TEU 2013 ‐ 2014 Workplan Drafted by council, national committees, and sector groups 03/11/12 GOALS
Advances object 3.4 3) To recruit new members – increase TEU density and membership to 12,000 members as an initial step Advances object 3.4 4) To foster collegial, inclusive, and equitable workplaces Advances object 3.4
KEY STRATEGIES Promoting our vision of tertiary education to our members, our communities, iwi, the public, politicians, government departments, and other peak bodies. Creating See Appendix A Continue to refine, advance and deliver a national industrial strategy See Appendix B Recruitment campaigns and incorporating recruitment into every activity of the union See Appendix C Reduce incident of bullying and harassment on all our worksites See Appendix D
5) To enhance Te Tiriti partnership Advances object 3.8
Enhanced use of tikanga and te reo Māori at all levels of the TEU See Appendix E
1) To defend and promote quality tertiary education – a sector which is publicly valued, funded, and owned; collegially governed; equitable; and advancing Te Tiriti o Waitangi Advances objects 3.1, 3.2, 3.3 (See over) 2) To improve the pay and conditions of all TEU members
KEY PROJECTS a) Speak Up Forums and development of an alternative tertiary education strategy b) Lobbying c) Research projects and policy development d) Media strategy e) Ensure TEU policies are relevant and up‐to‐ date. f) Advance communication strategies a) Continue to refine an industrial strategy policy that covers the whole union b) Branch committees to understand and work with the strategy during bargaining a) b) c) d)
c) d)
Continue to refine recruitment plans Kotahi Mano – Māori recruitment project Recruiting workers in precarious work On‐going programme of support and training for recruitment teams Meet with other unions to review their recruitment strategies Workshops on bullying/harassment Audit institutional policies on bullying and harassment Develop respectful workplace materials Survey on bullying/harassment
a) b) c) d)
Māori language week project Project on organising for Māori members Advancing tikanga and te reo clauses in CAs Te Tiriti o Waitangi training
e) a) b)
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6) To build our training and education capacity and creating knowledgeable and informed members Advances objects 3.2 and 3.15
Promote education opportunities wherever possible and have a well‐trained delegates’ network Have branch committees and national officers able to advocate the interests of the union See Appendix F
a) Continue to develop and deliver delegate training programmes b) Ensure all branch committees have appropriate training for their roles
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From TEU Rules: 3.
Objects
The objects of the union shall include: 3.1
the advancement of tertiary and further education, teaching, and research and of education in general;
3.2
the maintenance, promotion, and advancement of professional, teaching, and academic standards within Aotearoa New Zealand tertiary and further education and training institutions;
3.3
the furthering and safeguarding of the interests of the members of the union in any way which seems to the union necessary or desirable;
3.4
the promotion and protection of the interests of the members in appropriate cases including personal grievances, industrial disputes, or industrial matters;
3.5
the furthering of the just concerns and rights of tertiary education staff, employees, and students and general participation in the activity of tertiary institutions and other agencies of education and training;
3.6
the advancement of academic freedom;
3.7
the advancement of all workers’ rights in society;
3.8
the safeguarding of the rights of Māori members, te uepū, and the meeting of the union’s responsibilities to wider Māori communities through the promotion of and adherence to Te Tiriti o Waitangi, in particular by supporting Māori staff in achieving their objectives within the union, tertiary and further education and training institutions, the union movement, and the wider community;
3.9
the commitment to and promotion of gender equity and equal employment opportunities for staff in tertiary and further education;
3.10
the promotion of equal educational opportunities in further and tertiary education;
3.11
the encouragement of good management and community governance in tertiary education institutions;
3.12
the establishment, by affiliation and other methods, of closer relations between the tertiary and further education staff of Aotearoa New Zealand and those in other parts of the world;
3.13
the establishment, by affiliation and other methods, of closer relations between the tertiary and further education staff of Aotearoa New Zealand and workers in other sectors or industries, nationally and internationally;
3.14
affiliation, association, or cooperation with any other organisation having objects or interests similar to or associated with the objects of the union for the pursuit of any common objects or interests;
3.15
the formulation and dissemination of the views of members by the holding of regular meetings of branches and by issuing such publications as are from time to time considered desirable;
3.16
such other objects as are ancillary or related to the objects stated above.
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Appendix A GOALS 1) To defend and promote quality tertiary education – a sector which is publicly valued, funded, and owned; collegially governed; and advancing Te Tiriti o Waitangi Advances objects 3.1, 3.2, 3.3
KEY STRATEGIES Promoting our vision of tertiary education to our members, our communities, iwi, the public, politicians, government departments, and other peak bodies.
KEY PROJECTS a) Speak Up Forums and development of an alternative tertiary education strategy b) Lobbying c) Research projects d) Media strategy e) Ensure TEU policies are relevant and up‐ to‐date f) Advance communications startegies
Rationale for strategy The continuous underfunding of tertiary education in New Zealand; the rejection of the professional voice of tertiary educators and other experts in the sector; and increased demands for efficiency and effectiveness in the sector are undermining the conditions of work of our members, threatening academic standards and the quality of New Zealand’s public tertiary education system. Key Projects for Goal 1 a) Speak Up Forums and development of an alternative tertiary education strategy • Run workshops to develop an alternative tertiary education (ATES) strategy; publicise sections of the strategy as they are developed. Strategy will include: alternative management models (Chris from Massey to provide some references); level of funding required; academic citizenship; what do we value and measure. The alternative strategy to be presented to political parties with the aim that Greens/Labour may pick it up. To help develop the ATES we could seek from branches an indication of whether they have experts at their branch that could write up papers on one part of the strategy – i.e. write up the alternative management approaches which could be used; to write up the type of rewards and remunerations approaches applicable to tertiary education staff. • Branches to hold on‐going speak up forums to address major professional and industrial issues, and changes in the policy and management environments affecting members. Also develop some on‐line tools and talks for smaller branches to use (i.e. David Robinson’s talks; Margaret Wilson ‘Speak Up for Women’ event as YouTube clips which can be used at meetings to spark conversation). • Develop fliers showing key statistics about the sector and the impact of current policies and posters for members to disseminate. For example, gender and tertiary education; funding in tertiary education; workloads. • Work with NZEI and PPTA on a joint project about leadership in education and the de‐professionalisation of the voice of teachers. 4
The question is, how do we engage beyond our own membership? b) Lobbying • Identify key MPs to lobby nationally; and branches to lobby MPs locally • Organise a Māori MPs’ meeting to discuss tertiary education – include party officials and party members in meeting • On‐going regular meetings with key decision‐makers – Minister; government departments; other key lobbies • Engage in the review of PBRF • Complete lobbying kit (fact sheets and questions to be asked). c) Research projects and policy development • Research project: The state of the tertiary education sector: a staff perspective Our goal is to gather more rigorous data on the ‘health’ of the tertiary education sector workforce in light of three decades of policy and management changes. This project is likely to cover‐ rates and impact of casualisation; stress levels of staff; involvement in decision‐making; constraints on jobs, in particular constraints on academic freedom and the critic and conscience function of institutions; what has happened to PD and support for staff to maintain industry current skills/qualifications. Can this encompass enough questions to unpack bullying and harassment in the sector or do we need a separate project/survey? • Research Project: Is it worth the effort? Evaluating the costs and benefits of performance based funding This project will be a systematic evaluation into the costs and benefits of performance based funding in New Zealand. • Policy development Develop a policy on managerialism – covering performance funding (i.e. PBRF, student completion measures) and performance pay. Collate in one place the work branches are doing in this area, such as work being done on general staff pay scales etc. • Suggested additional projects Small project – Who teaches first year courses? Investigate how many first year courses are now taught by casual/fixed term staff (often graduates) in order to free up academics to carry out research. Paper exploring the importance of ITP and some university staff in maintaining skills/qualifications/certifications with their professions; the importance of time back in trade/profession to stay current; importance of networking with industry/profession etc. Help us to maintain or in some cases reclaim PD etc. d) • • •
Media strategy Publicise good news stories about tertiary education; personal stories of success and the importance of tertiary education Look at getting some op‐eds written and published in magazines Investigate quarterly hard copy newsletter for members highlighting the good and bad. e) Industrial policy review 5
• f) •
• •
•
Process – schedule drawn up by staff. Council and committee members asked to nominate policies they would like to work on. Continue to advance communication strategies Write up what we are doing now – BPs’ reports and who gets them; Reports of national committees and office holders (suggest we do same as we do for BPs); look at how things work with regards different ‘buddy’ systems; BPs’ reports to include names, contacts and even photo of BP. And develop process of information sharing between different decision‐making bodies. Sharing action points/notes; agendas; active discussion between VPs and President about where different pieces of work will be tackled (which committees and staff will begin which piece of work etc.). Ensure that for each process there is a person who is responsible for the process to work with the relevant staff member. Discuss format of BPs’ reports (BPs’ forum). Add sections asking about gender equity and Te Tiriti o Waitangi work? Use it to prompt responses on specific campaigns or events (i.e. Suffrage Day this quarter – what happened at your branch)? Work on sharing knowledge between branches. Item for the BPs’ forum – how do we ensure branches connect with each other? Sharing of BPs’ reports to Council (being done) but look at template, look at adding to these reports branch newsletters/communiques; development of a ‘case law’ type book; BPs’ space on the website? Communicating with members – BPs’ reports to council to be distributed to members? Space in tertiary update or websites that says ‘here’s the latest from NWC/TTA/IPC etc.’
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Appendix B GOALS 2) Improve the pay and conditions of all TEU members Advances object 3.4
KEY STRATEGIES KEY PROJECTS a) Continue to refine an industrial strategy Continue to refine, advance and deliver a national policy that covers the whole union industrial strategy b) Branch committees to understand and work with the strategy during bargaining See Appendix B
Rationale for strategy Key Projects for Goal 2 a) Continue to refine an industrial strategy policy for the whole union b) Continue to refine an industrial policy which outlines the decision‐making processes for developing and advancing a set of national claims and identifying core conditions that cannot be bargained away. Process will include ensuring that all committees are engaged in debates (not just IPC). Included in claims: recognition of duties of Māori staff. • Review Te Tiriti clauses in CAs. • Examine and discuss coverage clauses; include examination of the terms academic and general • Engage with broader union campaigns – living wage campaign • Rationalise the number of collectives we negotiate • Initiate for general staff collectives on all sites (where possible)
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Appendix C GOALS 3) To recruit new members – increase TEU density and membership to 12,000 members as an initial step Advances object 3.4
KEY STRATEGIES Recruitment campaigns and incorporating recruitment into each activity of the union See Appendix C
KEY PROJECTS a) Continue to refine recruitment plans b) Kotahi Mano – M1aori recruitment project c) Recruiting workers in precarious work d) On‐going programme of support and training for recruitment teams
Rationale for strategy Increasing our membership provides strength for industrial and professional work of the union. Key Projects for Goal 3 a) • • • • • • •
Continue to refine recruitment plans Ensure all events and activities of TEU have a recruitment aspect. Targeted recruitment of younger staff; and casualised/fixed term staff. Themed campaigns to recruit – i.e. ‘greening the campus’ Build into plans events to thank people who have actively participated in recruitment projects. Ensure plans have small, doable tasks that suit lots of different branch members. I.e. put up some posters; help organise a lunch meeting; door knocking; mapping the site. How can we encourage senior academics to play a role as active ‘academic citizens’? Aim to have a presence at industry/discipline conferences
b) Kotahi Mano – Māori recruitment project c) Recruiting workers in precarious work Develop a poster which states to casual/fixed term staff “there’s a place for you” which all branches would be able to put up on campuses in the first few weeks of February 2013. Ask branches to hold one or two events for staff in precarious work; and if possible to recruit a tutor/research assistant/GTA to branch committee or invite attendance. 8
d) • • •
On‐going programme of support and training for recruitment teams Quick hand‐outs that help members recruit Organisers to run training sessions on recruitment with branch committees at the beginning of each year Identify union density at each branch e) Continue to work on TEU visibility at all worksites. • Poster runs; GS Day; Speak Up and ATES meetings • Ensure all activists and organisers carry membership forms with them at all times.
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Appendix D GOALS 4) To foster collegial, inclusive, and equitable workplaces Advances object 3.4
KEY STRATEGIES Reduce incident of bullying and harassment on all our worksites See Appendix D
KEY PROJECTS a) Workshops on bullying/harassment b) Audit institutional policies on bullying and harassment c) Develop respectful workplace materials d) Survey on bullying/harassment
Key Projects for Goal 4 a) Workshops on bullying/harassment • Promote TEU’s mana@work web page • Encouraging members to look at their own behaviours and to promote dignity and respect at work. b) Audit institutional policies on bullying and harassment • Can we develop a new exit interview process in which the interviews are done with a senior manager and TEU representative present, rather than just HR? c) Develop mana@work posters etc. d) Survey on bullying/harassment • Perhaps this will link into the survey on the ‘health of the workforce’?
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Appendix E GOALS 5) Enhance Te Tiriti partnership Advances object 3.8
KEY STRATEGIES Enhanced use of tikanga and te reo Māori at all levels of the TEU See Appendix E
KEY PROJECTS a) Māori language week project b) Project on organising for Māori members c) Advancing tikanga and te reo clauses in CAs d) Te Tiriti o Waitangi, tikanga and te reo training
Key Projects for Goal 5 a) Māori language week project b) Project on organising for Māori members c) Advancing tikanga and te reo clauses in CAs and institutional commitments to Te Tiriti o Waitangi • Seeking from institutions support for Māori who want to advance their tikanga and te reo skills. • Write to all TEI councils asking them about their commitment to Te Tiriti o Waitangi and the practical actions they are taking to advance this. Further this by asking institutions – ‘what are you doing for Māori staff” d) • • •
Te Tiriti o Waitangi, tikanga and te reo training Forum for new hires to New Zealand to help them gain a basic understanding of Te Tiriti. Complete and promote the guide to running an inclusive branch; creating a culture of comfort in which all members feel they can try te reo Māori at TEU forums Make available opportunities for Māori members to advance their reo.
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Appendix F GOALS 6) To build our training and education capacity; creating knowledgeable and informed members Advances objects 3.2 and 3.15
KEY STRATEGIES Promote education opportunities wherever possible See Appendix F
KEY PROJECTS a) Continue to develop and deliver delegate training programmes b) Ensure all branch committees have appropriate training for their roles
Key Projects for Goal 6 a) Continue to develop and deliver delegate training programmes • make basic delegate training available to members in every branch delivered at branch or regional level. • Finalise level 2 delegate training • Identify members to do level two training at regional level b) Ensure all branch committees have appropriate training for their roles • Run training sessions for all branch committee members at the beginning of each year • Ensure all bargaining teams have training before commencing bargaining • Branch presidents’ forum to have professional development element to it
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From: Ordonez et al (2009) “Goals Gone Wild: The Systematic Side Effects of Over‐Prescribing Goal Setting”, Harvard Business School Working Paper, http://www.hbs.edu/research/pdf/09‐083.pdf
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