123

Workplace sizeFigure 8 illustrates the size of the respondents' workplaces. One in three waseither a small or a medium-sized workplace, with the rest employing over 250.


Figure 8Workplace size

<50 245

50–249 449

250+ 1,496

Tacklingsickness at workDaniel is an experiencedworkplace rep, and also a healthand safety rep, green rep andpensions champion. He works fora social housing organisation.

The unions were concerned aboutsickness levels. This led to the setup of a working group, andprompted agreement to carry out astaff survey. Responses showedworkforce interest. Occupationalhealth, organisation development,HR and all the unions decided towork with the results.

Daniel advocated a supportiverather than punitive approach totrying to reduce sickness – ’let’slook at it a different way’.

Successful joint union–employerworking has continued at monthlymeetings, which Daniel attends.He recently led an initiative onmental health awareness. Asuccessful partnership has beendeveloped with the CommunityFoundation of the city’s footballclub.

A key success has been reducedsickness levels. Fewer sicknesshearings are taking place, so there are fewer for reps to attend,freeing up time for other important work.

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How long in roleFigure 9 shows the length of time they had held any union representative role.

While the biggest group has been in place between two and five years,significant numbers were less experienced than this, including newly electedreps with less than a year's experience. Alongside these relatively experiencedreps are groups with longer exposure to union work.

As in 2010, the broad spread among the respondents reflects the range ofcourses they attended, including the introductory courses for new reps,follow-on and specialised courses for established reps, and the diplomacourses at Level 3 designed for reps with extensive responsibility.

The value of sharing experience is frequently commented on positively by therespondents.

Four-year trendGiven the predominance of less-experienced reps, we can deduce that most ofthe respondents were not in position at the time of the 2010 report. Thepattern of experience, however, is broadly similar four years later.

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Section 2Union rep rolesThis section moves on to look at the roles carried out by the union reps,including what position they held and for how long, what their key taskswere and how they were changing.

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Figure 9How long a union rep


0

100

200

300

400

500

600

700

800

less than a year

20+years

10-19years

1-2years

5-9years

2-5years

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Union positions heldFigure 10 shows the union positions held by respondents. As in 2010, themost common roles were workplace representative and health and safetyrepresentative, with two out of five respondents saying they served on abranch committee.

Union learning representative, equality representative, disability champion,pensions champion and green rep roles are all well represented in the survey.

The graphic shows a used-to-hold indicator for each type of post. This in mostcases is a substantial figure and suggests a willingness by union reps to movebetween roles and possibly take up new roles as they emerge, such as theULR, disability champion and green rep roles.

The total number of roles carried out exceeds the number of respondentssince a number of reps carried out two or more roles. The ratio of roles torespondents was 1.8, though the largest group held only one role.

Four-year trendGreen reps are featured for the first time. Otherwise the distribution of thevarious types of rep is broadly similar to 2010. The ratio of union rep positionshas, however, fallen significantly from the 2010 figure of 2.1. It is not clear whythis is the case but may indicate that on the whole respondents are lessexperienced than in the earlier study.

Figure 10Union positions held

previously held

hold now

0

200

400

600

800

1,000

1,200

1,400

1,600

work-place rep

healthand

safety rep

branchcomm-ittee

unionlearning rep

equality rep

pensionschamp-ion

disabilitychamp-ion

greenrep

Resurrectingthe safetycommitteeMarcus has been a union memberfor 20 years and a union rep for 15.He works in the IT department of alocal council.

After attending the TUC Stage 1and Stage 2 Health and safetycourses, he took on the position ofbranch health and safety officer.He approached the council toresurrect safety committees forfour departments, and to create anew corporate safety committee toensure councillors were kept intouch. These committees makerecommendations to the jointconsultative committee. This helpskeep everyone informed aboutwhat is going on.

Sharing experiences of other repson the courses and learning whatothers have done in theirworkplaces was valuable. Back inthe workplace he was able to putskills into practice by setting up theimproved arrangements. Heactively encourages other unionmembers to become reps.

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Time spent on union rep work Figure 11 shows the combination of union rep activities undertaken byrespondents and their frequency.

Every week most respondents talk to members and other union reps, and findinformation. Nearly all meet management, but rather less frequently. Mostreps are involved in recruiting members and handling their casework.

The least common activity is attending regional or national union meetings,though most reps do this occasionally.

Four-year trendThe pattern of activity is similar to 2010, though handling member cases andrecruitment have both increased in significance.

Figure 11Time spent

on rep work

never

occasionally

every month

every week

0

500

1,000

1,500

2,000

2,500

regional/national

union meetings

/events

attending

union courses

local union

meetings

meeting

management

recruiting

members

handling

member

cases

talking

to other

union reps

finding

information

talking to

members

Looking for win-winGeorge works in the funeralservice of a not-for-profitorganisation and has been a unionmember for five years. Previouslyhe had worked as manager at a carfactory in the Midlands, where hehad always found the bestapproach was to look for win-winsituations where both workforceand management could gain fromimproved conditions.

He has carried this approachforward. Enhanced pay andconditions have been achievedthrough negotiations with localmanagement, and issues havebeen resolved before they becomeformalised. Local management buyinto and change working practices– for both employee andmanagement benefit. He tries towork closely with managementand promote joint working forcommon goals. And he makes sureother reps and members areinvolved in the decision process.

The TUC courses gave him theopportunity to see people fromother backgrounds and recognisebest practice.

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Changes in activity We now look at what changes had taken place in the reps' activities. Figure 12shows that talking to members, finding information, talking to other unionreps, meeting management and handling member casework all showed strongnet increases. Recruiting members also shows good growth, while attendinglocal union meetings is balanced. Net declines are shown in attending regionalor national meetings and union courses.

Four-year trendThe pattern of change in activities is broadly similar to 2010. This is anindication that several of the key elements in the TUC courses – talking tomembers, management and other reps; handling casework; recruiting; andfinding information – continue to have an impact on what the reps do.

Figure 12Changes in rep work

decreasing

increasing

0

200

400

600

800

1,000

1,200attending union

courses

regional/national

union meetings

/events

local union

meetings

recruiting

members

meeting

management

talking to other

union reps

handling

member cases

finding

information

talking to

members

When attendedFirst we look at how recently reps had attended a course. Figure 13 shows thedetails.

Three out of four had attended a course within the last two years, and threeout of five within the last year. This means that the great majority ofrespondents had attended a course long after the 2010 study.

Four-year trendThere are no comparable data for 2010.

Section 3About the coursesWe now go on to look at a number of aspects of the TUC courses the repsattended. When did they attend? Which course? What aspects weremost important?

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Figure 13Latest course attended

Over five years ago 88 Last two years 317

Over two years ago 334 Last year 642

Last six months 793

Which course?Given the profile of length of time in office it is no surprise that the highestvolume courses are the Stage 1s for union reps and health and safety reps, asFigure 14 shows. There are also substantial numbers for the Stage 2 Certificateand Diploma courses. For the first time a wholly online course – Getting Readyfor E-learning – appears in the list.

Four-year trendWhile the broad pattern is similar to 2010, a direct comparison is not possiblesince some course categories have changed.

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Figure 14Courses attended

A Union learning representatives short course

B Getting ready for e-learning

C Certificate in employment law

D Health and safetyrepresentatives short course

E Union learning representatives

F Diploma (occupational healthand safety, employment law,equalities or contemporary

trade unionism)

G Union representatives short course

H Next steps for safetyrepresentatives stage 2

I Union representatives stage 2stepping up

J Health and safety stage 1

K Union representatives stage 1

0

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400

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800

1,000

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1,400

1,600

A B C D E F G H I J K

Online coursesAs noted above, online courses are now of more significance in theprogramme. Figure 15 shows that almost one in six of the respondents hadattended an online course.


Figure 15Online courseparticipation

Yes 349 No 1,816


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Why go online?We examined the reasons why a significant number of respondents werechoosing an online course. As Figure 16 shows, the need for flexibility incourse arrangements is the dominant reason given, perhaps unsurprisinglygiven the working patterns analysis above. Lack of availability of courseslocally, difficulties in getting release and a disability were also significantreasons.

Other comments written in included attendance at a blended learning course,a desire to 'try it out', and the convenience of online learning.

Four-year trendThere are no comparabledata for 2010.

I have adisability

Prefer tolearn online

Cannot get releasefor a course

Classroom coursenot available

Need flexibilityin times

0 50 100 150 200

Figure 16Online motivation

Release for coursesHow had the reps gained release to attend their course? Figure 17 analyses the responses. The great majority were released with pay by their employer forat least part of the time, with a small number reporting use of holiday andunpaid time.

Under 'other', respondents wrote in use of rest days, shift swaps, onlinecourses and changed rotas.

Four-year trendThere are no comparabledata for 2010.

I used someholiday

I used someunpaid time

Employer releasedme with pay

Other

0 500 1,000 1,500 2,000

Figure 17Release for courses

ConfidencebuildingTalking to members, Siladiscovered that they were notconfident in completing CVsneeded for a work reorganisation,and that their children also werenot confident in applying for jobsafter leaving school. Sila contactedan organisation specialising in CVwriting and with the help of herULR contacts set up sessions in theoffice. The sessions weresupported by management andproved highly popular, attracting60–70 people over three sessions.Morale was boosted.

Sila believes education empowersworkers, and that the unions arevital for helping staff keep theirjobs and find new jobs andpromotion. She wants to get morestaff interested in learning andmake sure it is open to all and notjust the few.

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Value of TUC Education We asked respondents to say how far they agreed or disagreed with a numberof statements:

A TUC Education is essential to help me do my union jobB I have been able to apply lessons from the TUC courses to my union workC I learned more than I expected to from the coursesD TUC courses are too academicE I didn't get the chance on the course to discuss my workplace situationF I would not recommend TUC courses to other reps

Figure 18 shows that the strongest view is disagreement that they would notrecommend the courses, followed closely by the view that TUC courses areessential to help me do my union job.

There is also clear endorsement that they have been able to apply the lessonsat work, even though, as we have seen, many of the respondents wererecently elected and had attended a course only in recent months.

Many agreed strongly that they learned more than they expected to from thecourses.

Most people rejected the idea that the courses were too academic, with fewtaking the opposite view.

Four-year trendThe results for this topic arebroadly comparable with 2010.

Figure 18Value of TUC

Education

disagree strongly

agree strongly

2,000 1,000 0 1,000 2,000

F

E

D

C

B

A

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Importance of skills As in 2010, we asked the reps to rate the importance of a series of practicalskills to do their job, with the addition of a further category – 'using the internetand email'. Figure 19 shows the analysis.

There is strong or partial support for all the list of skills, with talking tomembers, tackling problems, finding information and negotiating withmanagement topping the list. Seven out of ten now believe that the internetand email are essential to the work of a union rep.

Four-year trendThe most noticeable difference from 2010 is the more positive rating given tointernet and email, and using computers generally.

Figure 19Importance of skills

essential

some importance

0

500

1,000

1,500

2,000

2,500

talking to

members

tackling

problems

finding

information

negotiating with

management

taking part in

a meeting

using the internet

and email

using a

computer


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How the courses helped Taking the same areas, we asked how far the courses had helped to developthese skills. There is a strong positive reaction to all areas, led by negotiatingwith management, finding information, talking to members and tacklingproblems. Using the internet, email and computers are less highly ranked,perhaps reflecting a sporadic use of information and learning technology onthe courses.

Figure 20 shows the analysis.

Four-year trendNegotiating with management has moved to top ranking in terms of skillsdeveloped.

Figure 20How courses have

helped

a great deal

partly

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negotiating with

management

finding

information

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taking part in

a meeting

using a

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using the internet

and email

HandlingcaseworkMartin works for a white goodsmanufacturing company in thenorth-west.

He used knowledge from his unionreps course to review the strengthsand weaknesses of union teamsand reallocate tasks according tostrengths identified.

This led to developing a strategywith other reps for negotiationswith management. Reps now takethe lead on specific issues, withsupport from their colleagues.

Martin now specialises in one-to-one HR cases with union members,frequently on capability andconduct issues. He says he hasbenefited from the systematicapproach to casework gained fromthe course.

He appreciated being asked to dothe survey and the follow-upphone call.

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Views on qualificationsTUC courses are integrated into the qualifications and curriculum framework inEngland. We asked respondents to give their reaction to a number ofstatements about qualifications:

A I have been able to use the qualifications gained on TUC courses for otherpurposes

B Practical relevance is more important than a qualification on a courseC Getting a qualification from a TUC course gets me more respectD There's too much paperwork involved in getting the qualificationE The TUC should award its own qualificationsF Qualifications should only come from independent bodies

As Figure 21 shows, there is strongest support for B (practical relevance) and strongest opposition to D (too much paperwork). Other responses aremore mixed.

Four-year trendThere are no comparable datafor 2010.

Figure 21Views on qualifications

strongly agree

agree

disagree

strongly disagree

1,000 500 0 500 1,000

F

E

D

C

B

A

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After the courseDid the reps continue to network after the course? We asked about a numberof possible methods of possible contact, with the results shown in Figure 22.

Email is by far the most common method of keeping in contact, followed byoccasional meet-ups. Social networks, phone contact and texting are alsofrequently used. On average 1.7 channels of communication are used


Figure 22Networking after

the course

Email 1,321Occasional

meet-ups 740Phone contact 681Social networks

e.g. Facebook 499Texts 462Other 194

Figure 23Campaign awareness

taken part in

heard of

like to know more

0

500

1,000

1,500

2,000

Save our NHS

Fair pay and a

living wage

A future that

works

Action for rail

Austerity

uncovered

bus tour

Campaign awarenessReps were asked to rate their awareness of a number of TUC campaigns. TheNHS and the living wage issues top the list, as Figure 23 shows.

Four-year trendThere are nocomparable data for 2010.

Getting started as a rep For many participants their first TUC course is an essential starting point forknowing their role:

A better understanding of what was required of me and how to carryout the tasks correctly.

They helped me become a respected and very competent union rep.

A better understanding of the role, and a group of people to contactwho are in the same boat.

Basic understanding of responsibilities, how to interview, record andfollow up a case.

A knowledge of union reps’ roles and duties, and how to perform themproperly, which without training I would not have known.

Confidence that I can go into a meeting having guided the member toget the best resolution.

A better understanding of what I need to look out for and why it's suchan important but less appreciated job.

Confidence from practical experiences and the training to carry out mysteward duties in a more effective manner. Access to information, andbuilding up a network of colleagues for advice and consultation.

Finding informationKnowing where to look for information and who to contact helps to buildconfidence:

I learned where to look for information and the best way to use theinformation found, who to contact for different issues and it gave methe confidence to speak up when there is a problem.

Effective practical knowledge and confidence to deal with managementand members’ issues effectively.

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Section 4In their own wordsWe have already looked briefly at how reps rated the practical skills theygained from the courses. Now we look in more detail at how repsbenefited, using their own words from written-in comments. Theanalysis closely follows the issues outlined earlier.

4


This can be particularly important for new reps:

Knowledge – when I started as a rep I was unaware of the knowledgerequired but the course helped build my confidence to further enhancemy skills.

Being better informed is central to building relationships with members andmanagement:

Knowledge – cannot negotiate/persuade/advise without it!

Practical skills and methodsBeing systematic is a key benefit, adding to first-hand experience:

Although there is no substitute for representing members in real-lifesituations, the reps course gave me confidence and the necessarygrounding for approaching the given issue in a systematic way and,importantly, managing members' expectations.

Researching and using information effectively is key:

The knowledge and skill in research. Analytical assessment andpresenting well-thought-out argument.

Awareness of existing skills and areas to improve can be important:

Confidence in understanding my own skills and where I need toimprove this has contributed in dealing with the workplace issues with alot more confidence.

For some, the skills they developed are fundamental:

I have learned the skill of time management, how to compile essays,meet deadlines, analyse data, search for information. It has given me theknowledge to carry out a better job when representing members.

I discovered that even though I'm dyslexic I could participate with othermembers of the group with growing confidence.

Meeting managementDeveloping a considered approach to managers that can mitigate problems is aconsistent theme:

It has helped me to confront management in a fair and reasoned way,which in turn has given management faith in consulting me on variousissues before they become a huge problem.

Learning how to conduct myself in management meetings and how toconstructively argue cases on members' behalf.

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4

A much greater understanding of the business I work in and how tomanage issues relating to that.

Reps frequently discover that their courses have given them more informationthan those they are negotiating with:

Knowledge of dealing with managers and realising that they have hadless training than ourselves.

The confidence to prove to management that my issues are notunfounded and safe in the knowledge that I am better qualified toidentify such.

Tackling problemsA key feature of TUC courses is the systematic way in which handlingproblems is tackled – using the Problem-Information-Plan approach. Thesignificance of problem handling is reflected in what the reps said:

Made me think about why we do what we do and why it is or isn'tappropriate.

The practical insight into problems and realistic methods of tacklingthem.

Again, the importance of information and support is crucial:

The structure, how to approach situations how to get the relevantinformation and knowing that support and advice is always available.

How to move issues forward and how to find the relevant information toenable the issues to be moved forward.

Learning from othersThe discovery that 'I am not alone' is a key boost to reps' confidence:

Discovering that many people shared the same views as me regardingworkers’ rights and the importance of standing up for them in theworkplace.

Practical exposure to situations. Hearing experiences of reps from otherorganisations/sectors.

Being able to speak to other reps about their experiences wasinvaluable.


4

For some this goes beyond their immediate role:

I have gained a wealth of knowledge that I can share within myworkplace and home life. I have gained confidence in myself and havemade some great friends.

The mix of experience on a course is often a benefit:

I felt comfortable. I didn't feel outcast by people who had moreexperience than myself. I enjoyed this course.

QualificationsWe looked at qualifications earlier in the report. Respect and confidencethrough gaining qualifications can be important:

The academic qualification earns the respect of my peers and enablesme to confidently use the knowledge gained in my normal work routine.

It is an essential part of learning to gain confidence and be seen to be onan equal footing with management during meetings and negotiations.Respect is given with TUC qualifications.

For some the qualifications gained are a life-changing stepping stone:

The TUC Certificate Course ... gave me the qualification to go toUniversity where I gained a BSc Honours Degree 1st in EnvironmentalAnalysis.

They rekindled my taste for learning, and thanks to them I was able toattend a Diploma course at Keele University, and am hoping to start aMasters degree there.

MotivationMotivation developed by the courses is closely linked to the development ofconfidence:

Confidence that reps like me can make a difference at work– withmanagers and in representing union members.

Confidence, understanding of rights and a wealth of knowledge that isof an immense help in making me an effective rep. A bit of respect frommanagement and HR, which isn't always easy!

Enlightenment, information, encouragement, able to communicate withothers of the same ilk.

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4

RecruitmentMany reps found new ways of recruiting new members to the union:

Holding regular weekly (1-hour) drop in surgeries for any queries and todrive recruitment (for members and management).

Recruiting more members, having the correct tools to hand to recruitthose members.

Recruitment of formerly anti-union people.

Working closer and more frequently with management, also betterrecruitment planning.

Involving members New ways of communicating with members was a frequent theme:

Arranging a facility day each month and making myself available formembers to come and see me, knowing I have the time to spend withthem and deal with their requests/issues.

Doing a staff survey that then implemented change.

Holding a meeting every term with members before a meeting withmanagement.

Colleagues are now kept much more up to date with what the union isdoing for them. They now feel they have someone to approach andthey will be listened to.

My colleagues at work are now better informed about what is going onin the workplace, simply because I know more about what is going onand pass the information on to them.

Set up an email address for members to use to raise issues, askquestions, share information.

Simple engagement with staff a couple of weeks ahead of siteinspection and a separate inspection prior to one done withmanagement.

Section 5Still making a difference?Earlier we saw briefly how respondents for the most part had been ableto apply lessons from their courses when back in the workplace andtheir union. Now we look in more detail at what impact the reps hadmade as a result of their education, again using their own words.

5


Agenda for changeCarol has for two years been the local'agenda for change' rep' in the NHS andworks in community health services.

She has helped to achieve betterworking with management through aformat change in the consultativemeetings.

Although there’s a union recognitionagreement in community healthservices, the situation has become morecomplicated as they are now part of abigger organisation. JNCC meetings areheld in London every six weeks butlocal JCC meetings also still take place,which feed into these larger meetings.

Carol raised questions about how theseJCC meetings were run and the staffside then agreed and proposed formatchanges to the meetings, which wereaccepted.

One key change is that the chair nowalternates between the managementand the union side, which has made themeetings more of a two-way processrather than being management led.

Rotating chairing has also widened theinvolvement of the different unions aspreviously most responsibility for themfell to the full-time rep alone.

The format change has also resulted inthe staff side organising their pre-meetings better: agendas have becomemore formal and focused on the mainmeeting, so the staff side is betterprepared and proactive in the meetingswith management.

Her course gave her a betterunderstanding of the role of a rep,answering the question ‘Where do I fitin?’. The course also went beyond theindividual casework and helped giveher ideas on the rep role in pre-emptingissues, tackling whole-organisationconcerns and working with unionsacross the organisation.

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5

Getting members engaged rather than acting as 'consumers' is also vital forsome:

Getting more people involved in taking ownership of health and safetyproblems rather than passing it on to the health and safety rep.

Making members feel connected to the body of the organisation.

Decoding complex issues can also be significant:

I've been able to directly help and advise our members on pensionissues, which are complex and frankly baffling to most people.

Recognising difficulties members may face is key to the role:

More tolerance for members who contact us regarding mental healthissues.

Challenging remarks by ill-informed work colleagues.

Ways of workingMany respondents commented on improvements they had made to the waythey carried out their work as a rep. For example, setting priorities:

Not to rush things – read, understand and focus on what's important.

Being more thorough and getting the correct piece of guidance frompolicy before commenting.

Or making sure of the facts:

I gather evidence, facts and research before charging straight into aproject!

Knowledge is empowerment. Background research makes a difference.

Listening and looking at different points of view was also important for some:

I try to anticipate how situations could be interpreted from opposingpoints of view so as to be better prepared with counterarguments/supporting evidence.

I have become more assertive and less aggressive. I have learned tolisten more.

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5

An improved approach to member casework was frequently mentioned:

More clear and concise in how I deal with members’ problems.

My approach to personal casework is firmer and my ability to negotiatewith management has improved as a result of the Reps Stage One Course.

Production of better case notes when representing members. Beingable to understand what the member wants when representing them.

The way in which I deal with a member has changed and making sure Iunderstand what they want and managing their expectations.

Keeping better records and paperwork also helped:

Mostly being more organised, the importance of keeping up to datewith paperwork, prioritising activities.

When making notes prior to a meeting or during a meeting ensure youcapture the exact statements/comments and be precise with yournotes.

Teamworking and developing repsWorking in a team with other union reps is key to building confidence andgetting support in pressurised situations. There were many comments on howimprovements had been made to teamworking:

Brought together a network of reps from all garages in the company andcreated mini courses at the begin to educate reps on structures of theunion... This makes the sharing of information better and quicker.

Last week I organised the office committee in our workplace to ensurethe heavy personal case work was more evenly distributed andorganised roles and responsibilities to individual reps to ensureaccountability.

Organising skills that I didn't realise I had and how to get reps workingtogether for the improvement of our members.

Pursued senior reps in making changes to how we interact with thecompany prior to being in a TU senior position myself.

Set up a reps’ email account for all reps in our area.

Helping new reps get started in their role can be vital:

Taking on casework and helping new stewards with their cases.

Changes to recruitment process. Induction and training of new reps.


5

Meeting managementMany comments were made about how relationships with managers hadchanged and improved due to lessons learned on the courses:

Better relationship with the management, and more understanding fromthe management with regards to employees and their needs.

Better working with management through consultative meeting formatchange – sharing chairing of meetings.

Changed management opinion/confidence/respect/trust towards localunion reps and committee.

Improving consultation and handling potential conflict were key elements:

An attempt to meet with management more regularly than before. Usingdiscussions with line managers and employees to try and cut down ongrievances that sometimes appear trivial (not to the person concerned ofcourse). This has really worked and I have noticed a difference.

Try to liaise more than be confrontational.

Ability to de-escalate problems in the workplace by using informalmeetings with employee and managers.

Employer considered de-recognition. I worked hard to build up a goodrelationship of good practice and negotiation. Avoided confrontation.Good communication now between [the union] and management.

Meeting management once a month to discuss possible problems thatmay arrive in the future and try to resolve before they happen.

More contact with management to resolve issues before formal action isrequired.

Being able to speak with authority because of gaining knowledge andqualifications on the courses was important for some:

I am able to speak with managers without feeling that I am wrong orinferior to them.

I am respected as an ... authority due to my qualification. When I seekconsultation I am immediately given an invitation.

I have been able to convey my opinions and not have it thrown back inmy face because I have a better understanding of the issues orconcerns.

Knowledge is power as quite often management and human resourcesare not aware of changes.

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5

Lower management seem to respect you more now that you have actualknowledge about the union. They talk to me more about situations andmembers approach you first with problems instead of contacting branchfirst.

Management take more notice because you know what you talkingabout.

With new systems coming in I’ve found management value my input, alot due to the fact I attend TUC courses.

Negotiations and agreements Representing members and working for fairness at work are central to thecourses and to the reps’ role:

After 18 months of being a shop steward, I have managed to resolve allissues and problems before it got to grievance. I feel really proud of that,as I have learned how speak to members and managers and build arapport.

Saving people’s jobs, making a difference when these people and theirfamilies are at low point in their lives. They need someone on their sidewho comes from their background.

Successfully sought redress for a member who was unfairly disciplinedfor sick absence.

Enhanced my negotiating skills and I now engage in a lot morerepresentation work.

There were many examples of initiating negotiations on new areas for changein working conditions:

Been involved in creating a lone workers policy that could be devolvedacross the organisation I work for.

Encouraged management to introduce a capability policy rather thantrying to deal with capability issues under the disciplinary policy.

Environment course has given me confidence to re-start greendiscussion at work that had lapsed/stopped.

I have made local management buy into and change working practicesnot only for the employees’ benefit but also for the management (win-win).

The company has recognised and given a more active role to the unionon matters such as health and safety and workplace relations betweenthe union and managers.

Encouragingnew repsTony is a delivery man for asupermarket in a rural area and hasbeen a union rep for two years.

He is currently mentoring two newrepresentatives and runs role playsessions with them on how torecruit new members.

He promotes TUC courses andencourages other reps to attendthem. “TUC courses cover issuesin depth and it is helpful to meetrepresentatives from other workenvironments so that you can learnhow to react in differentcircumstances.”

He plans to attend the StoresDirector Forum in the region,where he can meet otherrepresentatives as well asmanagement.

For the future he is interested inbecoming an area organiser.

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Used family-friendly policy to support an argument for part-time workfor a colleague.

We have gained recognition (and) negotiated the living wage.

Improving union organisationSome of the changes reported as a result of attending TUC courses were abouthow the union was organised to better represent members:

Changing constitution of branch to reflect updated issues.

Have been the first-ever workplace rep in our service so for first timecolleagues have had support from somebody who has in-depthknowledge of our service.

I am arranging for historic on-paper agreements to be scanned andsaved electronically for future accessibility and reliance.

I am in the process of reorganising my branch to make it more accessibleto members on shift work.

I was the sole safety rep in my branch and after Stage 2 H+S I set aboutrecruiting and now have 21 across Devon.

Set up a branch negotiating committee of four key activists withdelegated authority from branch committee, which meets weekly, sothat we can be more flexible and proactive.

[promoted] young workers awareness.

Workplace skills developmentAs we have seen from their profile, a large number of respondents were unionlearning representatives. Working with other union reps they reported a seriesof initiatives to develop workplace training and skills development:

Went ahead and undertook a survey and set up the courses with mostdemand. The employer was happy to go along with this and garner thecredit for releasing staff to attend.

I helped set up a learning centre, and implemented a fifty-fiftyagreement for learners – an hour of their time and an hour of thecompany's time for learning.

Am able to recruit members to learning opportunities based on my ownexperiences, particularly in terms of allaying anxieties about whatcourses entail.

Helping colleagues with literacy/using English in the workplace.

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5

Getting a Learning Agreement approved and introduced.

I am able to navigate my way around the basics of computing withoutconsistently badgering colleagues for assistance.

I did a learning survey and arranged and attended a level 2 NVQ ITApprenticeship along with 20 other union members.

I went on to train to deliver Functional Skills Courses (English, maths andICT) as I was really unaware of the scale of the problems people facedand how many had low-level ability and required support.

Planning and delivering a Learning at Work Day. Enabling members toachieve accredited learning.

Prepared and delivered 'moving on' training to colleagues who werebeing made redundant.

Set up five learning courses in English, IT, mathematics and signlanguage.

Telling the works committee at ... to tell our management that we needcraft apprentices. And we got six.

Improving the working environmentMany of the respondents in the study were health and safety representatives.They gave evidence of a long list of improvements they had helped bringabout in the working environment:

Made an agreement to do with the heating in drivers’ cabs during wintermonths.

I got security lighting put in place by the locker room, I spoke with mymanager about handling money procedure, slips trips and falls and sheagreed it was necessary.

Gas ovens that were fuming into the work area have now been sorted.

The work area is a lot safer now that segregated walkways have beenintroduced so that forklift trucks and pedestrians no longer mix.

Conducted a stress survey.

Fitted safety chains to open pits.

I negotiated a portacabin for my members to shelter in out of the rainand the cold.

Manual handling issues surrounding how we align patients for theirtreatment have been accepted as a problem area. Extra manual handlingaids have been purchased to help.


5

Members talk freely about safety, THEY make the difference in theworkplace. I feel I have given them confidence to speak out. I promotecompany safety initiatives and I am able to make recommendations forchanges.

The emergency evacuation procedure on site has been developed as aresult of the findings from my Stage Two project.

Through TUC health and safety courses I was able to work with themembers and management to reduce the total number of accidentsfrom 26 (2009) to 9 (2012) on average per year within the cleansingservice.

The TUC diploma in health and safety helped me to create a positivesafety culture in my department and presently l am doing a health andsafety audit in my department. I am presently the health and safetychampion in my workplace.

Where I work there are always lots of assaults on staff and patients bypatients. Prior to the course these were never reported to the police.Now they are and the culprit is either summoned or cautioned and apicture is built up for any further assaults.

Equality issuesWhile some of the respondents specialised in equality issues, all reps areconcerned with fair treatment and ending discrimination. Many initiatives werereported:

After attending a course on autism I have been able to assist memberswith extra support.

By attending a Cancer In The Workplace course I have been able to useit by giving support to people who may be affected.

Currently working with employer to implement a model disability leaveagreement.

I have helped a fellow employee gain his independence with hisdisability.

We now have a structured approach to dealing with the various equalityissues that has benefited our members.

Getting a manager to recognise mental health issues as a disability(protected by Equal Act), thereby saving the job of a memberthreatened with capability action.

Have challenged behaviour. I am far less likely to tolerate bullying fromwork colleagues.

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5

I have been able to help a member who had been bullied for year usingmy experience and skill learned at my TUC course.

Made me more aware of ethnic minorities and assist them in takingleave and making adjustments during their festivals.

Changes in roleFor some respondents the experience of education led them to seek a changeof role:

Became branch secretary. Encouraged others to undertake training.

During a major conference stood up to talk in front of a crowd.

I am now communications officer and I designed a new recruitmentcampaign poster.

[started to provide] a pensions information service that is not providedby our HR department.

I went on to become a magistrate, employment tribunal judicialappointee and city & parish councillor.


5

A changing roleIan has been a health and safetyrep for many years and, afterattending a Union Reps Stage 1course, has now startedrepresenting members ondisciplinary cases. He has gainedconfidence about negotiating withmanagement from the course

He works as an environmentalhealth officer so visits manypremises in the Scottish borders.

He recently helped a member in adisciplinary case where, afterbeing challenged, managementcompensated the member forerroneous suspension.

He believes that the role of thevoluntary health and safety rep is“crucial to successful regulation ofhealth and safety in the UK”. Ianhas also increased the role andremit of the workplace health andsafety committee.

“Encouraging more people to takeup a health and safety role is vital.”

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• Despite the worsened external environment, union reps continue to applythe lessons of the TUC courses to make positive changes in their workplaceand union. The research showed examples of recruitment taking place andrecognition by employers being won.

• The TUC courses continue to be highly valued, with most participantsbelieving them to be essential to their role. The skills and knowledgedeveloped on the courses closely match the reps' priorities.

• The profile of the reps is far from the media stereotype. Two out of five arewomen and one in six has a disability. Many are working part-time or on avariety of shifts and rotas. There is no evidence from the survey that unionreps are an ageing group.

• Online courses are growing in popularity, the principal reason being theflexibility they provide. The issue of flexibility in course provision through,for example, blended learning is something that should be examinedfurther.

• Information and communication technology has grown in importance forreps. Seven out of ten believe the use of the internet and email is essential,while email is the most frequently used form of post-course networking. Areview should be made of how learning technology is used across all TUCcourses.

• In 2010 we said

If the real test of the value of the education programme is that its lessonscan be put into practice, then there is emphatic evidence here that TUCEducation passes that test.

The updated evidence shows that there is no need to revise that view.

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Section 6Some conclusions andrecommendations

6


Joint LearningPartnership Jenny has been a union learningrep for five years. She works in agovernment agency in Wales.

She is working with managementto run a Joint Learning Partnership.The partnership is now offeringNVQs for 60 staff in businessadministration and customerservice.

Her ULR course gave anopportunity to develop concreteskills to plan learning opportunitiesfor members in the agency.

She has recruited another ULR tohelp spread the increasingworkload.

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TUC EducationCongress HouseGreat Russell StreetLondon WC1B 3LS

Tel: 020 7636 4030

www.tuc.org.uk

March 2014

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