Role of Change Agents in workplace examination of the...DEAL Partnership An examination of the innovative role of Change Agents in workplace and community settings 9 Trade unions also

An examination of the innovative role of ChangeAgents in workplace andcommunity settings

A DEAL TRANSNATIONAL PARTNERSHIP REPORT

by Dr Andrew Dean

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Preface

This work was carried out by the EQUAL (ESF) DEAL Partnership comprising: the High Road Programme (United Kingdom) – led by the Trades Union Congress (TUC)

the PETMO Programme (Finland) – led by the SAK (Central Organisation of Finnish Trade

Unions)

the In.Motion Programme (Austria) – led by ISOP (Innovative Sozialprojekte)

the AVERROES Programme (France) – led by ISM-CORUM (Inter Service Migrants – Centre

d’Observation et de Recherche sur l’Urbain et ses Mutations)

An objective of the DEAL partnership is to ‘exchange examples of best practice and parallel development of innovative approaches in recruiting and supporting workplace and community ‘Agents of Change’. Three of the of the four programmes have a direct interest in utilising Change Agents and the fourth, the French Partner, has explored their potential as a means of mainstreaming the conclusions from their own work on tools and techniques to support anti-discrimination activities.

The aim of this report

This report is designed to take a detailed look at the role of Change Agents and to explore issues such as how they are recruited, supported and what mechanisms exist for capturing and sharing lessons and good practice. The Change Agents chosen are all associated with the work of the DEAL transnational EQUAL Partnership and come from different EU countries and very different settings. The positive findings from the work will be used to produce a toolkit for others to use that will advocate a greater use of Change Agents in a number of settings and give positive case studies and examples of how to initiate a Change Agent programme. The user dimension is crucial, to ensure people don’t feel threatened by proposals of change. Empowerment and improved participation should also be outcomes from the work of the Change Agents.

Change Agents (or Agents of Change) - Defined

A ‘change agent’ or ‘agent of change’ is defined within this work as someone who engages deliberately to alter the behaviour of the culture, practices and/or policies of an organisation or community – but who stands outside of the traditional change roles associated with Management, Trade Unions and Human Resources/Personnel.

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Findings

Research was carried out by a combination of questionnaires, study visits, interviews and desk-research. The Change Agents identified within the DEAL Transnational Partnership are: 1. Union Learning Representatives (UK) 2. Community Champions (UK) 3. Community Champions (Austria) 4. Disability Champions (UK) 5. Multicultural Initiators (Finland) 6. Works Councillors (Austria) 7. Competence Pilots (Finland) Each is described in terms of set criteria to allow accurate comparison and are dealt with in turn. Case studies of particular individuals are included. The report ends with a piece advocating the expanded use of Change Agents within both workplace and community settings and lists some advantages and disadvantages.

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Contents

7 Change Agents – union learning representatives (ULRs)

14 Change Agents – ‘Community Champions’ (UK)

20 Change Agents – ‘Community Champions’ (Austria)

25 Change Agents – ‘Disability Champions’ (UK)

35 Change Agents – ‘Multicutural Initiators’ (Finland)

40 Change Agents – Works Councillors (Austria)

47 Change Agents – Competence Pilots (Finland)

55 Advocating the use of Change Agents

Advantages and disadvantages of using Change Agents

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An examination of the innovative role of Change Agents in workplace and community settings 7

Section one

1 Change Agents – union learning representatives (ULRs)

Location

Workplaces in the UK.

Role

To promote a safe yet positive attitude to learning and skills amongst employees and to:

improve the skills and employability of the workforce, helping them to become more adaptable to change

increase participation in workplace learning

provide accessible, independent advice and support at shop floor level for employees about learning.

Background

The ULR is a new type of union representative who were given legal rights in April 2003. The ULR is trained in advising workers on learning needs and opportunities. They are recruited from within the workforce. The key role of the ULR is to raise awareness of training and development across the membership he or she represents – whether unskilled workers or highly qualified professionals, whether among those with urgent literacy and numeracy needs or those who wish to refresh and upgrade their skills.

It was widely recognised that the skills within the British workplace were creating problems for the future prosperity of both employers and employees. The TUC response was the creation of ULRs.

Clients

ULRs’ primary concern is their members; however they recognise that all workers should have the opportunity to develop to their full potential.

Change Agents – union learning representatives (ULRs)


How were they piloted/tested

Was there a piloting phase in the introduction of ULRs? How did this inform or affect further developments? ULRs were first developed in the North West of England and subsequently in London and the rest of the country in the mid 1990s. This was the developmental stage and course materials were developed for training the ULRs. The increase in the number of ULRs was also assisted by the Government's funding of the Union Learning Fund which allowed trade unions to recruit project workers who could go into the workplace, raise workplace learning issues and actively recruit ULRs.

Recruitment and selection

Different unions have different approaches. They can be elected and although rare, there have been elections fought for the post of ULR. The more common practice is that unions simply appoint ULRs.

Payment

Whilst there are a few ULRs who are full-time, most are not. The union may be able to negotiate some facility time, which can range from a few hours per month to day(s) per week. So they only receive their normal weekly wage.

Marketing/advertising

Unionlearn both nationally and within the six TUC regions produces materials and holds conferences, seminars and briefings that promote the work of the ULRs. There is also the unionlearn website, www.unionlearn.org.uk which has over one million hits per month. Trade unions also produce their own materials and normally have sections of their websites dedicated to workplace learning and ULRs. ULRs are also trained to promote their own activities. The distribution of the Learning Rep magazine, which carries articles on what ULRs are doing, also contributes.

Support

Unionlearn offers ULRs the opportunity of attending a five-day training course, and then follow-on modules on specific areas such as Basic Skills, Workforce Development, IAG etc.

Unionlearn provides areas of support such as ULR Network meetings within regions, which allows ULRs to meet every six months and discuss areas of common concern and provide peer support. Unionlearn staff and trade union project workers give ULRs support and advice on a regular basis.

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Trade unions also often have their own ULR network meetings, which again provide opportunity for peer support.

Lack of funding and time to carry out their duties are the two main barriers for ULRs and both unionlearn and project workers try to assist them to overcome these barriers

How the approach of using Change Agents has been viewed by others

During 2005-2006, 14,000 ULRs were trained and assisted over 150,000 workers engage with learning which suggests that co-workers are extremely pleased with the ULRs and their role. Management have in many organisations embraced ULRs, however this is not universal and work is still ongoing in raising awareness of the benefits which ULRs can bring.

Whilst HR departments are more open to the role of ULRs, there can be problems when HR view ULRs as extensions of their departments, forgetting that ULRs are there as representatives of their members and with the welfare of their members as a primary concern. However, in many organisations learning agreements have been signed and this has helped to minimise this issue.

The Government views ULRs as a great success and it was this success which was instrumental in persuading the Government to give ULRs legal rights in 2003.

Stakeholder involvement

The ULR is a trade union rep and their selection is a matter for the trade union. The Government in granting legal rights to ULRs has assisted ULRs in being recognised by employers.

Success and success criteria

14,000 ULRs have assisted over 150,000 learners engage with learning within a 12 month period. Unionlearn has a target of having 22,000 ULRs by 2010 engaging 250,000 learners. The success of the ULRs has been extremely impressive and expectations are that this success will continue to grow.

The criteria have been agreed by unionlearn and the Government

What next for this initiative/idea?

The target of 22,000 ULRs and 250,000 learners by 2010.



Is it now being used in other EU countries?

Trade unions from Finland, Denmark, Italy, France and Sweden have been briefed on the role of the ULRs and is it understood that within Denmark, Finland and Sweden, the development of the ULR is being seriously considered.

Ensuring results are captured

Unionlearn has a Research & Strategy Department which captures case studies and disseminates the information in a variety of ways, through publications, website, regional conferences, seminars, briefings etc. Trade unions also disseminate information through their own publications, websites etc.

Useful website

www.unionlearn.org.uk

11An examination of the innovative role of Change Agents in workplace and community settings

Case Study 1 – Nikki Simpson, union learning representative

Personal profileNikki works for the Royal Bank of ScotlandGroup (RBSG) in its Cards Exchange inSouthend, Essex. She has worked for RBSG sinceleaving school 20 years ago. Nikki wasmotivated to become a ULR in 2004 through herpassionate belief in learning and personaldevelopment. Her workplace had 2,000 staff,with a low union density.

Training requiredShe has received five days’ training from her union Amicus on InformationAdvice and Guidance and identifying learning needs and barriers to learning.All ULRs are given training for their role through courses provided by the TUCand individual unions. The TUC courses are all accredited through the OpenCollege Network.

The TUC provides training for all ULRs based on three core units:

front-line advice and guidance

identifying learning needs

working with employers.

In five days, ULRs can complete two units. The remaining unit could comprisea workplace assignment and an additional day of guided learning. Eachcourse will be tailored to meet the needs of the ULRs attending the courses.

On-going supportHer union has a specialist learning team who assist her as and when; shealso has the TUC’s unionlearn service plus she has built relationships withlocal colleges to offer staff learning opportunities.

Typical activities and responsibilitiesMuch of the work of a ULR is in relation to IAG:

identifying learning needs

acting as a sign-posting service for learner

promoting learning opportunities.

But there is more to it than just IAG. Additional work includes recordinglearning information and keeping abreast of new developments and

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Nikki receives her ULR of the Yearaward from Tony Blair in 2006


initiatives – often with local education providers such as colleges. Nikki hashelped to set up and run an on-site learning centre and supportedinnovative workplace projects. Many of the activities also help to cementexisting, and build new, partnerships within the employer and externally toother employers and providers.

ObstaclesInitially the centre management only reluctantly allowed activities to takeplace. They were only allowed to start with a small pilot and one-to-onedrop-in sessions were held with reasonable results. Here are some top tipsNikki suggests for other ULRs to overcome obstacles:

Be persistent, don’t give up when obstacles are put in your way.

Don’t get into arguing with local management about time off for duties.

Initially invest some of your own time and when the management teamsees the benefits and results, they should be more flexible in allowingyou time off.

Network, network, network – build relationship with local colleges andsuppliers. Share experiences with other ULRs across all industries.

Market your events carefully; a great event can flop if the marketing of it isnot done correctly.

Try and think ‘outside the box’, offer learning opportunities which are a bitdifferent and which people can use in any part of their life (e.g. colourtherapy, meditation etc.)

Negotiate – a vital skill when dealing with suppliers, colleges, learners,management and unions! And most importantly...

Have fun!

Since becoming a ULR in 2004, Nikki has provided over 500 learningopportunities for her colleagues. The courses have ranged wider than basicskills and IT, and have included lessons in Spanish, first aid, yoga, practicalparenting and genealogy.

Personal attributesNikki says: “I am a planning and organising freak, and so enjoy planningevents and bringing them to life. My day job is a project manager, so I havealso been able to use these skills. During my career I have also beeninvolved in training and development roles and love to coach individuals andI am also able to run group learning events (as a tutor).”



SuccessesNikki has won over her management, who agreed to introduce a flexiblelearning centre for staff to use online learning. Nikki has personally recruitedover 200 new members to Amicus, in an excellent example of employer andunion co-operation. Management have declared that they need 15 moreULRs, like Nikki, in the company.

Particular successes include:

language speaking days

World Book Day

Adult Learners Week

First Aid for Family and Home

European Computer Driving Licence courses

Family Learning Week

Skills for Life courses.

Additional, indirect, successes have included:

Amicus (union) recruitment increased

Amicus branding became more widely recognised by staff

‘workplace engagement’ scores started to increase

internal and external publications increased.

In September 2006, Nikki was named as the TUC’s ULR of the year.

Next steps for the ULR RoleNikki says “ULRs are key as they are a trusted and respected link into theworkforce, which sometimes management doesn’t have. With carefulplanning and negotiation ULRs are also able to influence group trainingpolicies and procedures”.

Spreading the message and advocating greater useLiz Smith, Director of unionlearn, said: “Nikki Simpson represents a newbreed of union workplace rep. Learning reps are more likely to be women,from ethnic minorities and younger than traditional workplace reps. Nikki isone of a growing army of nearly 15,000 ULRs in the country. These ULRshave the confidence of their workmates and are able to help people decidewhat training they need in a way that no one else can. People like Nikki arein a unique place to help solve our country’s crisis in skills and productivity.”

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Section two

2 Change Agents – ‘Community Champions’ (UK)

Location

Based within a variety of community locations.

Role

Community Champions are individuals who have an idea for something that will bring about positive change in their community.

The 'something' varies enormously – some examples include: parents or carers who want to set up a toddler group for people in their community, young people who want to create video films about their life and experiences, support groups for e.g. breastfeeding, sports activities – football, hockey, netball, fencing, tae kwon do, multi-cultural awareness-raising, storytelling, dancing, brain gym, music, complementary therapies etc. What all of these things have in common, and the thing that is essential for them to become a Community Champion, is that it is their idea, something that they are passionate about, or keen to have a go at.

The individual’s role is that, in a voluntary capacity, they act as project coordinator, drumming up support and interest from other people in their community, reporting on progress of their activities, accounting for spending, planning for future sustainability etc.

Background

The Community Champions programme was created around six years ago by then UK Education Secretary, David Blunkett. It is a relatively small and low key government funding programme which continues to demonstrate substantial positive impact in the most deprived and disenfranchised communities.

Independent evaluation of the programme has suggested that each Champion involves around 10 other participants in their activity and benefits around 50 people in the community. Clearly their activity acts as a catalyst for positive change in the most economically deprived communities. All those engaged with the programme have a positive impact upon their community

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(of geography or interest), creating networks of activity that encourage ongoing learning, healthy activity, active citizenship, furthering individual’s employment prospects and increasing economic activity.

The Champions also gain from personal development – building confidence, learning, making new friends and acquaintances and meeting people with similar interests.

Clients

Other members of their 'community' – their friends, neighbours, people with similar interests;

Secondary – the wider public, anyone with an interest in what they are doing.

How were they piloted/tested

No direct piloting, however similar things have been used/trialled in activities such as European Social Fund projects and local authority programmes.


Individuals are invited to talk to the Scarman Trust about their ideas and then to complete a straightforward application form (which it can help them with, if necessary). Each month a 'citizens' panel' is convened. It comprises a broad variety of individuals, all trained in impartial decision-making, most of whom have previously been a Community Champion. Using a straightforward scoring system, the panel decides which of the applications should be awarded a grant and become a Community Champion.

Once individuals have been informed that their application has been successful, they are invited to a briefing day where information about the programme and training and other opportunities are disseminated.

Payment

Each English region has a Community Champions grant programme (via Government Offices, from DfES), which has an annual allocation of grants – up to £2000 per individual/project.


The Champions decide for themselves how to promote or market what they are doing. As with all elements of the programme, the Scarman Trust offers support and help if they need it on a one-to-one basis. The Scarman Trust also organises workshops and training courses if there is demand.

Change Agents – ‘Community Champions’


Support

The Scarman Trust offers a broad variety of support to individual Champions. As their interests, activities and personal circumstances vary enormously, they try, wherever possible to offer bespoke support, rather than taking a 'one size fits all' approach. Amongst the support they offer – confidence building, coaching, finance and bookkeeping skills, community engagement techniques, community consultation and planning, asset-based approaches, governance, presentation skills, networking opportunities, ICT training, social enterprise, business start up support, fundraising. As well as working with individuals, they put on training courses and they will also pay for training courses, if there is critical mass to make it a viable option (and if the money is available).

How has the approach of using Change Agents been viewed by others?

Government has always perceived the scheme as a success. However, funding is scheduled to end in March 2008. Campaigning is underway to prolong the funding period.


Government Offices (GO) have a minor role in the process – for example individuals from the GO may be invited to sit on a citizens' panel, attend networking or celebration events.


The Scarman Trust thinks that it has been a huge success. The programme reaches into the most deprived and disenfranchised communities in England and offers individuals the opportunity to really make a difference - at all sorts of levels. Their activity cuts across a variety of areas – health, learning, community cohesion, crime reduction, active citizenship. It also crosses many institutional or societal barriers – race, culture, age, gender, sexual orientation etc

Champions are not measured in terms of success or failure – each Champion is supported to deliver a community project of their own devising. The only 'failures' that the Trust is aware of, where projects fail to start, or are abandoned part way through, have arisen when personal circumstances (perhaps a bereavement or serious illness) have prevented the individual from doing what they proposed.

Each Community Champion ‘project’ is monitored and evaluated by means of interim and final reports on their activity (which may be written, or presented in other forms such as video, photographs, scrap book etc). The Trust keeps a

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record of all activities. Regular reports to GO focus upon spend against budget and quantitative stuff about the age/ethnicity/address of the applicants.


More of the same, although the Scarman Trust will be lobbying hard to try to find alternative ways of keeping the programme going.


Similar champions exist and it would be great to share ideas across the EU.


Community Champions are, in the Trust's experience, brilliant advocates within their own communities and beyond. Their activities impact positively on many people and provide a variety of opportunities for local people, building their confidence, skills and capacity to influence and shape local services. Champions themselves attract the support of other volunteers and participants. People who have come into contact with Champions, and who have seen for themselves the positive effects of such activities, are often inspired to undertake their own projects and this is particularly true within marginalized and excluded communities. Many Champions are also prepared (and indeed happy) to support and encourage other individuals both within their own communities and beyond – the Trust tries to facilitate this as much as it can. Every single Champion acts as a catalyst for positive change in their community and, with a bit of support, tries to take an active role in society and the economy. Initially seen as a way of encouraging positive engagement with adult learning, the Trust sees no reason why this model could not be successfully replicated across other areas of policy/policies.

The Scarman Trust captures all of the Champions' activities from the interim and final reports that they submit. It keeps a database of basic information for each Champion. In the past it has secured additional funding to enable it to undertake broader evaluations of the programme, and to publish celebratory materials detailing some of the activities undertaken. As with most programmes of this type, the support costs are restricted, but the Trust would welcome the opportunity to do a more in-depth piece of work of this type.

Useful website www.thescarmantrust.org

See case study overleaf


Case Study 2 - Delroy Ellis, Community Champion

Personal profileDelroy Ellis, whilst working for the HousingAssociation in Gloucester, became a Champion in2005. His project established a girls' football foryoung women aged 14–16 in inner city Gloucester(South West England).

Training requiredHe used existing youth work skills to get youngpeople involved and engaged.

On-going supportMentored/coached by Linda (a Scarman Trust

staff member) and received further backing from 'sport-fund' youth workers.Support and encouragement came from the young women themselves.

Typical activities and responsibilitiesTimekeeping, team engagement, linking with other football teams, gettinginto the league, finding and buying equipment, finding appropriate venuesfor matches and training, coaching, cardio-vascular development training,book-keeping, finance management, organisational skills, personaldevelopment reviews with the young players, getting volunteers involved andengaged, publicity and marketing, press releases, and of course, motivatingthe team.

ObstaclesGetting up and feeling engaged, attending training sessions, building teamspirit was essential; Delroy is severely dyslexic, so issues around filling informs and understanding written materials can be difficult and timeconsuming.

Personal attributesStaying power, determination, positive outlook, cheerful demeanour andkiller Gloucester accent. Dyslexia has made things difficult, but with support,he has overcome this.

SuccessesDelroy writes: “Taking part in a project and seeing it through from start tofinish has been a real challenge, much more work than I anticipated, but I amreally proud that we now have a successful girls' football team. I've foundthat preparation is key. Look at the bigger picture. Consider time constraints,be prepared to face difficulties. Enjoy it!”

Change Agents – ‘Community Champions’

Delroy EllisCommunity Champion

19An examination of the innovative role of Change Agents in workplace and community settingsunionlearn

Essential requirements for a successful Community Championsscheme

People must be allowed to identify for themselves what they want to do.

One-to-one support, responsive to what they need, rather than one sizefits all, should be available, in accessible, informal, friendly form.

Trust in people's initiative and honesty; do not impose false constraints.

Encourage people to share experiences, expertise, knowledge vianetworking.

Allow people the space to develop their ideas into specific actions.

Spreading the message and advocating greater useReaches people from most economically deprived and excludedcommunities.

Treats people as assets, glass half full, builds from their strengths ratherthan emphasising weakness.

Very many of the projects go on to be sustainable businesses orcommunity organisations.

Substantial knock on effect – each Champion on average reaches andinfluences up to 50 other people.

Jayne Hathway at the Scarman Trust writes: “Delroy is fantastic – he's avery committed and motivated individual, who is gregarious and engaging,but who, at the outset, lacked confidence (due in large part to his literacyproblems). With a bit of support and encouragement Del has got the team upand running, and is the life and soul the community. His success is in largepart due to his staying power and commitment, and his passion for workingwith young people.”

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Section three

3 Change Agents – ‘Community Champions’ (Austria)

Role

The Obersteirische Initiative zur interkulturellen Öffnung der Region – Upper Styrian Initiative for an Intercultural Opening of the Region – was set up in the districts of Upper Styria/East and Upper Styria/West, centred in Knittelfeld, Leoben and Kapfenberg. Besides the municipalities of these towns, another 11 regional partners belonged to the project network. ISOP Graz was responsible for the thematic organization.

Part of the project was the intercultural advice services. One aim of these was to support individual people with one-to-one consultations and mediation between individuals and institutions. Advice is understood as continuous support up to the point where solutions are found and always aims to encourage the clients to be active on their own behalf, i.e. they aim to support the clients in their own independent efforts rather than taking over. Another goal of intercultural advice is to support companies, advice and training institutions in lowering structural barriers to intercultural cooperation and exchange.

Background

The shift from an industrial to a service economy and the demographic development demand new concepts in labour market policy – urgently needed by everyone of working age in the region of Upper Styria. Regional integration work ought to make itself felt not only in a tolerant living together of different groups in the community, but also in ensuring equal rights on the employment market. People who themselves have a background of migration and who know the region and the structures well can establish a better rapport with the target group of migrants and can work as mediators.

Clients

Migrants living in the region.

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How were they piloted/tested?

A team-forming phase of about two months with initial training. A research phase of four months in which the situation in the region was analysed.

Recruitment and selection criteria

They are willing to do the work

They can communicate with the target group in their native language

Champions come from the region where they work

They know the local structures well and can relate to the people better.

Payment

Champions are paid by the IKÖF project.


A leaflet on advice service was developed in six languages (German, English, Albanian, Turkish, Russian, and Croatian). The leaflet informs migrants about the availability of intercultural advice. A leaflet in two languages (German and English) informs institutions.

Support

Support was available from other people working in the project.


The workshops on intercultural issues were well received. The municipalities of Kapfenberg, Leoben and Knittelfeld all participated actively.


The state employment agency has developed a guideline for first interviews with migrants. A handbook on intercultural issues has been developed by the BBRZ Kapfenberg.


The involvement of the municipalities shows that the issue is taken seriously in the region. The main successes were to be seen in the changed awareness of the people and institutions the project dealt with. The state employment agency has developed a guideline for first interviews with migrants. A handbook on intercultural issues has been developed by the BBRZ Kapfenberg.

Change Agents – ‘Community Champions’ (Austria)


Since this kind of advice service for migrants was something new in the area, there were no quantitative criteria of success. Interviews were documented and results were used in creating the products.


It is hoped to mainstream this method of working through conferences in 2007.


Similar models exist in other EU countries.


Final reports will be written and circulated.

Additional information/comments

Trust is a key criterion for the work. Immigrants are often afraid of doing something wrong; they usually have some problems with communicating in German; and they feel left out of things. A sensitive approach to these people and the possibility of communicating in their native language build trust.

Useful website

http://www.isop.at


Case Study 3 – Alla Koundi, Community Champion

Personal profileAlla Koundi was born in the Ukraine and had beenactive as a refugee counsellor for seven years.She worked in the IKÖF project from 2002 to2005.

Training requiredBy working with refugees, Alla had acquired a lotof experience with the needs of migrants. Theproject began with a two-month team-buildingphase with initial training. She was able to takepart in a variety of training units such as

intercultural communication and diversity management, and she began atraining course as a mediator.

On-going supportAlla was supported by regular meetings with her colleague, Michael Kern,who was responsible for providing advice to businesses. She was also able totalk to the co-ordinator, Silvia Göhring.

Typical activities and responsibilitiesAlla’s assignment was to build contacts with the immigrant population in thearea. She assisted migrants with a variety of issues and problems. Theseincluded problems with officialdom, problems due to language barriers,problems in the workplace. She accompanied her clients to the variousoffices, translated and mediated. Over the two-and-a-half years, she gaveassistance in several hundred cases.

ObstaclesThe greatest barrier was the lack of awareness on the part of employers andgovernment offices/agencies that discrimination was occurring. It turned outto be an uphill struggle to get through to companies with these messages.

Personal attributesAwareness of the sector and a good detailed knowledge of the region.

SuccessesAlla got a call from a worker at the employment agency who was having aproblem with a Bosnian client. The man was not speaking and refused to giveany information. Alla was able to find out in several conversations (in Serbo-Croat) that he was afraid, suffered from depression and also couldn’t speakenough German. Alla went along to his appointments at the employmentagency, translated and helped to mediate. The man accepted Alla’s

Alla KoundiAustrian Community Champion

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suggestion to seek medical help. A solution was also found for hisworkplace.

Next stepsA Champion plays an important role in raising awareness for the issues. Theactivities such as the intercultural workshops help to set a process in motion.Small steps are taken and many individual problems are solved.

Spreading the message and advocating greater useThe relationship of the clients to the Champions is based on trust and helpsto solve conflicts where mistrust was an element. Problems that arisebecause of language barriers, insufficient communication, lack of willingnessto understand or simply by accident can be solved or prevented by theinvolvement of the Champions.

A Champion ought to have good detailed knowledge of the region.Professional work should be properly paid. Expectations of the role shouldbe carefully explored in an analysis phase before starting. Do theexpectations of businesses and government institutions match the work thata Champion can actually do?

Change Agents – ‘Community Champions’ (Austria)

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Section four

4 Change Agents – ‘Disability Champions’ (UK)

Location

Workplaces in the UK with trade union members present.

Role

Disability Champions are trained trade union reps who specialise in the area of disability in the workplace. Their work fits into two categories: firstly there is a reactive role picking up issues as they arise for specific individuals; secondly there is a proactive role auditing their workplace and looking to make it more accessible to people with a wide range of disability issues.

The reactive role can involve negotiating ‘reasonable adjustments’ for their members. The aim is to do this outside of formal grievance procedures where possible. It can also involve representing people who have ended up being subjected to disciplinary action for reasons that relate to their disability. Both of these are traditional trade union roles, however, the Disability Champions programme equips the reps with the tools to do this much more effectively.

The proactive side of the role is a new one. The Champions use the Jobcentre Plus 'Positive About Disabled People' standard (known as ‘the two ticks symbol’) to audit their workplaces with their management and to develop improvement action plans. Often the Champions will themselves be a part of making the improvements, by giving disability awareness presentations to staff, for example.

Background

The concept of ‘Disability Champions @ Work’ was the brainchild of the then MSF (Manufacturing Science and Finance Union – now part of the union Amicus) Disability and Employment Rights National Advisory Committee, (DERNAC). DERNAC was essentially a lay member committee with a delegate from each region of the union, chaired by the National Equality Officer with an NEC member acting as secretary.

Change Agents - Disability Champions (UK)


DERNAC discussed European Year of Disabled People 2003 project ideas in June 2002 and concluded that a project must be one that could benefit every disabled member of the union. Experience and labour market studies had showed that disabled people get dismissed and overlooked for promotion for reasons relating to their disability and that the concept of ‘reasonable adjustment’ and other aspects of the Disability Discrimination Act (DDA) was not understood by employers. The decision was taken to utilise the existing network of union representatives and provide a ‘bolt-on’ set of skills and a support network for them. The role of the ULR was a model for the concept.

Clients

The principal clients are disabled people within their workplace. There are a number of secondary clients which could include:

other reps within their branch/union

members of other trade unions

management /HR teams

disabled non-members

officials of their union

people seeking employment.


The initial 15-month period, January 2003 to April 2004, was the pilot phase for the project and was funded by the European Year of Disabled People 2003. During that time, roadshows were held seeking the views on the concept from trade union members around the UK. The feedback from these events formed a resource for a number of the activities on the training course and was also published on the project website for future reference.

During this period, the training course was written and piloted with small groups. These courses led to the development of additional activities and the modification of others prior to full publication of the materials.


Champions can volunteer themselves or be nominated by their union colleagues. They then need to negotiate release from work to attend the training course.

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Payment

Disability Champions are not paid for their work and claim all incurred expenses from their own union or employer.


There are two seconded project workers making up one full-time equivalent. Dave Parr is seconded from East Riding College, Margie Woodward from Scope. Their role is to promote the project by holding roadshows and other bespoke events and also to meet with trade unions and employers. Detailed promotion of the project is done via the project website www.disabilitychampions.com

Support

The essential support for the Champions is the training course. Ideally this is delivered in five six-hour sessions over five weeks but other formats have been used to overcome issues of employers granting full release.

Champions are invited to join an email list for regular mailings (weekly to fortnightly) with information about training opportunities, the work and achievements of other Champions, case law developments etc.

The Champions’ website has a message board which is used to discuss problems and issues and is also a focal point for information, much of it generated by the Champions themselves during their training course.


a. Co-workers

“The use of disability champions has enabled my colleagues to actually think about disability issues rather than assuming disability was an obvious visible issue. ie most were not aware that many disabilities are not visible but are very valid and consideration needs to be given to these issues.” Rosemary Pickard, Unison at Yorkshire Water

“Co-workers seem to think it is good. I'm trying to figure out ways to encourage colleagues to confide (if that's the right word) in DCs regarding health/disability issues when they don't feel confident enough to disclose to managers. Knowing what it's like to feel isolated and unsure about such matters, I really want staff here to know that there is someone they can trust and who is on their side.” Linda Whitton, Unison at Humberside Probation Service

“Co-workers generally have a lack of understanding but are keen to find out more.” Dorothy Fogg, Amicus full-time officer



“I have discussed this with some of my co-workers and also the secretary of our Unison branch. All agree that it is a worthwhile project, and support my application to take part in the training process.” Edward Canney, Unison at Middlesex University

“Very positive; fellow reps come to me for advice and guidance.” Dave Williams, Amicus at CIS Insurance

b. Management

“Disability Champions has enabled management to make the issue of disability visible and raise the profile of the importance of recognising the issues that affect us all.” Rosemary Pickard, Unison at Yorkshire Water

“I've had positive feedback from staff and the managers I've spoken to have found it useful to have someone with some knowledge about the DDA. Hopefully, with the training of two further champions over the next couple of months, we will be able to raise the profile even further. I am expecting far more work as the new sick procedures start to take effect.” Gary Howman, PCS at HM Revenue & Customs

“Management are often sceptical but willing to try once the business case has been explained.” Dorothy Fogg, Amicus full-time officer

“We had a ‘diversity week’ and I sent an email out to everyone to let them know that I would be available to talk to anyone re Disability Champions. I was at Grimsby in the morning and Scunthorpe in the afternoon. Management spoke to me at both offices and were enthusiastic about what I had to say. I also had members of staff asking what we did and they felt a lot more comfortable that they could approach us in private about issues.” Kevin Cobb, NAPO & Humberside Probation Service

“A bit wary at first, most seem willing to listen to proposed solutions.” Dave Williams, Amicus at CIS Insurance

c. Human resources

“Thank you so much for your website's comprehensive and wonderful summary of the EU-US Conference held recently in Washington, D.C. It was great hearing your presentation, which was not only of high quality but also emphasized the important role that organized labor (or labour) can play in workforce issues”. Michael R. Losey, SPHR, CAE, President and CEO of the Society for Human Resource Management (SHRM). (Pers. Comm. To Dave Parr, 14 Feb 2006)

“Disability Champions has made an impact on the diversity policies within the company and as a consequence the profile of the role of the trade unions within our company.” Rosemary Pickard, Unison at Yorkshire Water

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“HR have a lack of understanding but given the business case they see this as a positive move towards greater involvement with the ‘community’ “. Dorothy Fogg, Amicus full-time officer

“I’ve had a good response from HR who were defensive and curious but who have offered to provide information and to talk at my convenience about disability issues.” Mick Gleadhill, CWU at Royal Mail

“A key partner in the process, we still have disagreements but usually work together to ensure a fair outcome.” Dave Williams, Amicus at CIS Insurance

d. Government

Roger Berry MP (Kingswood) has been a member of the steering group from the start of the project. He is the Secretary of the All-Party Disability Group. The project has received support from Terry Rooney MP (Bradford North) who hosted a parliamentary launch event in October 2006. Support has also been received from Richard Howitt MEP and European Commissioner Elizabeth Straw.

“The success of Disablity Champions is particularly pleasing for the European Commission. The project not only benefits disabled workers and their employers, it is also a wonderful advertisement for the European Year of People with Disabilities. The progress you have made since receiving the initial EYPD funding is quite remarkable and I commend you on it.” L. Pavan Woolfe, Director of DG Employment and Social Affairs European Commission (Pers. Comm. To Dave Parr, 18 Feb 2006)


The training course consists of a mixture of classroom-based and workplace activities that ensure management, other union activists and the membership become aware of the role and involved in the associated processes.

“The effect in all three areas has been positive and advice is sought on a much more consistent and frequent basis in many areas which concern disability.” Rosemary Pickard, Unison – Yorkshire Water

“It is sometimes necessary to persuade the stakeholders to participate as with everything else it is better to get a willing volunteer but once they understand the background and the benefits they do become enthused and help to move things on as in the case of Rolls Royce, Bristol where the management actively moved this on once the initial impetus started to slow down.” Dorothy Fogg, Amicus – Amicus full-time officer

“I'm finding that managers and HR are coming to meetings better prepared and with suggestions for reasonable adjustments. The biggest strides



forward have been in the area of mental health with managers proactively seeking advice from our counsellor and myself prior to meetings. This is indeed a change from the days where I frequently found myself educating managers in meetings.” Dave Williams, Amicus – CIS Insurance


The development has been a success in terms of its growth. There are now over 430 Champions from 23 trade unions. The training course is now a part of the TUC National education programme and has been delivered in a number of colleges around the country (Newcastle, Southampton, Liverpool, London, Hull).

The criteria for success are taken as:

the numbers of champions identified

the number of Champions trained

the number of trade unions involved

the number of colleges delivering the training course.


The continuing development and capacity-building is the priority for the project. To facilitate this, an online version of the training course is to be developed along with further promotional materials.


Disability Champions have been trained and are active in England, Scotland, Wales and Northern Ireland. 'Disability Champions' is being developed at present in the Republic of Ireland. They are working with the ICTU and the Northern Ireland Committee (NIC) to look at ways of funding the adaptation of the course and running pilot courses.


Best practice and innovations are captured by project worker, Dave Parr. They are then published on the website and distributed by email. Newsletters in hard copy are distributed by post and at events.

Useful website

www.disabilitychampions.com


Case Study 4 – Alan Martin, Disability Champion

Personal profileI worked for Royal Life Insurance since September1985, who later became a part of Royal &SunAlliance PLC, who then transferred me andapprox. 1800 others to Unisys Insurance ServicesLtd (UISL) approx. 4 years ago. To date I amemployed by UISL.

As an active member of first ASTMS, then MSFand now Amicus I was and am a workplace rep. Ibecame disabled in March 1990. As an activeunion rep, I became a part of the MSF Disability

and Employment Rights Advisory Committee (DERNAC) that was responsiblefor developing and advising on MSF policy on disability issues as theyimpacted members in the workplace. I was a part of DERNAC when theDisability Champions@Work project was initiated in July 2002. I havetherefore been active as a disability champion for approx. 4.5 years.

Training requiredI have completed the Amicus Reps 1 course. I have completed training as adisability champion.

On-going supportI function as a workplace rep and am therefore in regular contact with otherreps as UISL. I have regular contact with other reps across the Amicus NWregion finance sector of which I am a part. I am a part of the Amicus NWDisability Equalities Forum and am therefore able to gain support from andgive support to other Amicus active disabled reps in the North West.

Typical activities and responsibilitiesAs a Disability Champion my primary role is as a workplace rep. All workplacereps are faced with issues related either directly or indirectly to disability andshould have some degree of expertise on those issues. As equalities officerfor my Amicus branch, I take on some responsibility for attempting to ensurethat all the other workplace reps that I have contact with have adequatetraining and glean a suitable level of understanding.

ObstaclesMy primary obstacle is the lack of understanding that employers have of thereal world of disabled people. They appear to think that because we havedisability discrimination legislation in place, everything in the garden is rosy,and that all parts of society are pro-active in making sure that discrimination

Alan MartinDisability Champion

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Change Agents – Disability Champions (UK)

is not taking place. They appear to forget that there is no body that ischarged with enforcing anti-discrimination legislation. They appear to forgetthat the law presents only an absolute minimum that people should adhereto. They do not realise that there is a world of difference between thatminimum and what is actually necessary to prevent discrimination.

To overcome this obstacle, I find myself repeating time and time again anexplanation of what the real world is like for disabled people. Again andagain I suggest that all members of staff with any responsibility for othersshould undertake disability awareness training. Again and again I suggestthat the company should be pro-active in ensuring that its premises are notonly legally compliant, but actually are accessible. If they were to do this, anynumber of members of staff would find daily life an awful lot easier, not onlythose who self-identify as disabled.

Personal attributesI think the role demands perseverance. I think it also demands forwardthinking. A workplace rep that can spot a potential problem before ithappens and advises an employer that they can save themselves a whole lotof trouble by acting differently is of value. A personal attribute that hindersme is lack of energy.

SuccessesI had knowledge of an employer that used an absence management systemthat punished people who had absence levels above an arbitrary threshold.The system that they employed took absolutely no account of disabilitiesthat their staff may have had. They did not appear to be aware of the factthat a disability may result in absences from the work place. They were notconscious of the fact that if a person is punished because he or she isdisabled, they are potentially opening themselves up to serious claims ofdisability discrimination at a tribunal.

Unfortunately I was unsuccessful in my attempts to persuade the employernot to go down this route, but I was successful in defending a number ofstaff who found themselves faced with disciplinary measures. I was alsosuccessful in persuading the employer to alter their absence procedures sothey don't find themselves in this unfortunate position again.

Next steps and advocating greater useIn those organisations/communities looking to adopt this model there mustbe the following:

suitable training for those operating as Champions

suitable support networks

an acceptance of the social model of disability.


I think the role is important in that a person actively fulfilling the role canserve to raise disability awareness amongst their fellow workplace reps.Rather than the Disability Champion being the only rep who knows andunderstands disability issues, we can work towards a situation where allworkplace reps are fluent and confident in dealing with the issues that theyare faced with.

I think it could be better supported if some or all of the specific training thata Disability Champion receives is incorporated within the training that allreps and full-time officers receive.

It could also be better supported if the position of equalities rep receivedstatutory recognition in a similar way to that of learning rep.

It would be expanded and supported better if there was less discriminationagainst disabled people and they were able to take their rightful place inworkplaces up and down the country.

A vitally important step that trade unions could take is to ensure that theythemselves are not discriminating against their disabled members. Tradeunions must ensure that they allow maximum participation of their disabledmembers in all their internal structures.

Within the trade union movement, I would advocate the inclusion ofDisability Champions within the role of statutory equality reps in theworkplace. Every workplace should have a reps network and amongst thatnetwork there should be an equalities rep. Notwithstanding the need forequalities reps, all reps should be suitably trained and competent at playingthe role of a workplace rep that must include representing disabledmembers.

A key selling point of the Disability Champions project is that trainedDisability Champions are by definition fully functioning workplace reps withthe addition of a full rounded view of equality issues. A Disability Championcan play a role that should lead to a more inclusive workplace. That bydefinition will be of benefit to the employer.

Dave Parr, Co-ordinator of the Disability Champions Programme says:“I've known Alan for around twelve years now. He is an excellent tradeunionist with a clear sense of natural justice. He applies this in thepursuance of rights for disabled workers with a passion. As someone whohas been around since the very concept of Disability Champions@Work Alanhas taken every opportunity to promote the work across the disabilitymovement particularly in his work with the Trade Union Disability Alliance,TUDA.”

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Change Agents – Disability Champions (UK)

The success has been recognised not just in the UK but internationally aswell. Dave Parr was invited to speak at a forum entitled ‘21st CenturySolidarity: Promoting a Living Wage and Civil Rights for all Workers’. In aletter following this, Andrew J Imparato, President and CEO of theAmerican Association of People with Disabilities, said:

“Your message was heard by individuals representing various U.S. baseddisability rights organizations, labour unions, Capitol Hill offices andfederal agencies. We hope this forum, and the work of the DisabilityChampions@Work Project, can be a catalyst and model for a much closercollaboration amongst these partners as they work towards advancing thecivil rights of all workers.”

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Section five

5 Change Agents – ‘Multicutural Initiators’ (Finland)

Location

Finnish workplaces.

Role

They endeavour to increase understanding between different cultures in their own working communities. They develop ‘familiarisation’ practices at their places of work so that the needs of people from different cultural backgrounds would be taken into consideration. They are experts at diversity.

Background

The number of immigrants in Finnish working life is increasing, so more knowledge will be needed of the particular features of various cultures. Individuals may come from a number of backgrounds – typically mentors, personnel officers or shop steward.

Clients

There are two primary client bases – firstly, new workers who are being acquainted with their new workplace and secondly the workers of the vast majority at the place of work who are being made more familiar with other cultures.


A vital part of this Petmo-project was a test course for multicultural initiators, which involved 17 working communities or companies in the region of the capital (Helsinki, Espoo, Vantaa). The jobs represent public and private services, health care and traditional industry sectors. The experiences of this pilot course are being utilised in the design of future training associated with cultural diversity and equal opportunities – in the spirit of the EQUAL Programme.

Change Agents - 'Multicultural Initiators' (Finland)



Working communities have, from among their current personnel, appointed persons who on account of their work or of their personal characteristics are suitable for this position.

Payment

They are paid the usual wage or salary as they are in employment.


This happens in 'welcome to the firm' events and in the company material on ‘familiarisation’. The matter is being clarified by way of company inquiries.

Support

This is still being researched; more will be available in the final PETMO Project report.






The project was able to involve 17 communities, an adequate number of working communities (15 being the target). All of these have developed their own ‘familiarisation’ programmes from the aspect of multiculturalism. Too little of the time during the training was devoted to considering how the entire working community may become ‘familiarised’. A model offered there was that of mediating groups in working culture, an operating model developed for the ETMO project that preceded PETMO. The transition from multiculturalism to diversity requires further work.

Success criteria were defined by the working-culture mediating groups ‘From multiculturalism to diversity’.


Efforts are being made to promote equality in working life in co-operation with the labour market organisations.

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The objective is in conformity with the theme of the European Year of Equal Opportunities for All.


The project is putting this inquiry to contact persons in pilot companies, and shall be using this information as a basis for continued planning. More will be available in the final PETMO Project Report.

Useful website

http://www.sak.fi/petmo



Case Study 5 – Satu Hobin, Multicultural Initiator

Personal ProfileI have been working at the Laitoshuolto(Institutional Service) for 20 years, and for 10 ofthose years as a foreperson for cleaning work. Asa foreperson, my responsibilities includedpersonnel familiarisation and work guidance aswell as the preparation and the updating ofinitiation material. Since 2001, I have been a co-ordinator of learning at work for trainees withimmigrant backgrounds who are in recruitmenttraining in the cleaning service sector.

Training requiredOur company has trained forepersons and plant service persons in mattersrelating to multicultural diversity. I have been involved in the Erivoimatraining of workplace guides, in training events for the Etmo Project(multiculturalism as a resource in the working community) and in the pilotgroup of the Petmo Project (how to initiate into multiculturalism in a workingplace). The purpose has been to provide information about various culturesand to assist in encountering/understanding diversity and to find ways ofcreating functioning action models for multicultural initiation and for workguidance at places of work.

On-going supportThe personnel strategy of the Health Centres of the City of Helsinki supportsthe development of the multiculturalism of working communities and themanagement of the Laitoshuolto is committed to comply with this. TheLaitoshuolto unit is networked with various organisations throughrecruitment training and the teaching of the Finnish language. Such quarterssupport me too as a Multicultural Initiator. I also receive support in work forthe Petmo Multicultural Initiator Group of the Laitoshuolto. Jointly we work todevelop initiation and work guidance with due regard to the multiculturalismof working communities.

Typical activities and responsibilitiesRecruitment familiarisation and work guidance for multicultural workers arechallenging sectors of responsibility. As a rule, immigrants are hired by usthrough recruitment training. My responsibility when it comes to such trainingis participation in the initial interviewing of applicants, in co-operationbetween the training institution and the employer, and in planning thetrainees’ learning at work (targets, support persons for the trainees, thematerial for support persons/forepersons). I also accept trainees in my own

Change Agents – Multicultural Initiators (Finland)

Satu HobinMulticultural Initiator


sphere of responsibility, so I am a back-up for the support person ininitiation and in work guidance, and a guide in the follow-up andassessment of the learning.

ObstaclesA problem is that of a poor command of Finnish and cultural clash. Thesemake for misunderstanding, which in turn poses separate challenges to theworking community. These tend to greater tension of the workingatmosphere, worker fatigue and absence due to sickness. In the workingcommunity, information, the bringing up of problems and joint discussionshave been means of producing results.

Personal attributesAs a foreperson, I have an opportunity to influence the course of events.Training and experience provide me with information and in this way I havegained the assurance to carry out my work. As a project, the recruitmenttraining has been productive and I feel that I have been successful in suchan assignment because in such a way we have acquired good workers. Theattitude of the working communities towards persons coming from othercultures is still prejudiced, but we are moving in a good direction.

SuccessesIn our working communities there are a number of workers of immigrantbackground. In one working community, the prejudices of the customer gaverise to conflict situations. In consultations with the customer and theinstitution service people, we agreed on common rules and objectives. Wealso talked about how to adapt the various cultures into a single workingcommunity and how to develop the wellbeing of the working community.Today things are working well in that working community.

Next steps for the Multicultural Initiator roleThe Multicultural Initiator's task is useful and important. Use ofexperience/information through co-operation and networking with variousorganisations is necessary with a view to the future. The maintenance ofnetworking and the provision of joint training and excursions to variousdestinations provide new views. Cultural events might be held at whichexperiences might be exchanged and a basis created for matters of jointinterest and operation models.

Spreading the message and advocating greater useThe availability of labour is promoted by the conveying to immigrants ofinformation of a company's positive attitude and input in initiation and workguidance. The use of Multicultural Initiators in companies improves thecompany's image and affects the quality of the service and of customersatisfaction and economy, work-satisfaction and the availability of labour.

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Section six

6 Change Agents – Works Councillors (Austria)

Location

Austrian workplaces.

Role

The participants in the training courses are meant to have a contact person inside the company. The Works Councillors are best suited for this role because they already have a relationship of trust with the workers. The Works Councillors are the interface between the workforce and the management. They keep in touch with the course participants, and help with the liaison between participants, works management and the module managers of In.Bewegung (Austrian EQUAL Project).

Direct person-to-person conversations with the Works Councillors were the most effective way of recruiting participants for the courses. The target group was successfully reached in this way. The Works Councillors not only supported the module strongly in the operational work but also helped the trainers on location with infrastructure and equipment (e.g. in one company there were not enough computers at first). The relationship between the Works Councillors and the project workers is very good.

Background

The trust of the workforce in the Works Councillors is a key to acquiring participants. The topic of basic education is still a taboo subject in Austria. A personal chat with someone known inside the company seems to be the most promising way of persuading people to take part in the course. The first interview with Mr Pretis (subject of the case study below) took place in May 2005.

Clients

The principal clients are the members of the workforce in which they are located. Secondary clients could be from aligned/linked organisations and from those responsible for up-skilling the staff.

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How were they pilot tested?

This way of working has been tested as part of the IN.BEWEGUNG Austrian EQUAL Project.


Conditions for selection are:

The Works Councillors know the workforce well.

They have good organizational capabilities.

They are skilled in negotiating with the company management.

They help to put the case that the project will benefit the company.

They are available to work outside regular office hours.

The participants in the training courses are meant to have a contact person inside the company. The Works Councillors are best suited for this role because they already have a relationship of trust with the workers.

Payment

The Works Councillors are paid by the project.


An advertising leaflet to recruit participants was developed and used by the In.Bewegung project leadership in cooperation with the Works Councillors.

Support

Close contact was maintained between the project leadership and the Works Councillors. The Works Councillors were informed in detail about the selection criteria for the course participants. There was no special training.

At the beginning of the project, the things needed for the courses were discussed between the project team of In.Bewegung, the management of Ara Shoes and Gabor Shoes & Fashion and their Works Councillors. In each company the Works Councillor was responsible for making sure that everything was in place for the courses (e.g. training room, chairs and tables, changes to recording of working hours, keys).

Change Agents - Works Councillors



a) Co-workers

Some supervisors did not understand why the courses should be done: “Our workers are trained anyway and the work gets done” and because the courses took place partly within working hours.

b) Management

The management is happy that someone else in the company does the organisation and they don’t have to bother with it.


So far there has not been much input from additional stakeholders.


The use of the agents was a great success. The position of trust enjoyed by them and the in-house recruitment to the courses were the keys to success.


Even at this early stage, at least one company would like to continue the courses.


A number of other countries have similar means of utilising their trade union to support the learning/training needs of employees, notably ULRs in the UK.


Results are being captured by the IN.BEWEGUNG EQUAL Project.

Additional comments

If the management supports the project and the Works Councillor, this makes it easier to recruit participants. It is crucial that the management passes on the right information (formally and informally).

Works Councillors have a key role throughout the duration of the project.

'Sensitive' advertising within the companies is necessary.

The course participants need a lot of reassurance, which is largely provided by the Works Councillors (what will the management and colleagues find out?).

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The management would prefer to make someone within the organisation responsible for the project rather than someone from outside (e.g. for doing interviews with potential participants, first contacts, etc).

The companies want to control the selection of course participants. In all three companies, the pre-selection was done by the management.



Change Agents – Works Councillors (Austria)

Case study 6 – Edwin Pretis, Betriebsrat der Firma Ara, Works Councillor

Personal profileThe first contact with the company was made in2004. Mr Pretis had not been an agent before. Heknows the workforce well and was willing to takeon the work. He is well respected and trustedwithin the company.

Training requiredAn advertising leaflet to recruit participants wasdeveloped and used by the In.Bewegung projectleadership in cooperation with the WorksCouncillors. Close contact was maintained

between the project leadership and the Works Councillors. The WorksCouncillors were informed in detail about the selection criteria for the courseparticipants. There was no special training. The Works Councillor is a memberof the steering group and can take part in network meetings.

On-going supportThe ÖGB organizes regular meetings of Works Councillors. Experiences canbe exchanged at these meetings.

Typical activities and responsibilitiesIn each company the Works Councillor was responsible for making sure thateverything was in place for the courses. The Works Councillor recruitedparticipants to the courses. The Works Councillors are the interface betweenthe workforce and the management.

Quote from Edwin Pretis:

“After H. Pichler explained the project to me, we considered who the coursewould be relevant for. I thought a lot about who I should approach. Since ourworkers really just have to write their name and add their hours together, itwas hard for me to judge who might have problems with reading and writing.Mostly I just had to trust my instincts.

“At first I spoke to the women with a very low level of basic education. Ireferred to the difficult economic situation, and to the fact that they are allunskilled workers who would have very poor opportunities if they foundthemselves ‘out on the labour market’, and that the course would give themthe chance to learn something and improve their chances.

“I talked to about 25 women in my company and half of them said no. Then alot more women came to me by themselves because they had heard about

Edwin PretisWorks Councillor


the course. But most of them had got the wrong message and thought it wasa computer course, one woman even wanted to learn programming. Thesewomen’s levels of literacy were much too good. It was hard to recruit peoplefor the course, because there were a lot of rumours going around and a lot ofthings were misunderstood.

“A lot of people didn’t join the course because it runs twice a week for asemester and this commitment was too big. Children were not the issue; atthe moment we only have two women in the whole firm on maternity leave.For some of them it was positive that I said the course has the support of thecompany, because they thought that would improve their chances of notbeing laid off. Mainly, the recruitment of participants happened by thesnowball effect. Often when one woman said she was interested, she wouldsuggest that I ask another specific person. That was usually a friend. Often itwent along the lines of “if she's going, I’ll go along too; or if not, then I won'tgo”.

“At the end we had about 10 women who were interested in coming to thecourse. Only then did we go to the management and present the projects.But as I said, they weren't very enthusiastic about the project.”

ObstaclesQuote from Edwin Pretis:

“I started approaching the women who I thought would be candidates forthe basic education course. However, a lot of them refused because theywere afraid to reveal their educational deficits or because they didn't havetime for the course. There were also rumours in the company, for examplethat it was a computer course, or that it is something like a redundancyprogramme and that the participants will be the next ones to lost their jobs.As soon as I would speak to one woman, she went to her friends and toldthem about it and then the rumours started.”

Personal attributesThe contact person in the company should have a very good relationshipand negotiation basis with the management. Important qualifications are:

ability to get results with the management, skilled workers, shift leader

officially nominated by the management as the person responsible for theproject

well accepted and respected by the workers

a trusted personality

motivated for the project

enough stamina to see the issue through.

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Change Agents – Works Councillors (Austria)

SuccessesGood knowledge of the company structure and the workforce is essential –“I'm one of you”. Training on this topic opens up new perspectives andinsights.

Next steps for this roleA contact person within the company, who looks after the courses and theparticipants, is essential. The management wishes to be informed regularly,but the actual work needs to be done by someone else. This person mustbe trusted by the workforce. The employees need a guarantee that noconfidential information will be revealed to the management.

Spreading the message and advocating greater useThe aims and contents of the course must be communicated openly andhonestly to the management, the agents and the potential participants, inorder to avoid rumours developing.

In recruiting people to take part in the courses, comprehensive firstinterviews are needed. The selection of the actual participants should bedone on the basis of predetermined criteria. The agents must be extensivelyinformed and advised about these.

Since the agents are subject to demands from all sides (company,participants, project), they should be supported by some form ofsupervision or coaching.

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Section seven

7 Change Agents – Competence Pilots (Finland)

Location

Finnish workplaces.

Role

The Competence Pilots are voluntary employees who provide information about training opportunities and encourage workers to develop their professional competence within the Noste Programme. About one in three is a shop steward while the rest are activists in trade union assignments. Their mode of operation includes:

the distribution of material at the place of work

personal chats with the workers

raising the matter at meetings and events of the local unions

conversations and negotiations with the employer

maintenance of contact with providers of adult training

clarification of training requirements (generally in cooperation with the employer).

Background

Previously the trade union movement (the Central Organisation of Trade Unions SAK and its member unions) took part in the promoting of adult training mainly at the political level and in the efforts of various guidance and project working groups for adult training. Apart from this, it participated on the tripartite principle in the efforts of the committees on examination systems for vocational adult training. The Competence Pilot activity carries the role of the trade union movement into practical activity at workplaces. The cooperation of working life and training providers also brings in a new practical dimension. The members of SAK unions have been a much under-represented group in participation in adult training. Through the Competence Pilots, both experience and a knowledge of opportunities are obtained to develop

Change Agents - Competence Pilots (Finland)


interest-promotion and participation at shop floor level in the planning and the implementation of personnel training.

Clients

The primary target group of the activity of the Competence Pilots is the workers at their own places of work who are deficient in any education subsequent to the basic level. Further, some of the Competence Pilots have been able to extend their operations even beyond their own workplaces into local and regional trade unions and in this way into other places of work.


The Competence Pilot operation implemented as a part of the Noste Programme is in itself a pilot project. It also involves an experiment-producing experience that has already been utilised in the definition by the SAK of new, future aims for its activities. The 2006 Congress of the SAK decided that steps should be taken for the reforming of the collective agreements, so that these might better promote the development of vocational competence. The Congress also decided to set as an objective that a union competence representative should be elected at workplaces with a position that would be recognised under a national collective agreement. The Competence Pilots have moreover conveyed valuable information about how cooperation between workplaces and the training providers actually functions. On this basis it has proved possible to specify the SAK’s own targets for the implementation of better cooperation within working life for the development of adult training based on working-life demands and needs.


Recruitment has chiefly taken place through the mediation of the regional service centres of the SAK, and in cooperation with the member unions of the SAK. Some of the Competence Pilots were recruited directly by a trade union functionary responsible for training. Selected for Competence Pilots are persons who already have some involvement in trade union activities. In other respects, nothing more than an interest in the subject has been required.

Payment

Competence Pilots do not receive pay or any other reward for their efforts. Most of them (those who are not shop stewards) function, in addition to their own jobs, mainly in their leisure time and by taking advantage of breaks at their places of work. The shop stewards are able to make use of their working hours to some extent, all according to the collective agreements. For the

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training of Competence Pilots the government has granted financing to the SAK as a part of the funding of the Noste Programme.


The Competence Pilot activity has been publicised at numerous trade-union events and also at cooperation seminars with training providers. The journals of the trade unions and the SAK have produced several articles and interviews about the activities of the Competence Pilots. Authorities acting within the Noste Programme have also made the activities of the Competence Pilots known, as well as the role of the SAK in the entire Noste Programme. The SAK training union has been coordinating the activity and its marketing.

Support

In cooperation with its member union, the SAK has provided a two-day basic grounding for Competence Pilots. Two-day supplementary courses have also been provided. In the implementation of the training, there has also been cooperation with the Workers Educational Association (WEA) and with trade union colleges. The Competence Pilots hope for support especially to enable them to devote some of their working time to the task at hand. They also need opportunities for their own meetings regionally and locally for the exchange of experience. They hope, too, for more support for their activities from the trade unions.

How the approach of using Change Agents has been viewed by others?

a. Co-workers

The attitude of workers has been positive, and they have been seen as a good resource for the forwarding of vocational training operations.

b. Management and HR

The attitude of the employer has been highly varied but, at worksites, mostly positive. However, this has not necessarily meant that the propositions of the Competence Pilots for the more active training of workers have materialised. The employers’ organisations have accepted the initiation of the Noste Programme as a part of an extensive tripartite agreement; the attitude towards its practical promotion has nevertheless been rather passive. But the employers who do make use of training in accordance with the Noste Programme at companies and other places of work have been favourable and have also regarded the activity of the Competence Pilots as being positive. In follow-up interviews, some management has given particular praise to Competence Pilots.

Change Agents - Competence Pilots (Finland)


c. Government

The Government supports the SAK activity, which has also been seen as innovative.


The activity of the Competence Pilots has generally speaking been well received in various quarters, but representatives of schools in particular have wished that they might be more easily contacted for joint events. Various quarters among the authorities carrying out the Noste Programme have given consideration to the Competence Pilots in the arranging of events involving the Project. There have been hopes that the number of Competence Pilots should be increased.


The activity of the Competence Pilots has augmented the awareness of the importance of vocational competence at workplaces and in the organisation of the trade union movement. There are many places of work at which the Competence Pilots have succeeded in motivating workers into training. Some of the Competence Pilots have run into opposition or passivity on the part of the employer that has reduced the results of their activities. The activities of the Competence Pilots has brought to light some important information about the problems of cooperation in training and in working life, a matter that has been utilised in developing the activities. This has also influenced the Government’s plans for the development of adult education. The activities of the Competence Pilots must be seen as a part of a wider entirety in which the Government, the employers and the trade union movement have joint endeavours for the development of competence. In the view of the trade union movement, the Competence Pilots, as part of the Noste Programme, have kept in focus the importance of equality in education.

The results of the activities of the Competence Pilots are assessed as a part of the operating environment in which they function. No specific quantitative targets have been set for them. Qualitative research and assessment projects and the SAK’s own follow-up surveys provide information about the level of success of the activities. The qualitative targets have been set by the trade union movement. The targets have been derived from the general assignments set for the Competence Pilots (informational activities, encouragement, etc) that were set at the SAK together with its member unions at the beginning of the project. From this basis, it is also possible to determine the extent to which the Competence Pilots have been able further to define their task designation (from provision of information to negotiations and thence to decisions involving the training of workers).

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The SAK negotiates with the employers’ organisations about activities concerning ways in which the development of competence at places of work can be promoted. As a part of this process, proposals involving learning representatives at workplaces are prepared. In Finland, there is an enduring tradition of tripartite cooperation also concerning matters of training. Primarily, the continuation of this process hinges on agreements made in the labour market. The role of the trade union movement is also evident in the preparations that exist in government quarters for the general development of adult education. These include the further actions initiated in order to improve the opportunities of participation by less-educated adults after the Noste Programme (allocations in the national budget and any legislative changes by which 'search activity' will be continued into the future).


This model most closely resembles the ULRs of the TUC. The position of the Competence Pilots has so far not been defined in legislation or in collective agreements.


The national Noste Programme is carrying out a follow-up study that also assembles good practices. The dissemination of good practices is also carried out through the medium of publications by the SAK and its member unions and through various cooperation seminars.

Useful websites

www.sak.fi

www.noste-ohjelma.fi



Change Agents – Competence Pilots (Finland)

Case study 7 – Mirja Toiva, a Competence Pilot from the Union of Publicand Welfare Sectors, Finland

Personal profileMy name is Mirja Toiva. I work as a family day-care nurse for the local community of Pirkkala. Myunion is the Union of Public and Welfare Sectors,the JHL.

Training RequiredI attended a seminar on teaching whereinformation was available about the Noste Projectand about a new ‘assignment’, that ofCompetence Pilot. Upon learning more about it, Icame to the conclusion that it was exactly what Iwould like to do. When inquiries were made

about persons interested in the assignment, I immediately reported fortraining. A partial reason was the fact that I myself had studied at an adultage. Through apprenticeship training, I obtained a professional qualificationas a day-care nurse, and during that training a number of interestingquestions arose about how other people who had long been in working lifecould be inspired into further training in their own job. For it is a fact that animprovement of one's occupational skills will automatically produce anappreciation of one's own work and a greater ability to endure. This couldreally benefit our cause. I have been working as a Competence Pilot from thevery beginning of training, that is, from the start of the Noste Project. Both myunion, the JHK, and the SAK have provided basic and supplementary training.

On-going supportI have had the support of other Competence Pilots and of union officials andteachers at various schools, not forgetting that of instructional guides.

Typical activities and responsibilitiesA typical assignment of mine is to make a worker or workers aware of variousopportunities to study, and specifically of various forms of financing. Makingsuch things personal has recently proved to be a most important aspect. Thisis something one must never forget to point out, as many people doubt theirown chances of success - and unfortunately we do not get information fromevery sector about what our activities may have produced. I bring togetherworkers in a certain sector and we jointly chart their competence and theirjobs. We then ponder about what sort of training would benefit thempersonally. In this regard, it would be good for a representative orrepresentatives of the employer to be present too, so that their knowledge ofthe adopted line of schooling might be immediately available. Next, I would

.Mirja Toiva. A competencePilot from the Union of Publicand Welfare Sectors, Finland


see a meeting at the personal level as being important – but that ispresumably impossible, given the current resources, and is often left to besettled between employer and worker.

ObstaclesReferring to the previous point, time ought to be available but we lack anychance to utilise working hours. Most of us do our work in the evening or ondays off or during vacations. Nor do we get any compensation for expenses.We do it from the greatness of our hearts – we did know of suchdisadvantages when we started, but we would hope for an improvement sothat our activities might be more effective. The forepersons in my ownoccupational group did become enthusiastic, and encouraged me to tellother day-care nurses about this. They were also willing to provide trainingopportunities but, that apart, the Noste Project has not received anyresponse from the local community.

Personal attributesI regard my commitment as being truly important, and it should now quicklybe made clear among ‘decision-makers’ that we are needed. There is workfor us in inspiring ageing workers who have been at the same job for a longtime. They burn out and drop out of working life far too early. Ourprofessional designation should be marketed and mentioned increasingly atplaces of work, among the employers and the workers. If we were to getlegitimacy status, it would be easier for us to advertise ourselves and toapproach both parties, particularly at the personal level.

SuccessesThe best, and in my opinion the most important, of my experiences occurredon the jogging track. I met a passing acquaintance and, after a few wordshad been exchanged, she spoke of her poor job opportunity situation. Iinquired a bit into the background and concluded that she was absolutelythe right type for Noste training. I mentioned something about it and weagreed to meet the next day. I took her some material and asked her to getin touch if anything was unclear. After a few contacts, she becameenthusiastic and, once her studies began, I noticed immediately a gaiety andexcitement in her, and enthusiasm. A few weeks ago she qualified as anauxiliary nurse and she is truly grateful that I was able to convince her.Although this case applies to only a single person, I regard it as a high pointin my 'career' as we must have our antennae always on the alert, and also awish to provide guidance irrespective of time or place.

Next steps for the Competence Pilot roleWe, the Competence Pilots of various unions, should be brought togethermore often, either entirely for the sake of training or for a more casual get-

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Change Agents – Competence Pilots (Finland)

together as an exchange of experience is important and rewarding indeed,as also is networking. For we are now creating a direction and a frameworkfor future pilots, under whatever name they may work in the future.

Spreading the message and advocating greater useThe activity is greatly rewarding while also demanding. But in the scales, itis success that weighs heavier. For we do not get anything out of it apartfrom joy and gratitude when workers have been led in the right direction,into getting places of their own and seeing the result of their choices. Eachone of us works at the personal level. There is no need to be able to domiracles. On the other hand, the ability to tolerate pressures does improve.The task trains its doer. To update one's own knowledge is important, as isalso an attention to one's own endurance.

While doing this interview, Mirja Toiva learned that she had been elected asproject secretary for the Pinoste Project at the Vocational Adult TrainingCentre of the City of Tampere. Her working area from February to June 2007will cover all the Pirkanmaa Circuit with its 28 local communities or towns.Mirja will pass on information both to workers and to employers and willtrain shop stewards into an awareness of the opportunities of Noste.

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Section eight

8 Advocating the use of Change Agents

According to Jon Katzenbach, and other authors in Real Change Leaders, the most effective Change Agents share seven common characteristics. This is probably the case for those who apply themselves to improving the businesses' performance in social responsibility just as they are in every other field. The characteristics are:

1. Commitment to a better way. They share a seemingly inexhaustible and visible commitment to a better way, and believe deeply that the company's future is dependent upon the change - particularly their part of it - being successfully executed. They see the change target as exciting, worthwhile and essential to the future success of the institution, as well as to their own personal satisfaction.

2. Courage to challenge existing power bases and norms. They develop the personal courage needed to sustain their commitment in the face of opposition, failure, uncertainty, and personal risk. While they do not welcome failure, they do not fear it. Above all, they demonstrate the ability to rise again, and thereby build courage in those around them.

3. Personal initiative to go beyond defined boundaries. They consistently take the initiative to work with others to solve unexpected problems, break bottlenecks, challenge the status quo, and think outside the box. Setbacks do not discourage them from trying again - and again. Certainly they are responsive to top leadership's inspiration, but they do not wait around for it to move them to action.

4. Motivation of themselves and others. Not only are they highly motivated themselves, but they have the power to motivate, if not inspire, others around them. They create excitement and momentum in others and provide opportunities for people around them to follow their example and take personal responsibility for changing.

5. Caring about how people are treated and enabled to perform. They really care about other people, but not to the extent of blind self-sacrifice. While certainly not the corporate equivalent of Mother Theresa, they are fair minded and sensitive to helping other people succeed. They are also intent on

Advocating the use of Change Agents


enabling the performance of others as well as their own. They do not knowingly manipulate or take advantage of others.

6. Staying undercover. They attribute part of their effectiveness to keeping a low profile; grandstanding, strident crusading, and self-promotion are viewed as sure ways to undermine their credibility and acceptance as change leaders.

7. A sense of humour about themselves and their situations. Not a trivial trait. A sense of humour is often what gets them through when those around them are losing heart.

Research evidence has shown that ULRs work best in close collaboration with employers. For such partnership working to function effectively, it is important to get the commitment of senior managers to supporting ULRs. They need to be able to see clearly the benefits to their organisation of working in partnership with ULRs. One ULR comments:

The rep offers guidance for learning. He/she is out there on the shop floor and so is easier to approach. Learning is of benefit to the company and is helping to reduce the ‘divide’. It has improved skills and is a good return on our investment in terms of the time paid for reps duties.

The work of the ULR raises awareness of opportunities, improves access to learning by a wider range of people and develops trust between the rep and the learner because it is not ‘management’ driven.

Some difficulties have been encountered in arranging rostering with heads of department and line managers. This is not because of any intrinsic opposition to learning, but because they have often not been fully informed of the possibility of staff taking up these opportunities and the support of senior management for them to do so.

Management is involved from the president downwards – he signs all the certificates and has just completed an on-line course himself.

Ideally, potential beneficiaries from the work of the Change Agents must know that they:

are completely independent

will give advice they can trust

are seen in confidence

can receive advice in the familiar surroundings of the workplace or community

are properly trained and informed

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are trained to work with external organisations that may become involved.

An evaluation of the Community Champions Fund (CCF) and its benefits to both individuals and local communities by ASW Consulting (on behalf of the DfES, UK) came to the following key findings:

CCF is successful in stimulating volunteering. Almost all of the respondents to the telephone survey said they had involved others in their project; giving on average, nearly 10 volunteers per award.

Nearly 35% of respondents had either achieved a qualification or begun studying while in receipt of CCF. Attribution to CCF was at a medium to high level.

The CCF is successful in attracting black and minority ethnic groups (BME). About 40% of Champions were from BME communities – a far higher percentage than within the general population.

A conservative calculation was undertaken which produced average figures of 56 beneficiaries per project, with a high level of attribution to CCF.

In summary – the average award per Community Champion is £1,250. With some 1,500 awards on average per year, the evaluation suggests the CCF attracts each year some 15,000 volunteers and supports some 75,000 beneficiaries.

In their own words

Change Agents were asked how they would best advocate greater use of additional Change Agents within their communities and workplaces.This is how they responded:

Austrian Community Champion

“Some system of helpers is necessary in order for immigrants to integrate successfully, to support people who find themselves in the position of a minority. The role of mediator strengthens the self-empowerment of the migrants.”

Austrian Works Councillor

“Agents are trusted by the workforce. They are not people who come in from outside and need to build up a relationship from scratch. They are ‘one of us, who knows our needs and wishes’”.

UK Disability Champion

“Disability Champions have demonstrated that they can make a difference in workplaces for disabled employees. Many of their successes are published on



the project website. We will continue to advocate and promote the role in specific target events, through the website and also through the publicity of unionlearn and the specific trade union education centres around the country.”

UK union learning representative

“Senior Management and Executives must be bought closer to the ULR role and must see and value its importance. They must also empower and trust their ULRs and give them the freedom to act. Time off for training and support is crucial to embedding ULRs and making them a success. You have to outline the benefits for the employer, union and individual.

Employer benefits we have seen at RSGB include:

increase in key business metrics

better trained/qualified workforce

more motivated staff

a ‘nice place to work’

positive rewards for little commitment from management

good PR

increased productivity.

Union benefits include:

learning has become a key initiative supporting government aims

increased recruitment benefits

improved relations with employers

increasing lifelong learning opportunities for members.

And benefits to the ULRs:

accreditation of your skills and new position

opportunities to learn and grow

networking opportunities

rewarding – your activities really make a difference to individuals and the business

have some fun!”

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Finnish Competence Pilot

“Personal activity and direct influence directly at places of work is an effective form of effort. The Competence Pilot is fellow-worker who finds it easier than would functionaries from outside to obtain the confidence of workers. He or she also knows the place of work, its cultures and its workers.”

Advantages and disadvantages of using Change Agents

This section summarises the advantages and disadvantages of using Change Agents as against using more conventional methods to bring about change within workplaces and community settings. These more conventional methods include the use of external consultants and organisations (perhaps council staff working in a community setting), human resource personnel and managers.

Advantages

1. Access to people you are trying to contact/empower/train that organisations otherwise wouldn’t have

2. Trusted intermediary if individuals are unwilling to see authority (especially about problems/training/personal issues)

3. Change Agents bring new ideas and approaches

4. Using this approach proves a willingness to genuinely engage with people

5. It is a successful way of finding employees and community members with new skills and talents they didn’t know they had

6. Proven way of promoting a positive attitude to beneficial personal development such as learning and skills via ULRs

7. Improve the skills and employability of the workforce/engage the community, helping them to become more adaptable to change

8. Unlocks potential within individuals and groups

9. Assist individuals to take up promotion/progression opportunities (empowerment)

10. A way of providing accessible independent advice and support where it is most needed

11. Introduces and helps develop a different culture where individuals are willing to respond to change



12. The Change Agent system works well with equal opportunities groups, the socially excluded and minorities.

Disadvantages

1. Because of the important role as a provider of information and advice, choosing the wrong person can clearly be a deterrent to many of the above advantages

2. The results and impacts can be a little dependant upon individual strengths more than you would expect with a consultancy/organisational approach

3. The Change Agents may and probably will challenge ‘conventional wisdoms’ within the organisation and place new demands upon it

4. They may have significant training needs

5. Legal issues need to be explored arising from the use of Change Agents – particularly as advisors (in some cases they may be able to become accredited).

Published by the DEAL Transnational PartnershipMarch 2007

Further copies can be obtained from: Dr Andrew DeanMarchmont Observatory/SLIMUniversity of ExeterSt Luke’s CampusExeter EX1 2LU

T 01392 264925F 01392 264966E [email protected]

Cover picture by Jess Hurd/www.reportdigital.co.uk

Documents

Role of Change Agents in workplace examination of the...DEAL Partnership An examination of the innovative role of Change Agents in workplace and community settings 9 Trade unions also