The learning rep - Summer 2012

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the

learningrep Âť Summer 2012

apprenticeships >>special issue>>

www.unionlearn.org.uk

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Ensuring everyone can boost their skills Unionlearn has been busy over the first few months of the year arguing the need for all businesses to embed training that is accessible to the whole workforce. This is a familiar refrain for those of you working with us over the last few years.

Recent conferences held at Congress House have looked at successful apprenticeships and those areas where we need to achieve more. The annual apprenticeships week is always the opportunity to shine a light on the best and worst practices out there. We’ve also been looking at community learning and the need to engage with the wider community to ensure access for all to training and skills.

You can see more on these conferences inside this edition of The Learning Rep, and we are pleased that we have been able to engage with government ministers and MPs from all three main parties to deliver that message.

But we have also seen a stark reminder of the scale of work that is still needed to ensure workers have access to training and workplace skills. The recently published UK Employer Skills Survey revealed that 41 per cent of employers offered no training at all to their staff in 2011. This means that 13 million workers received no training last year.

Where training has been offered, all too frequently it has been prioritised for the higher pay grades and to the high-flyers, with too many people such as part-time workers, older workers and disabled workers missing out.

Another recent report, from the Institute for Labour (IZA) in Germany, backs up those findings, showing that the UK is lagging well behind our EU competitors in the time offered for training. That same report highlights that just 1 hour of training time invested in the workforce nationally boost GDP by 0.55 per cent.

All ULRs will know that access to learning is a key component for ensuring workers get better opportunities; but we also know that it is hugely beneficial to businesses and to the wider economy.

These figures show the importance of the work being carried out by ULRs but also highlight how much more there is to do to ensure everyone is getting access to the skills they need.

Tom Wilson Director, unionlearn The Learning Rep Summer 2012 Editor: James Asser jasser@tuc.org.uk Writers: Astrid Stubbs, Martin Moriarty Cover: Treatments by wave from original photos

by Peter Smith and Jess Hurd/reportdigital.co.uk Design: wave.coop Print: Ancient House Printing Group Distribution: Cavalier mailing

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Apprenticeships Open Day News Six Book Challenge Lee Ward Learning centre Patrick Geoghegan Apprenticeships conference Apprenticeships case studies Access to learning TUC Equalities Diploma TUC Education round-up Contacts Calendar Resources

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Unionlearn SERTUC and the Stephen Lawrence Charitable Trust helped dozens of young people in south-east London improve their employment prospects by jointly organising an Apprenticeships Open Day in February.

The ‘speed networking’ format meant groups of young people were able to spend 10 minutes with each exhibitor to find out about training and employment opportunities before moving on to the next one.

“Unlike the traditional exhibition where you go round and pick up a leaflet, the ‘speed networking’ format was a lot more informative and a lot more engaging, and helped people make up their minds then and there about applying for that particular role,” commented the Trust’s Smarter Communities Project Manager Doreen Thompson-Addo.

“A number of organisations have got back to us to say that young people from the Open Day have since been interviewed, and some of our young people not in education, employment or training (NEETs) have made progress since the day, so that was really positive.”

Photo: Jess Hurd/reportdigital.co.uk

Young people from south-east London ‘speed network’ at the Stephen Lawrence Centre to learn about apprenticeship opportunities

A wide range of businesses and enterprises came to the trust’s Lewisham headquarters to promote their apprenticeship opportunities to the 100 young people and union learning reps who attended the event at the beginning of National Apprenticeship Week.

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Suffolk councils sign apprenticeship deal Councillors from two neighbouring councils in Suffolk signed a pioneering apprenticeship agreement with UNISON at the end of National Apprenticeship Week In February.

“The model agreement will be an essential tool in maximising the benefits to the organisation and the individual,” said UNISON Learning Coordinator Craig Young, who led the work to develop the agreement.

Apprentice maintenance mechanic Tom Powell is learning his trade working on the full range of council vehicles from lawnmowers to dustcarts, spending one day a week extending his knowledge at West Suffolk College.

“I love working here and I get on with everyone: I keep myself busy but it’s quite relaxed because you’re not dealing with customers all the time,” he says.

Tom will complete his two-year apprenticeship in the autumn and is looking to stay on to move up to Level 3. “If you want to learn, an apprenticeship really is a great way of getting through and getting a good job,” he says.

Photos: Peter Smith

St Edmundsbury Borough Council and Forest Heath District Council drew up the agreement to ensure a consistent and supportive approach to employing apprentices across both authorities.

“I’m proud that UNISON has been involved with St Edmundsbury and Forest Heath Councils in developing this agreement, which can be held up as a model for other organisations to adopt,” UNISON Regional Secretary Glynn Hawker told the signing ceremony in Bury St Edmunds.

John Griffiths, the leader of St Edmundsbury Borough Council, said that the council was currently training 11 apprentices, had another 25 people on the payroll who had come through the system, and had helped create more than 70 new apprenticeships in small and medium sized enterprises in the area.

His Forest Heath counterpart James Waters that said that young people needed to find employment opportunities in the area: developing and promoting apprenticeships in the community would benefit the individuals involved and the employers they worked for.

It’s a deal: St Edmundsbury UNISON Branch Chair Howard Cook (far left) and Forest Heath counterpart Jane Orton (far right) flank St Edmundsbury Borough Council Leader John Griffiths (signing) and James Waters, his opposite number at Forest Heath District Council

Apprenticeships are a great way to learn, says Tom Powell

>> Apprenticeships conference: pp 16–19

Cornwall centre hosts local MP St Austell & Newquay MP Stephen Gilbert found out first hand how the Cornwall union learning centre is playing its vital part in economic development in an hour-long visit at the end of last year.

The Liberal Democrat MP heard about the range of learning projects the centre is delivering to help Cornish workers improve their skills and job prospects, and before he left declared: “My door is always open to trade unions.”

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Stephen Gilbert (second right) meets learning reps, unionlearn staff, providers and partners at the Cornwall learning centre

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Photo: Jess Hurd/reportdigital.co.uk

Conference participants explore the benefts of unions and community organisations working together

Reaching out beyond the workplace Unions, employers and third sector organisations got together at the unionlearn/Campaign for Learning conference in March to celebrate and further develop the learning-led partnerships they have created across the country.

More than 250 participants heard a wide range of presentations and took part in two different sets of workshops at the Congress House event, ‘Unions and employers helping to build working communities’.

Workshops showcased how different unions (including BFAWU, UCATT, UNISON and Usdaw) were engaging with their local communities and also examined key issues such as Corporate Social Responsibility, social media, youth unemployment, and ex-offenders.

A panel looked in detail at the management–union Opening Doors learning partnership at construction company Wilmott Dixon, with contributions from the company’s head of training, Huw Evans, UCATT convenor

Neil Vernon and the union’s general secretary, Steve Murphy.

Skills Minister John Hayes sent a video message reiterating the government’s support for unionlearn.

“The trade union movement and unionlearn in particular clearly have an important role to play … by encouraging employers to give youngsters a chance and by encouraging young people themselves to take those chances,” he said.

David Miliband, chair of the Commission on Youth Unemployment, warned that public and private sector programmes to tackle long-term youth unemployment would fail unless they dealt with structural economic problems.

He argued that schools needed to better prepare and motivate young people for the world of work; the government should improve non-university options into work; and the welfare state should act faster and more effectively when young people become unemployed.

Community retrains redundant disabled workers When Wigan-based double-glazing firm Metrolite Industries closed last year, Community stepped in to offer learning-based redundancy support to the 25 disabled staff that would help them find alternative employment.

The union’s lifelong learning arm Communitas started by running information, advice and guidance (IAG) sessions with individual employees, and went on to deliver basic and intermediate computer courses from its mobile learning centre.

It then approached Wigan and Leigh College to provide more specialist courses, and staff have prepared themselves for returning to the jobs market by taking qualifications in forklift truck driving, food and hygiene, customer services and teaching.

“Metrolite General Manager Tom Miller bent over backwards to accommodate any training the workforce asked for and allowed them ample time off with pay to complete any training they needed,” says Communitas Project Manager Tom Davis.

Tom Miller himself believes the workforce benefited from the union-led training programme in the run-up to the closure of the operation, which had made doubleglazing and garden furniture for 30 years.

“I’m really impressed by the level of support the company has got with the training and development of its employees from Communitas, unionlearn and Wigan and Leigh College,” he says.

Welcome to top of the policies State schools should set up alumni networks so former students can inspire current pupils to make a successful start to their adult working lives.

That was the winning pitch at a unionlearn/Unions 21 ‘Top of the Policies’ event in January, which gave a range of experts two minutes to outline their ideas plus a two-minute Q&A before a vote picked the best three.

It was Future First Director Jake Hayman who came up with the Number One proposal, designed to overcome the problem that well over one-third (39 per cent) of 16 to 19 year olds from state schools don’t know anyone in a career they would like to follow.

“Access to relevant and relatable role models is crucial for a young person’s development and has a central role to play in inspiring young people and ultimately increasing social mobility,” Jake argued.

“Former students are relatable role models, who can raise awareness of the key skills needed in real jobs and motivate current students to take the initiative in developing these skills.”

Hackney University Technical College chair Anthony Painter was the runner-up, with his idea that colleges like his own and specialist schools should offer a new high-quality technical education to those aged 14-plus that would sit alongside the traditional academic route.

Joint third place went to former London councillor Amanda Ramsay (national skills mentoring scheme) and Nautilus Senior National Secretary Allan Graveson (fiscal incentives for training).

Unionlearn Director Tom Wilson said the organisation would be happy to work with any other organisation keen to generate new ideas to develop the lifelong learning agenda.

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Northern Rail learners celebrate success The union-led Collective Learning Fund (CLF) at Northern Rail celebrated success in March when MEP Stephen Hughes presented certificates to Skills for Life learners who have improved their literacy and numeracy through the pioneering scheme.

Backed by rail unions TSSA and Unite, the company itself and City of Sunderland College, the Northern Rail CLF aims to promote adult, family and community learning to staff, union members and the wider community around Newcastle.

As part of the scheme, the college pays £50 into the CLF for every Skills for Life national test pass, which means the 30 passes achieved to date since its launch last year have generated £1,500 to help run more courses in the future.

“This partnership has enabled individual employees to move forward with their learning and

Learners at Northern Rail celebrate their achievements

development and is good news for them personally and good news for their employers,” Stephen Hughes said.

Northern TUC Regional Secretary Kevin Rowan congratulated the unions, the company and the provider for investing their time, money and

resources into the project.

“All of the achievements are being driven by a true partnership approach via their Collective Learning Fund, a relatively new model that relies very much on an active and sustained commitment to learning and learners from all parties involved,” Kevin pointed out.

Rita does some educating in Brighton

Photo: Jess Hurd/reportdigital.co.uk

Actress Julie Walters became the latest in an increasingly impressive list of guest speakers to inspire union learners at the Brighton Cityclean learning centre when she visited in March.

Julie Walters (second right) entertains Brighton Cityclean learners and visitors

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She came in response to a request from Cityclean ULR Wes Lee Emond to talk about her career, which took off (appropriately enough) when she played a Liverpool hairdresser taking an Open University degree in Willy Russell’s 1980s play and film Educating Rita.

More than 50 staff gathered in the learning centre to hear her talk about her work on stage, screen and TV, before she

took a tour of the project and met some of the learners one to one.

“Julie went down really well: she was very interested, very impressed and really down to earth,” says City Infrastructure Learning and Development Officer (and GMB learning rep) Elaine Sweetman.

“Visits like Julie’s really help maintan the high profile of the centre, so more people know about the wonderful work we do here.”

Previous visitors to the Cityclean learning centre have included novelist Louis de Bernières, thriller writer Peter James and Forces sweetheart Dame Vera Lynn.

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New toolkit to promote well-being at work Photo: Jess Hurd/reportdigital.co.uk

Union learning reps who promote health, work and well-being in the workplace are playing a crucial part in combating health inequalities, TUC Assistant General Secretary Kay Carberry told a unionlearn SERTUC seminar to launch the region’s new health, work and well-being toolkit.

“People who live in the poorest neighbourhoods die on average seven years earlier than someone who lives in a richer area – and if you’re poorer you’ll be more likely to be living with a disability than your better-off neighbours,” Kay pointed out.

“Part of the cause of such inequality is insecure, stressful and dangerous work, and even in well-run workplaces there’s a lot we can do to help get employees healthier.”

Revenue reps named health champs Two PCS learning reps have been named NHS Health Champions for promoting health, work and well-being at HMRC’s Waterview Park (WvP) offices in Washington, Tyne and Wear.

Lucy Lanaghan and Gillian Hindson picked up their certificates from the Mayor of Sunderland at an event where the Chair of Sunderland Teaching Primary Care Trust made special mention of their Better Health At Work (BHAW) initiative.

“It’s brilliant that large outside organisations such as the NHS are aware of our work in Waterview Park and that we are now known for being proactive in health improvement," Gillian says.

Their health initiatives have had significant impact at the workplace.

One colleague discovered that they had extremely high blood pressure (BP) and were pre-diabetic after they were referred to their GP during a visit by the Stroke Association.

But after making some lifestyle changes with the support of their doctor, they brought their BP down to the level of a 16-year-old’s, according to the results of a mini-health check at a more recent workplace event.

An onsite fitness check proved a life-saver for another colleague who was found to be carrying high levels of excess fluid: when they were immediately referred to their GP, tests showed the fluid was around their heart – and without the fitness check their condition could have become very serious before being detected.

Lucy and Gillian have also organised a World Mental Health Day event, when mental health experts from Sunderland Primary Care Trust offered advice to WvP staff.

“This award is recognition for the ongoing work on health improvement in WvP,” says Lucy.

“We’re delighted to have achieved this standard, and will continue in our efforts to provide staff with health opportunities onsite.”

The toolkit shows that employers as well as union members benefit from workplaces schemes promoting health checks, healthy canteen food, gym membership and other initiatives.

“It’s not just the TUC saying this: the benefits to employers of measures to improve employee health and well-being are widely recognised and well-documented,” Kay said.

“There is plenty of research consistently showing employee well-being is directly linked to people’s productivity and organisational performance.”

>> Download the new

unionlearn SERTUC Health, work and well-being toolkit from www.unionlearn.org.uk/advice/ learn-4455-f0.cfm

Midwives sign up for i-learning Building on the success of its e-learning programme i-learn, the Royal College of Midwives (RCM) has now developed an online portfolio that enables members to electronically record their learning and development.

The union has enrolled 3,000 learners in the two years since it launched i-learn, which allows members to improve their skills in a wide range of areas, from numeracy and study skills to specialist professional courses.

And now 1,000 midwives and Maternity Support Workers (MSWs) are recording their progress, building evidence for their CVs and setting personal and professional goals for career development through the union’s i-folio resource.

“These ground-breaking combined resources provide unlimited opportunities for learning and reflection,” says RCM E-Learning Project Worker Jacqui Hall.

RCM learning rep Áine Alam has taken i-learn courses in women’s history and study skills and is keen to encourage colleagues to take up more e-learning.

“When you’re working shifts, it’s difficult to take regular time away to study and i-learn allows you to dip in and out, so I can study at work before or after a shift and at home,” Áine says.

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» Feature » Six Book Challenge UNISON learning rep Andrew Jennison is all set for another successful Six Book Challenge, having signed up everyone from cleaners to the Vice Chancellor at De Montfort University.

Reading problems get What do you do when you scored a big hit with the Six Book Challenge in your workplace last year? For UNISON learning rep Andrew Jennison at Leicester’s De Montfort University (DMU), the answer is simple: do it all over again, but bigger and better.

Having encouraged more than 100 of his colleagues to take part in the literacy campaign last year, Andrew had signed up more than 150 staff by February this year.

Run by The Reading Agency, the Six Book Challenge invites people to pick six reads and record their views in a diary in order to receive a certificate (less confident readers can also enter a national prize draw).

In addition, workplaces that run the Challenge and mark Learning At Work Day on Thursday 17 May can enter a draw to win a visit by a top author.

Reading is really taking off among staff at DMU, thanks to the Challenge. At Andrew’s prompting, HR Training & Development purchased several sets of Quick Reads to support the Challenge last year, informal book swaps are springing up and now there’s talk of a regular book club as well.

Andrew, who works in post and porterage at DMU, has made sure to involve everyone from cleaners to academics at the university, including Vice Chancellor Dominic Shellard, who says he “really enjoyed” taking part in the Challenge last year.

“As a Professor of English Literature I’m proud to support the Six Book Challenge, which is a superb initiative that encourages our staff to get in the habit of reading. I have already started choosing the six books I plan to tackle,” he says.

In recognition of Andrew’s relentless work promoting the Six Book Challenge, Skills for Life and workplace learning as a whole, Dominic included him in the Royal Party when the Queen and Kate Middleton visited DMU in March this year.

But while he has signed up several willing members of the teaching staff at DMU, Andrew says

“The main emphasis is on helping, supporting and encouraging less confident readers, those who might be rediscovering reading or getting into it for the first time.”

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Six Book Challenge « Feature «

Marking World Book Day

hit for Six

Photos: Roy Peters

Andrew Jennison promotes lifelong learning at De Montfort University with the help of ULR coordinator Carol Keddie (right) and UNISON member Karen Harrison

Parents and children enjoyed the workshops so much that Centre Coordinator Amelia KudatsihAgyei has invited the CTU back to run another session for parents to create their own story books, a workshop for the fathers’ group, plus a weekly literacy class.

“The sessions were really fun: the parents are thrilled with the books and are really looking forward to creating their own storybooks,” Amelia said.

At Transport for London (TfL), RMT learning rep Joanne Parry got together with Learning Zone staff Kathy Murch and Joanna Ward to mark World Book Day by organising sessions where TfL published authors shared their experiences of writing with colleagues.

Photo: Phil Spry

that the emphasis remains very much on using the Challenge to offer support to emergent readers on the campus.

“The Six Book Challenge is open to all staff again but the main emphasis is on helping, supporting and encouraging less confident readers, those who might be rediscovering reading or getting into it for the first time,” he says.

Cleaning supervisor Yvonne Hirst, 50, who has worked at DMU for 20 years, is taking part in the Challenge for the second year running.

Yvonne was first diagnosed as dyslexic when she signed up for a Skills for Life course at DMU, and Andrew introduced her to Quick Reads last year. “At first, I thought I couldn’t do it because I wasn’t very good at reading,” she says.

But Yvonne went on to complete the Challenge in two months, while taking another Skills for Life course at the same time – which she believes was a good combination.

“I’m more confident about reading now and I’ve always got my head in a book: it’s helping with my spelling too,” she says.

Yvonne is also keen to encourage other people to take up the Six Book Challenge in their workplaces. “It doesn’t matter who you are, have a go at it,” she says. Her advice is straightforward: “Find a union learning rep, and ask what it all involves.”

Staff from the Community and Trade Union (CTU) Learning Centre on the Olympic Park in east London marked World Book Day in March by running Skills for Life workshops for children and parents at the nearby Maryland Children’s Centre and distributing copies of the latest Quick Reads.

Community and Trade Union Centre learning support officer Jane Warwick (left, in red) reads with families at Maryland Children’s Centre to mark World Book Day

“The sessions were well attended, and I loved the wealth of knowledge that was shared not only by the authors but also by attendees, many of whom are already in the process of writing,” Joanne says.

In the wake of the success of the World Book Day event, a TfL writers’ group and a creative writing course are under consideration.

>> www.sixbookchallenge.org.uk summer 2012 «

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» ULR Profile » Lee Ward PCS learning rep Lee Ward has spent a lifetime studying science, and now he’s able to put his knowledge into practice thanks to the union.

By Astrid Stubbs

“The union is utilising my skills for the benefit of the members” I left school with one GCSE in Biology but I convinced everyone to allow me to go back into education – despite a lack of parental support or enthusiasm for education, or even confidence in my academic ability.

I studied a BTEC First Diploma in science, specialising in biology and environmentalism at the local tertiary college.

After doing very well with that, I moved on up to do the BTEC National (A Level equivalent) and went on to study Applied Biology at the University of Wolverhampton.

After leaving university, I found it impossible to find jobs in the field of science that I had studied.

So instead of doing nothing, I went back to college and collected more qualifications, including Chemistry, Biology, Physics and Psychology at GCSE and A Level.

At this time, I was learning how to cope with being diagnosed with narcolepsy, a lifelong condition that means I am unable to stay awake for longer than two to three hours at a time.

Once again I was in the job market and getting the ‘you’re too qualified’ or ‘you’re not qualified enough’ line, so I began a second degree in Analytical Chemistry.

Needing paid employment, I signed up with a waste management company and was responsible for the safe and responsible disposal of various lines of chemicals, such as asbestos, cyanides, oils and solvents.

Meanwhile, I took myself back to college to do A Levels in Business Finance, Economics and Accountancy.

I progressed my learning further by advancing my business and finance to Higher National Certificate (HNC) level, later topped up to Higher National Diploma (HND).

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Photo: Roy Peters

Lee Ward « ULR Profile «

Photos: Roy Peters

I have been working for Revenue & Customs (HMRC) in Birmingham since 2001, where I enjoy my job as a data analyst for local compliance.

Both my parents were strong union people: neither were well educated, but they knew the system better than their managers, and were good at what they did.

So having seen the best of unions, I joined PCS. In my first few months as a member, PCS developed the Union Learning Rep role, and I signed up because I wanted to give back some of the depth of education I’ve had in my life.

This summer I will have been doing the role of ULR for 10 years – one of three long-serving ULRs in the branch.

Being a ULR allows Lee to share his passion for learning

I am ULR, health and safety rep, senior rep for my building and the branch officer for environmental issues, and I do the best I can within these roles.

As ULR, I have initiated several Skills for Life projects, which have given opportunities to more than 400 members of HMRC staff and have directly opened the way for apprenticeships and other courses for many more.

Over the past few years, PCS has begun to develop the role of green or environmental rep, which has given me the opportunity to go back to my beginnings nearly 20 years ago to explore the progress that has been made in environmentalism and the practical application of technology.

The role allows me to put on my scientific head, rather than use my business head, which is not dissimilar to Worzel Gummidge’s!

This has meant a reinvigoration of my interest, a new area for development, a new area to explore and have impact on, applying skills gained from PCS and unionlearn and marry them with my business and science skills.

For me, this is an exciting combination and for the union, it means that they have a person in place with the right skills, knowledge and enthusiasm.

I have dedicated my post-school life to education and accumulated a wealth of accreditations, but I would not be able to make use of them without my union roles and the skills would be forgotten and forever lost.

Even better is that the union utilises my skills for the benefit of the members. It is a win-win-win arrangement and such arrangements are rare.

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» Feature » Learning centre

Staff at the West London Mental Health Trust are accessing a range of literacy, numeracy and IT courses in their workplace, thanks to Unite learning rep Lisa Maw. By Astrid Stubbs

Photos: Jess Hurd/reportdigital.co.uk

Lisa’s a tonic f After being elected a Unite ULR in the run-up to Learning At Work Day in 2010, Lisa Maw discovered that the deadline to apply for funding to run a LAWD event had been and gone.

Completely undeterred, she rolled up her sleeves and set about finding out what could be done on the day at the West London Mental Health Trust where she works.

In a short space of time, she secured the use of the boardroom and won agreement from several educational providers and Trust departments to attend.

She even negotiated local funding to pay for lunch!

The day proved so successful that a mini learning needs analysis was carried out and several Unite members volunteered to become ULRs. After quickly completing her two-part ULR training at the Unite residential centre in Esher, Lisa then helped create literacy, numeracy and basic IT opportunities for support staff.

After months of careful planning and negotiation, the courses started at the Trust’s own learning centre at the St Bernard’s Hospital site in Southall.

Activity is now underpinned by a learning agreement

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signed with the Trust last year (the first Unite has signed in the health sector in London), and a learning committee provides a forum to oversee and develop what’s on offer.

After organising open days and assessment events and setting up a provider agreement with Bracknell and Wokingham College, Lisa is now hoping to introduce English for Speakers of Other Languages (ESOL) to all staff who want it.

“I was happy that one of the managers came along to one of the events to ask questions and engage, as the staff he wants to recommend this course to were on annual leave and he wanted to find out how the course could be customised for healthcare assistants (HCAs),” she explains.

“We also had some staff crossing over from literacy and numeracy courses to ESOL and vice-versa, so it was a win-win for everyone!”

Lisa is very happy that the Trust has now given the learning project access to a “lovely” room with computers for its literacy and numeracy courses.

“It will be far more comfortable for staff and access to

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Learning centre « Feature « Facing page: Lisa Maw (centre) enjoys helping MD Khurshidur Rahman (left) and Bhupinder Bhambra, alongside other colleagues at West London Mental Health Trust (this page, below and right)

“I enjoy being a rep and absolutely love seeing people transform themselves by learning the new skills made available to them.”

for the Trust the room is easier for them too, plus they have given us another room to carry out the ESOL course as well,” she says.

“It makes me so happy to see the smiling faces of learners who are doing it for themselves to improve their skills and lifestyle. All the staff on the courses are so grateful for the opportunity and the fact that it is totally free of charge.”

As if this were not enough of a ‘journey’ in a mere 18 months, Lisa is taking a Diploma in Employment Law to help support staff at work and was recently elected joint Unite convenor at the Trust.

“Life is quite hectic at the moment, but I enjoy helping people achieve what they want and defending their rights,” says Lisa.

“I enjoy being a rep and absolutely love seeing people transform themselves by learning the new skills made available to them.”

Domestic assistant MD Khurshidur Rahman was tempted to try learning after Lisa addressed a staff meeting.

Now he brushes up his literacy and numeracy

between shifts and practises on his own computer at home when his children have gone to bed.

“It’s fun and I enjoy it and I’ve got a lot from the courses – they have given me confidence as well as new techniques,” he says.

As well as improving his ability to do his current job, his new-found skills will stand him in good stead if he wants to apply for a supervisor’s role or healthcare assistant post in the future, he points out.

Domestic Bhupinder Bhambra says that improving her literacy and numeracy has helped her grow more confident in understanding signs, colour-coding and fire drills at work.

And her new IT skills means she is now able to communicate with her grown-up children through regular emails.

“The tutor has been really helpful and pushed me, telling me I can do it when I did not feel confident,” she says.

“I want to keep on learning: it’s a good way to occupy your brain,” she adds.

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» Interview » Patrick Geoghegan After starting work for the health service as a hospital domestic and rising to become chief executive of a major NHS trust, there’s not a lot Patrick Geoghegan doesn’t know about professional development. By Martin Moriarty

Rising thr Dr Patrick Geoghegan may run South Essex Partnership University NHS Foundation Trust (SEPT) today, but he began his health service career as a teenager cleaning hospital floors and transporting patients.

After working in a sugar factory in his native Ireland when he left school, the 17-year-old Patrick moved to England in the early 1970s with the aim of training as a psychiatric nurse, but there were no places on courses when he arrived.

“I had to wait to get into training, so I worked as a domestic in Shenley Hospital in Hertfordshire for six months: cleaning floors, portering, support work – anything and everything,” he recalls.

He stayed on in the hospital to train as a psychiatric nurse for three years, at a time when nurses who took the psychiatric route did not always have parity of esteem with their general nursing counterparts.

“When I trained in the 1970s, there was a stigma about us psychiatric nurses, that you weren’t good enough to become a general nurse: the job was the poor relative of the nursing profession, alongside learning disabilities,” he says.

However, Patrick still uses the knowledge and skills he acquired at that time in his day-to-day work.

“Psychiatric qualifications are a very valuable tool for everyone, because you learn about people’s behaviour, and I personally think they’ve helped me throughout my whole career,” he says.

“I believe we should be strengthening the training within the current curriculum for all nurses regarding the psychological needs of patients.”

After qualifying as a mental nurse (RMN) and working as a psychiatric staff nurse for two years, Patrick moved to Northwick Park Hospital in Harrow, where he completed his general nursing qualification (SRN) in 18 months.

“It’s a big advantage to have your general nursing qualification as well, because it helps you focus on the whole patient, looking at their physical needs and their psychological needs, because we know that, for example, a physical illness can impact on you psychologically and vice-versa,” he points out.

After returning to Shenley to work in older peoples’ services, Patrick put his qualifications and experience to good use in a brand-new unit for the assessment of care for the elderly.

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Patrick Geoghegan « Interview «

hrough the ranks From there he moved into community nursing in the early 1980s. “My first job was in Acton, West London, and I didn’t even know where it was, but off I went with my little bag of tricks and a list of patients to see one Monday morning,” he recalls.

“It was one of the best experiences because it opened up what was a whole new avenue in those days of community healthcare and it changed my whole attitude about improving services in the community,” he says.

The first time someone suggested he move into administration, he didn’t exactly leap at the chance.

“One of my managers came to me in the late ’80s and said, ‘Patrick, you’re always pushing boundaries and bringing in change, so why don’t you become a clinical manager?’ and my response was, ‘No, I’m just a nurse who enjoys what I do’,” he recalls.

But he allowed himself to be convinced, secured his first clinical manager’s post in Shenley, and from there moved to a senior manager’s post at the Whittington Hospital in north London.

“I went in with the attitude that I’m a nurse and I want to make a difference to patients’ well-being, so I worked to my core principles about making things better for the patient and involving the patient,” he explains.

It was an unusual approach at the time. He can recall one director telling him not to stand up for clinical staff now that he was ‘on the other side of the fence’.

“I told him I didn’t know there was a fence: in my naivety, I thought we were all there for one reason – for the patient!” he says.

Another director even warned him that he would have no future in the health service if he didn’t change his management style – which shows how much they knew, since Patrick has been an NHS chief executive for the past 15 years.

One of the hallmarks of his leadership style is his commitment to staff learning and development, something that he believes has been tremendously influenced by his own career path.

“At SEPT, we invest more money in training and development than many other organisations, despite the cutbacks, despite the difficult times, because I believe you need highly skilled, competent and motivated staff to provide good quality patient care,” he says.

“I’m determined my staff continue to get training and development, otherwise the organisation will dry up like a prune and the staff will leave to go elsewhere.”

“It’s one cardinal rule I won’t break – our financial plans are challenging for the next few years, but the training budget remains in place.”

Organisations that fail to invest in their staff suffer in the long run, he believes. “I’m passionate and determined to ensure my staff continue to get training and development because otherwise the organisation will dry up like a prune and the staff will leave to go elsewhere,” he argues.

A member of healthcare managers’ union MiP, Patrick makes sure that new staff know he expects them to grow in their work, when he talks to them as part of their induction programme.

“I always say, ‘I’m going to challenge you to provide good quality services to patients, and I want you to use this organisation to develop you – and if we don’t, you let me know’,” he says.

New resource for health ULRs The health sector unions are launching a customised section of the unionlearn Climbing Frame, bringing together for the very first time in one place a vast amount of information about learning and development to help health sector ULRs in their work.

The new resource covers appraisal, career development, apprenticeships and workforce development and includes a range of case studies (including a shorter version of Patrick Geoghegan’s).

The Health Sector Climbing frame goes live on Tuesday 24 April at https://climbingframe.unionlearn.org.uk/Home

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» Briefing » Apprenticeships conference

All photos: Jess Hurd/reportdigital.co.uk

Real apprenticeships finish with the chance of a full-time job, engineering manager and music mogul Pete Waterman told this year’s apprenticeships conference.

Decent training must lead to proper jobs “The prize at the end of an apprenticeship must be a job – it cannot just be rhetoric: there must be a reason for training somebody,” Pete Waterman told the 200-plus participants at this year’s unionlearn apprenticeships conference, Quality and Equality.

“The person must feel that at the end of the day there’s a job, they are going to become a member of society and a member of the community and they can pay their way,” he argued at Congress House during National Apprenticeship Week in February.

Businesses that take on apprentices can reap rich rewards, said Pete, who is also patron of the National Skills Academy for Rail Engineering.

“We as employers must give young people a chance, that’s all you need to do: if you give young

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people the chance, you’ll find they will reward you four-fold,” he said.

London & North Western Railway Company (LNWR), Pete’s Crewebased rail engineering firm, used the Labour government’s Future Jobs Fund to take on a batch of new trainees two years ago.

But LNWR improved on the terms of the government scheme: it offered long-term unemployed young people 12 months’ work, not six; and it paid them its apprentice rates, not the lower National Minimum Wage.

The firm also restricted places to youngsters with no educational qualifications.

The best person the company had taken on as part of the scheme had proved to be the very first young woman it had employed, Pete said – and she had been on the brink of going to prison before starting at LNWR.

“That was two years ago and she is now my best apprentice by a long, long way: she passed her NVQ quick as a flash, she is now on a full-time apprenticeship and she could go further than that – she is amazing,” he said.

“As employers, we must give young people a chance, that’s all you need to do. If you give young people the chance, they will reward you four-fold.”

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Apprenticeships conference « Briefing « I went to college as soon as I left school to do my Level 1 in Childcare, but I found it very boring to be sat in a classroom in a really hands-on job. So I got a job at the place where I was doing a placement through college and they offered me an apprenticeship. I found I learned more just by spending one day with the kids than I would have done in a whole year sat in the classroom.

Nicola Sutton, UNISON apprentice

More to do to boost quality

Engaging employers

We need to improve the quality of apprenticeships across the board, TUC Deputy General Secretary Frances O’Grady told the unionlearn conference.

“The quality of apprenticeships is not universally high: we want all apprenticeships to be as good as the best,” she said.

Persistent occupational segregation remained a major concern, with young women accounting for just 3 per cent of engineering apprentices and 97 per cent of hairdressing apprentices.

Young black and minority ethnic (BME) people continued to be disadvantaged, since they made up 14 per cent of their age group but only 8 per cent of apprentices, and disabled people’s access to apprenticeships seemed to have fallen in recent years, she said.

Unions had played a positive role to drive up quality and equality since the launch of the TUC campaign Apprentices Are Union Business, she argued. But they could do more by: ❚ organising apprentices ❚ working to improve apprentice pay ❚ helping remove barriers to non-traditional choices.

All apprenticeships must be as good as the best, argues Frances O’Grady

I work for BMW, where you get a brand new car every five and a half months, so I’m 21 years old and I’ve got a BMW. I’m training to be in maintenance but when I finish my apprenticeship I want to go and do a Foundation degree, which the company will pay for on the basis that I pass. Alfie Mahone, Unite apprentice

Apprenticeships should be a credible route into work, says Katerina Rüdiger

The Chartered Institute of Personnel and Development (CIPD) launched its new guide Apprenticeships That Work, which is designed to encourage greater employer engagement with the apprenticeship agenda.

The new guide aimed to establish apprenticeships as a long-term mechanism for workforce planning for employers and as a credible, sustainable route into employment for employees, explained CIPD Skills Policy Adviser Katerina Rüdiger.

CIPD was currently developing an Apprenticeship Charter to ensure high quality across all sectors, she said.

>> Download the guide at

www.cipd.co.uk/publicpolicy/ _apprenticeshipsthatwork .htm

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All photos: Jess Hurd/reportdigital.co.uk

» Briefing » Apprenticeships conference

Giving everyone a chance to grow

Taking pride in the union role The trade union movement should be proud of its role in the revival of the apprenticeship programme over the past decade, unionlearn Director Tom Wilson told the conference.

We must build on the success of the apprenticeship programme to ensure more and more people have the chance to develop to their full potential, Employment Relations Minister Norman Lamb told the conference.

“The action that the government is taking in conjunction with employers and, critically, also unions has made a real difference over the last year: we must now build on the success so far to ensure we give more youngsters and more people of working age the opportunity to make the most of their talents,” he said.

Norman said he was committed to partnership working to achieve quality apprenticeships, and called for equality of access, irrespective of gender, race or disability.

Apprenticeships could play a vital role in creating more job opportunities for young people.

“Increasing the number of apprenticeships that are available is essential in tackling the entrenched problem of youth unemployment in this country,” he argued.

They could also improve social mobility, he said. “Your future is more determined in this country by the circumstances of your birth than in most other European countries,” he pointed out.

“Apprenticeships are an important part of challenging and changing that and giving youngsters in particular (but not exclusively) the chance to develop as individuals and to achieve the very most that they can achieve.”

A member of NALGO (now UNISON) when he worked for Norwich City Council, Norman said he was “genuinely keen” to work with the TUC, and unionlearn in particular, in the ministerial role he had taken up only days before the event.

“Giving a total of 740,000 people learning and training opportunities through unionlearn is something genuinely worthwhile, and something you should be incredibly proud of,” he said.

“Unionlearn has been a remarkably successful initiative.”

“Unions persuaded the Labour government that it was criminal not to invest in the 50 per cent of young people not going to university, and it’s to the great credit of this government that they’ve grown the programme because unions made the case that they had to do something,” he said.

All the different aspects of quality remained paramount, he said: pay, safety, mentoring, supervision, job prospects and working environment.

But pay in particular remained a scandal in many schemes, Tom said, agreeing with Pete Waterman’s argument that if someone was worth taking on, they were worth paying properly.

If I was trying to persuade someone to do an apprenticeship, I’d say, ‘You will get a good future out of it and reap the rewards’.

Jordan Johnson, Unite apprentice

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Apprenticeships conference « Briefing « I did the NHS apprenticeship and managed to obtain a full-time position at the end of it, which is where I am working today as a human resources assistant. My twin brother recently graduated after three years studying at university and is struggling to find work: in fact, at the moment he’s working in my office as a temp!

Chloe Warner, UNISON former apprentice

Back from the brink The apprenticeship system has changed out of all recognition in the past decade, argued Simon Waugh, in one of his last speeches as chief executive of the National Apprenticeship Service before he stood down in March.

Ten years ago, the apprenticeship system was on the brink of collapse, with only 65,000 participants and a 25 per cent completion rate, whereas there were 457,000 starts in the last academic year, with completion rates now running at 76 per cent.

In addition, programme-led apprenticeships (schemes run by colleges or training providers outside a particular workplace) now made up only 4 per cent of schemes, down from 25 per cent, which meant the vast majority now included the real prospect of a job on completion, he said.

The system had proved robust enough to weather the current economic storms: last year, more than 130,000 16 to 18 year olds started apprenticeships, up from 75,000 the year before, which was a major achievement in the current economic conditions, he said.

Celebrating the best Unionlearn presented its prestigious Quality Award to three organisations in recognition of their apprenticeship initiatives: Gateshead Council, Sunderland City Council and (above) Dudley College.

Tackling the barriers that remain While there is much to be commended on apprenticeship programmes around the country, we need to tackle the barriers that remain for women and black and minority ethnic (BME) people, UNISON Assistant General Secretary Roger McKenzie argued.

“There’s lots of good stuff going on but there are also some real difficulties, some examples of access for young black people, access for young women outside of what’s considered the traditional areas, and these are issues that need to be tackled – we’ve been talking about them for a long time.”

Listening to apprentices themselves was crucial, he argued. “Working with and listening to what apprentices have to say on the ground in workplaces is critical,” he said.

“They’re the people who know what needs to be done to improve apprenticeships, they’re the people who can give employers and trade unions the information we need to be talking with each other in partnership to make sure that we genuinely can move towards better quality and more equality in apprenticeships.”

“There’s lots of good stuff going on but there are also some real difficulties that need to be tackled.”

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» Briefing » Apprenticeship case studies

A unique partnership across the NHS in Norfolk is creating quality apprenticeship opportunities for new and existing staff.

By Sarah Bains

Skills boost for Norfolk health w The NHS Norfolk and Waveney Apprenticeship Programme unites seven separate NHS trusts in a unique partnership that has created more than 850 apprenticeship places since it was launched three years ago.

Apprentice coordinators in three hubs (East, West and Central) work together to promote the range of apprenticeships available, while everyone involved in the programme recognises its success depends on cooperation between management, unions and staff.

“We are very pleased to work in partnership with senior management in the NHS on their very successful apprenticeship programme,” explains Unite Regional Learning Organiser Orlando Martins.

“Our members and new apprentices are at the heart of our involvement and we want to make sure the programme provides quality training and equal opportunities.”

The NHS Apprentice Programme was launched in 2009 when NHS Great Yarmouth & Waveney joined the James Paget University Hospitals NHS Foundation Trust to create a joint initiative to address their workforce development needs.

Both organisations knew they needed to improve workforce capability and capacity in view of ambitious national and local developments and both wanted to attract new recruits into the NHS from the local community.

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Since then, the programme has gone from strength to strength, with the other five NHS trusts in the area joining in 2010, and the expanded scheme itself winning a regional award and making it into the Apprentice Employers Top 100 last year.

There are currently 500 existing staff across all seven trusts undertaking apprenticeships at Level 2 (intermediate) and Level 3 (advanced) in areas as varied as healthcare, IT, business administration, customer care and pharmacy.

In addition, the programme has allowed the trusts to take on 48 ‘supernumerary’ apprentices, young people aged 16–24 who are gaining valuable training and development while working towards accredited qualifications – NVQ Level 2, Key Skills and a Technical Certificate (designed to underpin knowledge in a specialist area).

Supernumerary apprentices are employed on oneyear fixed-term contracts on apprentice rates of pay and are encouraged to apply for posts in the NHS and local community when they complete the programme.

The initial cohort of 48 has proved so successful that supernumerary apprentices have quickly become an integral part of the trusts’ workforce planning.

Intensive Care Unit apprentice Chloe Cashman applied to join the programme because she preferred hands-on experience to sitting at a college desk learning theory. “I believe you can know the theory of something but you need to practise to support the theory,” she says.

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“Breaking down traditional barriers and supporting young people with high-quality apprenticeships is paramount to the success of our workforce in the future.”

Argos looks to launch apprentice scheme

h workers Chloe is able to gain new skills and knowledge from courses she attends and can call on a number of colleagues for support if she runs into a problem on the ward. “One of the main things I like about my unit is the amount of support I get,” she says.

Kirk Lower, Director of Workforce and Estates at James Paget University Hospitals, says the trusts are developing the apprenticeship programme with innovations in specialist areas, such as placing young apprentices in patient-facing roles on the wards.

“Breaking down traditional barriers and supporting young people with high-quality apprenticeships is paramount to the success of our workforce in the future,” he says.

Senior NHS managers in Norfolk are committed to working with the health sector unions to ensure the NHS Apprenticeship Programme continues to provide an excellent training environment for existing staff and new recruits.

Management and unions are currently discussing how to improve the existing partnership agreement for the benefit of new and existing apprentices.

UNISON Eastern Region Apprenticeships Project Worker Craig Young is working to develop a range of partnership agreements with public services employers to ensure that the quality of the apprenticeship is of a high standard.

“Our message is that where apprenticeships are concerned, we are open for business,” Craig says.

After signing the first learning agreement in the sector seven years ago, retail firm Argos is negotiating with Unite to set up an apprenticeship scheme at its East Midlands distribution centre.

Management and unions at the Argos distribution site in Magna Park, Leicestershire, are working towards piloting an apprenticeship scheme and rolling it out nationally if it proves a success.

The pilot scheme is a natural progression out of the partnership work that has embedded lifelong learning at the site since Unite signed a learning agreement with management in 2006.

A learning centre equipped with 10 laptops and an interactive white board now offers more than 20 different courses, including Skills for Life, foreign languages, British Sign Language and digital photography.

Today both the company and its union learning reps (ULRs) see apprenticeships as the next step towards building the capacity of their colleagues and attracting new talent to the company.

Unite wants to launch the apprenticeship scheme with 100 Level 2 apprentices, with the ambitious aim of increasing the number to 500 within 18 months and offering higher-level apprenticeships in the long term to help bring added value to the company.

To ensure the apprenticeship model is selfsustainable, ULRs on site will be Training, Assessment & Quality Assurance (TAQA) qualified in order to assess the delivery of apprenticeships in the first instance, with the option of supporting tutoring on literacy, numeracy & ICT in the future.

Argos was the first retail company to sign a learning agreement and an apprenticeship agreement could provide a best practice model for other businesses in the sector to follow in future.

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» Feature » Access to learning Unions have a key role to play in winning equal access to training and apprenticeships for those most in need.

Photos: Jess Hurd/reportdigital.co.uk

the It’s up to unions to ensure access to training is open, fair and equitable, TUC Deputy General Secretary Frances O’Grady told the successful unionlearn seminar, Access to Learning: An Equalities Issue, in March.

Access to training must be regardless of age, race, gender, class, sexuality, disability or the passport people hold, she argued.

“Every worker should enjoy an equal chance to up-skill or learn something new at work,” she said.

“Union learning has a massive contribution to make in helping that goal become a practical reality, building individual and collective confidence, and dealing with discrimination, disadvantage and unfairness wherever we find it.”

Unions had to go beyond support and individual learning opportunities to tackle some of the structural and practical barriers that people face, Frances argued, outlining an action plan to tackle these issues (see ‘Frances’s four-point plan’ opposite).

“Today we recognise that all too often the lion’s share of development opportunities has gone to the highflyers, the people already blessed with good skills and qualifications,” she pointed out.

“At the other end of the spectrum, far too many ordinary workers have missed out – part-time women workers with caring responsibilities; older workers out of learning for decades; migrant workers denied access to English language training; disabled workers suffering prejudice at work; and temporary and agency workers who often are simply off the radar when it comes to learning.”

All of this went a long way to explaining why this country remained such an unequal place, she said.

“That’s why we in the trade union movement must see learning and skills as fundamentally about equality: ultimately, we are only ever as strong as the weakest worker,” she added.

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Leicester College Principal Maggie Gallier set out the strategies the college has used to address equality and diversity, which have earned ‘outstanding’ ratings from Ofsted inspectors.

“Let’s not be afraid to use the opportunities that lie within the Equality Act to promote positive action in training for under-represented groups,” she urged.

Even with the odds stacked against learning, real progress had been made through unionlearn, she emphasised.

“Just think about the latest round of 47 ULF projects: many have a clear focus on improving equality outcomes in terms of black and minority ethnic (BME) learners, apprenticeships, workers with no or low qualifications, and disadvantaged and vulnerable workers, including migrants,” she pointed out.

“And remember that ULRs themselves are a much more diverse group than other groups of union reps, helping to ensure that the union movement looks more like the workers we aim to represent,” she said.

The Age and Employment Network (TAEN) Chief Executive Chris Ball said older workers made up a high proportion of the long-term unemployed, and employer perceptions that they lacked suitable skills were a major issue.

There was less training available for older workers, with a marked reduction from 50 years of age and, since some older people found learning intimidating, ULRs could play an important role, he said.

Negat Lodhi of the National Apprenticeships Service (NAS) said that pathways to apprenticeship programmes too often failed to meet cultural needs, and might not be seen as aspirational by some parents.

“Careers information, advice and guidance tends to be stereotypical in relation to what occupational pathways suit particular genders,” she argued.

“Thinking about work and future occupational pathways should ideally start at a younger age than it currently does.”

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Access to learning « Feature « Training and apprenticeships

barriers

❚ The number of apprenticeships has increased in a year by 13 per cent for under-19 year olds and 26 per cent for 19 to 24 year olds ❚ Youth unemployment is rising, with young black people still twice as likely to be locked out of paid work ❚ There is a massive gender gap in apprenticeship pay and open flouting of the minimum wage law through the advertising – sometimes even auctioning – of unpaid internships ❚ The number of adults taking part in governmentfunded FE has dropped by 11 per cent and 13 million adults did not receive any training at all last year.

“Union learning can build individual and collective confidence and deal with discrimination and disadvantage wherever we find it.”

Frances’s four-point plan Openly advertise all apprenticeships. At the moment, the majority of apprenticeships go to those who are already in work, so it’s no wonder so few young black people get the pick of the best.

1

Access to training is an equalities issue, explained seminar speakers (clockwise from top left): Frances O’Grady, Negat Lodhi, Chris Ball, Davinder Sandhu and Anne Madden

UNISON Learning and Workforce Development Officer Davinder Sandhu said that unions needed to recruit more equality reps to communicate the equalities agenda. Unions should also reinforce the learning message, particularly the benefits to the employer.

Equality and Human Rights Commission Head of Education, Skills and Employability Policy Anne Madden said people with disabilities faced stark inequalities throughout their lives: they were three times more likely to have no qualifications and their access to apprenticeships had fallen from 11 to 8 per cent in the past three years.

“Employers make negative assumptions and disabled people themselves ask for little and do not expect promotion,” she said.

“One in six disabled people loses their job within a year of gaining employment, and two in six within two years of employment: as a result, skills levels decrease and qualifications become defunct.”

Organise training to meet the needs of all workers, as well as businesses. Too often training is offered at times and in places that make it impossible for part-time or shift workers to take part – and chances of promotion are slim without training.

2

Design jobs that can work with caring responsibilities and take action to change the locker room culture that still makes many women feel unwelcome.

3

Address the practical realities: many maledominated workplaces still lack even proper toilet facilities for women, let alone women trainers or mentors.

4

Unionlearn is drafting a report that includes a checklist of seminar suggestions for developing and supporting the equality and diversity agenda.

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» Feature » Equalities Diploma

Photo: Martin Jenkinson

Making room

TUC Education’s Equalities Diploma is helping Derby UNISON Equality Officer Maggie Fennell develop in her union role

“I’ve found the course really stimulating – like fireworks going off in my mind!”

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Equalities Diploma « Feature «

m for equality Maggie Fennell is picking up lots of new ideas from the TUC Equalities Diploma.

Diploma course is an eye-opener Some of the Hull team on the diploma course

When Derby City Council opens its redeveloped headquarters later this year, the building will include a multi-faith space for the first time.

The new addition to the Council House will allow people of all faiths and none to come together to mark important dates such as Remembrance Day, promote international issues such as poverty and Aids, and organise their own faith-based events.

Derby UNISON Equality Officer Maggie Fennell is proud to have been part of the team guiding the £35 million refurbishment.

She believes that taking the TUC Equalities Diploma course has informed the work she does, and helped her consider the whole notion of equalities in the context of tolerance and acceptance.

In her UNISON role, Maggie is part of a team with a wide range of experience of equality and diversity issues that works together to campaign with and support members.

“I’ve found the course ideal for both experienced and less knowledgeable Equality Representatives and Equality Officers who want to update, improve and extend their understanding and skills – especially for those who may be dealing with discrimination and equality issues in their workplaces,” Maggie says.

“It should equip attendees with the ability to recognise and help support others with discrimination and equality issues.”

For Maggie the course also offers her the time and space to reflect on her practice, notions, ideas and theories.

“I’ve found the course and the discussion and debates to be really intellectually stimulating – like fireworks going off in my mind!” she says.

“It’s been a while since I undertook any formal study and, although I’ve tried to keep abreast of the ever-changing equality and diversity landscape, it is so useful to be able to exchange ideas about notions of equity and fairness with others from different unions and differing work environments.”

Maggie says the course demonstrates TUC Education and unionlearn’s commitment to equality and diversity and maintaining the historic trade union commitment to fighting inequality wherever it is found.

“I hope it will strengthen my understanding of trade union and workplace issues; offer up-to-date detail of new developments in equality law and policy; and take my practice up a notch,” she says.

>> To find out more go to:

www.unionlearn.org.uk/education/learn-4091-f0.cfm

Ten Hull reps currently taking the TUC Education Equalities Diploma are researching issues they wouldn’t have thought about before starting the course.

“The diploma has certainly opened my eyes to the diverse range of topics covered; from religion to pay, there’s something relevant for everyone and every workplace,” says Unite rep Shane Sweeting from Eggborough Power Station.

The Diploma spends one term looking at reps’ workplaces; a second considering equality legislation; and a third looking for areas to make improvements for members.

In addition, learners carry out a major piece of research work in an area of their choice – which is where issues are emerging in areas they would not have considered before the course began.

As senior shop steward at the plant, Shane believes it’s vital that he keeps up to speed with current legislation.

“In these uncertain economic times I need to have a grasp on the equality issues out there to represent my members to the best of my ability,” he says.

“I would recommend the diploma to stewards and reps of all levels not only to enhance their own education but also to expand on the necessary ‘knowledge’ tool kit required when acting in the best interest of the members who elected them.”

The ten Hull reps are members of a range of unions and workplaces, including hospitals, oil rigs, tax offices and power stations.

After mapping workplaces for equality issues and identifying areas for improvement, the reps started 2012 by exploring the intricacies of the new equality legislation and the role unions and the Equality and Human Rights Commission have in ensuring the law has a genuine and positive effect for trade union members.

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» Roundup » TUC Education with unionlearn

Access to success

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>> Disabled Workers: A

TUC Education Workbook is available to union reps on TUC Education courses

Illustrations: Gillian Blease

With disabled people among the hardest hit by spending cuts and benefit revisions, support for disabled workers is needed more than ever at the moment.

Fewer than half (47 per cent) of the 1.3 million disabled people in the UK available for work have a job, compared to 75 per cent of nondisabled people.

And the average gross hourly pay for disabled employees is £11.08, compared to £12.30 for their non-disabled counterparts.

So the publication of a new TUC workbook targeted at supporting disabled workers could not have come at a better time.

Disabled Workers: A TUC Education Workbook joins a suite of books designed to be used in the training of all workplace representatives, including Tackling Racism, Working Women and Out At Work.

Work on developing Disability Champions has enhanced the TUC’s reputation for campaigning and putting policy into practice.

Now the new book enables TUC Education to develop its work on disability more fully than ever before.

Trade unions have played an important part in persuading employers to remove the obstacles preventing too many disabled people getting jobs, keeping them, or progressing their careers.

But to do so effectively, union representatives need to understand what the barriers are, and how to overcome them.

The new book includes guidance on practical steps reps can take to achieve these goals and to deepen disabled people’s participation in trade union activity.

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TUC Education with unionlearn « Roundup «

How unions have helped >> A toolmaker

absent with depression and anxiety was allowed to return to work initially on only two hours per day, and on evening shift to avoid the busy periods, until he got used to the work again. This rose to four hours a day after a month, then six hours after a further month. The worker is now back on full time but working only the evening shift. (Unite)

Jonathan returns the favour

>> A prison officer with asthma was removed

from shop patrols due to the paints and other substances that aggravated his condition. He was also given a flexible shift pattern to enable the bad days not to detriment his sick leave. (POA)

>> A worker with ME and secondary disabling

conditions was struggling to travel into work.

A Disability Champion recorded all the health information and the impact of the conditions.

As a result, the worker was authorised to work from home with a VPN computer connection and able to work any eight hours in a 24-hour period. Work was delivered once a week and the line manager and staff rang each day to keep in touch. (Unite)

>> A worker who injured their back in a traffic

accident was not able to perform gardening duties for some time. To reduce the strain, they were temporarily redeployed to a different team where they were responsible for clearing out void properties instead. They returned to their original post 10 months later once their back was sufficiently recovered. (Unite)

The facts >> Employment rates vary greatly

according to the type of impairment a person has: only 20 per cent of people with mental health problems are in employment.

>> 23 per cent of disabled people have

no qualifications, compared to 9 per cent of non-disabled people.

>> More than one in four people of

Since the CWU helped him overcome problems at the workplace, Jonathan Bellshaw has become a union rep so he can help others in a similar position.

Jonathan called on his union when he faced disciplinary proceedings at his workplace (he works as a telephone adviser for BT in Lincoln).

Jonathan was sent for hearing checks, which resulted in a hearing aid; he was diagnosed with dyslexia, and received specialist software in order to do his job; and he was found to need support in other areas after referral to an occupational therapist.

As a result of gaining the help he so badly needed, Jonathan was able to perform better and now he’s keen to help others after becoming a full-time CWU rep.

“Employers do have a responsibility and people who have a disability don’t always realise what they are entitled to,” he says.

Jonathan welcomes the new TUC Education workbook as an extra tool to help reps in their role.

“Anything that can raise awareness is a good thing,” he says. “Employers too often lack understanding of disability, whether that’s mental health issues or migraines, which they put down to ‘headaches’.”

working age (7 million/26 per cent) in Great Britain have a disability.

summer 2012 «

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» Roundup » TUC Education with unionlearn Kindling a learning interest

Tutors get down to updating Working Women

Working women Women tutors have been putting their heads together and updating TUC Education’s Working Women publication.

Due out this summer, this will be the third edition of what is a very influential publication.

TUC Education held an event for women tutors, combining policy sessions with key trade unionists, networking with women colleagues and considering the best way to use and enhance the draft materials.

The event enabled the tutors to: ❚ consider the particular challenges women face at work

❚ think through the practical uses of the new publication ❚ ensure Working Women is fit for purpose ❚ exchange good practice on meeting the needs of women trade union reps.

After TUC Deputy General Secretary Frances O’Grady opened the forum, TUC Women’s Equality Officer Scarlet Harris explored current issues for women at work; while Craig Hawkins and Anna Kalsi discussed e-notes and equality.

There was also activity exploring how to maximise the impact of Working Women for the next generation of women reps.

One lucky ULR will be the winner of a Kindle e-reader this spring after reps were invited to help improve the unionlearn Climbing Frame online resource.

The Climbing Frame recognises that union learners have aspirations, experiences and skills that relate to all aspects of their lives: their current jobs, possible career routes and personal situations.

The site has been designed to help ULRs effectively carry out their role in supporting union learners and bring learning into the workplace.

The Climbing Frame team asked reps for their views on the Climbing Frame and whether there was anything that they would like to see added to the website.

The results of the survey, which closed in March, will be used to help improve the resource and one ULR will be enjoy their new e-reader as a result of contributing to the survey.

>> Access the

Climbing Frame at http://climbingframe. unionlearn.org.uk

All the tools for the job A new leaflet on the resources available to support reps to is now available.

This includes reference to the TUC website www.tuc.org.uk as the first point of call on all the main issues reps are likely to have to deal with.

The new leaflet also refers reps to www.unionreps.org.uk, the website for workplace reps and a place to post queries, talk to other reps in your sector or area, and get up-todate news on the issues that matter most.

It’s the place to register for the free fortnightly email newsletter, covering pay and conditions, tribunal updates and information on developments affecting the work of reps.

28 » summer 2012

Reps can also get regular ebulletins on the issues that interest them emailed directly to their inbox.

These range from the weekly Risks, covering health and safety, to the monthly Equality News. TUC also produces In-touch, a monthly roundup of TUC news.

To register, go to www.tuc.org.uk/ mediacentre/register.cfm Other resources outlined in the new leaflet include: ❚ The TUC Workplace Manual, one volume for all union reps, providing practical advice for trade union workplace reps on issues they are likely to encounter every day.

❚ Training details available at www.unionlearn.org.uk/ courses/index.cfm and which now include e-notes bite-size chunks of learning for trade union reps – e-notes online briefings for union reps at www.tuclearning.net. ❚ TUC Education Online.

>> The new leaflet is

available to download at the unionlearn/trade union education website.

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Photo: Highland Council

TUC Education with unionlearn « Roundup « Stow College tutor George Waldron taking a health and safety course with Highland Council reps

Fit note e-note A new e-note step-by-step guide to the statement of fitness for work or ‘fit note’ is now available.

High praise for Highland partnership TUC Education has praised the progress and development of workplace safety initiatives through a new partnership agreement between Highland Council, UNISON, GMB, UCATT, Unite and Stow College Trade Union Education Department in Glasgow.

The agreement is a practical example of unions working with management on key training initiatives, including elements designed to better support long-term approaches to workplace health, safety, welfare and well-being.

The partners have scheduled a full range of training programmes into at least next year, including the TUC’s Health and Safety Stages One and Two as well as TUC

Eduaction’s Occupational Health and Safety Diploma.

Union safety reps who successfully complete the courses will secure professional qualifications.

“TUC Education in Scotland recognises the important role that Highland Council has taken in leading, developing and facilitating this unique partnership approach,” says Harry Cunningham, Scotland Region Education Officer.

“Together with the trade unions, the council has developed an agreement model that will achieve real and significant improvements to workplace safety and health and well-being.”

Laying the ground New College, Swindon has launched a two-day Diploma Introduction course aimed at reps who have completed, or are about to complete, a Stage 2 course.

The aim is to offer the reps the chance to find out what the Diploma course offers; what the entry requirements are; the structure and topics; developing study skills; workloads involved and time management; and how the course would be delivered (in-class, online and the blended approach).

The reps will also get a chance to see examples of work produced by former students. Finally, the short course would help them discuss the options open to them following completion of a Diploma.

“The course aims to introduce reps who have completed both Stage 1 and 2 TUC

Reps courses (in the case of the Diploma in Equalities, completion of a TUC Stage 1/2, and any equality courses provided by TUC or their own union), to the requirements of Diplomas,” explains tutor David James.

“The course deals with the standard of work expected; the main modules and supplementary skills units; how we help those with a learning difficulty, e.g dyslexia; managing time to complete coursework; and dealing with any other questions applicants may have – for instance, progression routes following successful completion.

“The value is that the learner can apply for the course with a greater understanding of what completing a TUC Diploma involves, and can make an informed choice. For the tutor, it’s a chance to go through the requirements and standards fully.”

The guide has been jointly developed by TUC policy experts and TUC Education tutors and the module includes short videos, quizzes and a worked example of the fit note in practice.

The e-note looks at the main areas of the fit note and how potential issues affect union representatives and applies the fit note to real-life situations that union reps may encounter.

To take a look at the fit note e-note visit http://goo.gl/JqsCo The e-note is one of a series developed as part of the European Commission funded DeLTTUE project. They are informative and interactive learning modules.

Starting with an introduction to the new rights for fathers to take additional paternity leave, these short self-study briefings will help union representatives to develop and update their knowledge of key issues that may impact upon their workplace.

Future e-notes will cover Vulnerable Workers, Building a Stronger Workplace Union, Union Reps and the Environment.

For further information about the DeLTTUE project and the e-notes contact TUC Education’s Online Learning Officer Craig Hawkins: chawkins@tuc.org.uk

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» Contacts

unionlearn contacts All TUC email addresses are first initial followed by surname@tuc.org.uk

» Unionlearn

» U-Net centres

» North West

» Union contacts

Tel: 020 7079 6920 Fax: 020 7079 6921 unionlearn@tuc.org.uk www.unionlearn.org.uk Director Tom Wilson Tel: 020 7079 6922 twilson@tuc.org.uk

Helen Gagliasso Tel: 0191 227 5567 hgagliasso@tuc.org.uk

Regional Manager Dave Eva Tel: 0151 236 2321 Union Development Coordinator Tony Saunders Liverpool office Tel: 0151 236 2321 Manchester office Tel: 0161 445 0077 Regional Education Officer Peter Holland Tel: 0151 243 2564

Aslef Shirley Handsley Tel: 07739 473 174 shirley.handsley@aslef.org.uk Aspect Nelly Tackla-Wright Tel: 01226 383 428 nelly@aspect.org.uk ATL Kate Quigley Tel: 020 7782 1558 kquigley@atl.org.uk BECTU Brian Kelly Tel: 020 7346 0900 bkelly@bectu.org.uk BFAWU John Vickers Tel: 01132 565 925 john.vickers@bfawu.org BSU Vikki Botham Tel: 07717 805 521 vikki.powell@britannia.co.uk Community Tom Davis Tel: 01562 749 170 tom.davis@communitas.org.uk CSP Penny Bromley Tel: 020 7306 6666 pbromley@csp.org.uk CWU Trish Lavelle Tel: 020 8971 7340 tlavelle@cwu.org Equity Louise Grainger Tel: 020 7670 0214 lgrainger@equity.org.uk FBU Trevor Shanahan Tel: 07917 759 473 trevor.shanahan@fbu.org.uk FDA Neil Rider Tel: 020 7401 5575 neil@fda.org.uk NAPO Jonathan Ledger Tel: 020 7223 4887 jledger@napo.org.uk NASUWT Stephen Smith Tel: 0121 453 6150 lifelong.learning@mail.nasuwt.org.uk NUJ Linda King Tel: 020 7843 3717 lindak@nuj.org.uk NUM Chris Skidmore Tel: 01226 215 555 rossomain@fsmail.net NUT Andrew Parry Williams Tel: 020 7380 4800/4780 learning.reps@nut.org.uk PCS David McEvoy Tel: 020 7801 2727 ext 2360 david.mcevoy@pcs.org.uk

» National unionlearn managers Standards and Quality Ian Borkett Tel: 020 7079 6940 iborkett@tuc.org.uk Research and Strategy Bert Clough Tel: 020 7079 6925 bclough@tuc.org.uk Communications James Asser Tel: 020 7079 6942 jasser@tuc.org.uk Trade Union Education Liz Rees Tel: 020 7079 6923 lrees@tuc.org.uk Union Development Judith Swift Tel: 0151 243 2568 jswift@tuc.org.uk Business and Finance Catherine McClennan Tel: 07795 606 982 cmcclennan@tuc.org.uk Informal Adult Learning Joe Fearnehough Tel: 0151 236 7678 jfearnehough@tuc.org.uk Policy Iain Murray Tel: 020 7467 1264 imurray@tuc.org.uk Apprenticeships Fred Grindrod Tel: 020 7079 1367 fgrindrod@tuc.org.uk

30 » summer 2012

» Website Ben Furber Tel: 020 7079 6943 bfurber@tuc.org.uk

» Southern and Eastern Tel: 020 7467 1251 Regional Manager Barry Francis Union Development Coordinator Jon Tennison Regional Education Officers Rob Hancock Theresa Daly

» Midlands Tel: 0121 236 4454 Regional Manager Mary Alys Union Development Coordinator Gary O’Donnell Regional Education Officer Pete Try

» Northern Regional Manager Kevin Rowan Tel: 0191 227 5565 Union Development Coordinator Beth Farhat Tel: 0191 227 5576 Regional Education Officer Ian West Tel: 0191 227 5572

» South West Regional Manager Helen Cole Tel: 0117 947 0521 Union Development Coordinator Ros Etheridge Regional Development Worker Alan Shearn Tel: 0117 947 0521 Regional Education Officer Marie Hughes Tel: 0117 933 4443

» Yorkshire and the Humber Tel: 0113 245 4909 Regional Manager Alan Roe Union Development Coordinator Sharon Burke Regional Education Officer Trevor Sargison Tel: 0113 200 1071

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Calendar «

PFA Alan Irwin Tel: 07717 467 718 ieteuk@yahoo.co.uk POA Phil Kelly Tel: 020 8803 1761 pkellypoa@yahoo.co.uk Prospect Rachel Bennett Tel: 020 7902 6687 rachel.bennett@prospect.org.uk RCM Denise Linay Tel: 020 7312 3422 denise.linay@rcm.org.uk RCN Linda McBride Tel: 020 7647 3855 linda.mcbride@rcn.org.uk RMT Teresa Williams Tel: 07881 812 244 t.williams@rmt.org.uk SCP Liz Salem Tel: 01625 829 396 liz@scpod.org TSSA Sal Morawetz Tel: 020 7529 8049 morawetzs@tssa.org.uk UCATT Jeff Hopewell Tel: 01302 360 725 jhopewell@ucatt.org.uk UFS Patricia Mayo Tel: 01242 253 259 patricia.mayo@ufsdirect.org UNISON Joanna Cain Tel: 020 7551 1700 j.cain@unison.co.uk Unite Jim Mowatt Tel: 020 7611 2780 jim.mowatt@unitetheunion.org.uk Unite Jim Telford Tel: 07980 874 662 jim.telford@unitetheunion.org Unity Gerald Crookes Tel: 01782 280 588 geraldcrookes@unitytheunion.org.uk URTU Graham Cooper Tel: 07795 562 874 grahamcurtu@yahoo.co.uk USDAW Ann Murphy Tel: 0161 224 2804 ann.murphy@usdaw.org.uk

Forthcoming events For full details of the events and details of events arranged after we went to press, go to the unionlearn website www.unionlearn.org.uk/events

April 23 23–27 24 27–28 27–29 30

World Book Night Spring Online with Silver Surfers’ Day Making Skills Work – unionlearn & ACAS (Midlands) South West TUC annual conference TUC black workers’ conference Making Skills Work – unionlearn & ACAS (South West)

May 12–18 17 29 30–31

Adult Learners’ Week Learning At Work Day Making Skills Work – unionlearn & ACAS (North West) TUC disability conference

June 12 25

Equality & Diversity Forum (North West) Unionlearn annual conference

July 5–6

TUC LGBT conference

summer 2012 «

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Resources « Roundup «

Fmrateerieals

Order now from www.unionlearn.org.uk/freebooks And postage and packing is also free new

Negotiators Guide for Bargaining for Skills A guide for union negotiators on engaging employers in bargaining for skills which sets the scene for putting learning and skills on the bargaining table. The guide is aimed at union reps and officers who are in negotiating positions, but helps everyone representing union members in the workplace.

new

new Health, work and well-being toolkit One of the most important roles a trade union can play is to ensure the welfare, health and safety of its members. This toolkit discusses strategies and initiatives to identify and overcome ill-health issues at work.

Reaching Communities new – The Community Learning Toolkit This toolkit has been specifically developed for union learning representatives (ULRs), community learning champions (CLCs) and other learning advocates but can be used by any trade union and community representatives working to promote and support learning.

Making informed choices – supporting learners at 50+ Learners of all ages can benefit from information gathered in this guide, which explores the sources of support and advice available especially for older workers during change at the workplace when choices need to be made on future paths and directions. The guide includes a large number of referral points to advice on learning, job search, career advice and moving on from work to retirement and complements the unionlearn supporting learners guide series.

Research Paper 16 – The role and impact of unions on learning and skills policy and practice: a review of the research Unionlearn has commissioned 15 research papers and an in-depth evaluation over the last five years. The research is focused on the role of unions in learning and skills policy and practice and covers a range of topics. This research paper is a summary of all this research.

Union professional development programme 2011–12 Now in its eighth year, the union professional development programme is regularly reviewed and evaluated to ensure its relevance to union professionals. As a result, the entire programme has been updated by TUC tutors for 2011–12.

Disability and Work: a trade union guide to the law and good practice This guide has been written to assist unions in challenging discrimination and in negotiating good policy and practice. It includes up-to-date case studies, examples of audits and monitoring, and a full resource list. new

Making the most of your money Making the most of your money is a free booklet for working people designed to help them manage their money better, and can be ordered in any quantity for network events, Learning At Work Days and individual workplaces.

Spread the word about the work of ULRs and learning project workers by ordering more copies of The Learning Rep. Give them to colleagues at work, learners and anyone interested in union learning.

Scan this code to go straight to the link for The Learning Rep mailing list or to order additional copies.