Web viewadvice and guidance to employees and employers in areas of training and development and lifelong learning (Moore, 2009; Stuart et al., 2010). It is an initiative that

Do Learning Partnerships Reduce Conflict in the Workplace: A summary Report

1. Introduction and background to the project

The research was carried out in 2012 as a jointly supported study for the University Forum for Human Resource Development and TUC Unionlearn1 in the North West. Its objective was to investigate a little studied element of employee relations and employee development:

To what degree do learning partnerships between trade unions and management have an impact on managing conflict in those organisations?

With the support of TUC Unionlearn, a cross-sectoral sample of organisations in the North West of England, with clear evidence of successfully promoting learning through the partnership route, were invited to participate in the study in order to establish the degree to which these partnerships had also impacted on employee relations more generally.

Contextually it is of note that, despite the change in government in May 2010, and more significantly a change in employee relations policy and strategy in contrast to the previous government, the on-going commitment to the Union Learning Fund demonstrated that the added value that union-led learning brings to the economy continues to be recognised (Union learning fund, 2012).

Crucially, the original remit of the researcher to define and investigate the impact of learning on individual conflict (as measured through absence, staff turnover, grievance and discipline) and collective conflict (as measured collective disputes) was redefined through the analysis of the data. It became clear in the analysis, and is a significant finding of the research, that learning impacted on both individual and collective employee relations in many other ways.

The organisations are anonymised in the report but include: a local authority, an SME in the engineering sector, an acute trust, a large transport organisation, a union learning fund2

1 ‘Unionlearn is the learning and skills organisation of the TUC. Unionlearn works to assist unions in the delivery of learning opportunities for their members as well as managing the £15 million Union Learning Fund (ULF). Over the past 12 years, more than 28,000 union learning representatives (ULRs) have been trained and 230,000 people are being given training and learning opportunities through their union every year. Unionlearn is also responsible for providing education and training opportunities for workplace reps and professionals via TUC Education. Each year more than 50,000 trade union members enrol in trade union education courses organised by the TUC’ (www.unionlearn.org.uk/about-unionlearn).

2 ‘The government's ambition in creating the Union Learning Fund (ULF) in 1998 was to promote trade union activity in support of creating a learning culture and unionlearn has had full responsibility for the management of the ULF since April 2007. This remains a vital unionlearn objective. The Fund has supported more than 50 unions in over 700 workplaces and remains a flagship mainstream government programme - regarded as pivotal by unions, the Government, employers and partner organisations in the learning and skills world. The strategic direct of the ULF is agreed by the unionlearn board. An assessment panel comprising of representatives from unionlearn, nominated trade unions, the Learning and Skills Council and BIS make decisions and recommendations on all submissions to the Fund’ (www.unionlearn.org.uk/about-unionlearn/union-learning-fund).

(ULF) project and a large food manufacturer. In total, thirty participants were interviewed, representing the views of union project workers and learning co-ordinators and managers and training and development professionals. In this way a balanced view of the advantages, but also the limitations, of a learning partnership in relation to managing conflict could be established.

It must be stressed that the aim of the project has not been to postulate that learning is in any form a ‘cure all’ for the conflict that is an inevitable part of any employment relationship. Rather, it has been to argue that given the common aims and objectives that a workplace learning partnership can realise, an important added outcome of that strategy could be less individual and collective conflict within that organisation.

The main body of findings are contained in the full report. Its pedagogic utility is set out in an accompanying tutor guide. This summary report is intended to give an overview of the project and covers: the objectives of the project, a short literature review, the methodology adopted, key findings and closes with a discussion on the degree to which the objectives of the project were achieved and planned evaluation of the materials.

2. Overall objectives of the project

Pedagogic strategy

A key aim of the research was to not only offer new insight into how learning in partnership impacts on the employee relations climate within an organisation, but also how those findings could usefully inform the teaching of human resource development within both business schools and trade union education units. To this end the final report would be supplemented by a separate teaching guide with suggestions of how best to utilise the report as a medium for learning. The report and its associated tutor guide would also be designed so that it could satisfy the delivery needs of colleagues working both with university students and union representatives on TUC courses.

To that end the report and research is underpinned by a detailed critical review of the literature on both the causes and consequences of conflict and, specifically in relation to the core element of the study, the role of trade unions in promoting learning in the workplace and its concomitant impact on workplace conflict. This knowledge for students would then provide context for the research and its findings.

Practical objectives

Working with the TUC, the first objective was to identify a number of potential case study organisations and union projects which were seen as representative of successful learning partnerships in the region. From this a cross-section of management and union representatives would be approached to participate in the research.

With respect to the overall research question, the original remit of the researcher, as agreed with UFHRD and the TUC, was to investigate the impact of learning on individual conflict (as measured, for instance, through absence, staff turnover, grievance and discipline) and

collective conflict (as measured through collective disputes). This data would be obtained through qualitative semi-structured interviews with respondents and also appropriate sets of metrics on conflict management from the participating organisations.

3. Short literature review

The research is underpinned, and is covered in depth in the full report, by current research on conflict, its causes and its resolution, and the work of the unions in promoting learning in the workplace. This critical review acts as a conceptual base for then investigating the far less studied HRD issue of how this learning strategy, in partnership with management, can also contribute to the reduction of workplace conflict. As context for this short summary report, the following concise literature review is offered.

Cause and consequences of conflict

There are a number of other potential causes of conflict in the workplace that it is important to consider (Watson, 2006):

Poor management skills or style of management Perceived lack of promotion opportunities or development (see more below) Poor personal relationships between staff or with their manager Downsizing, and in particular the poor management of redundancy, has been seen

as potential cause of conflict. This is certainly so if not just the effect of resultant job losses but also the rationale and ‘fairness’ of the overall process is not clear to the workforce (Redman and Wilkinson, 2009).

If a company has not included their equality responsibilities under law in all relevant policies and procedures, for instance ensuring that no aspects of their human resource practices such as recruitment or promotion are discriminatory, then this could result in poor management actions leading to a claim of discrimination against that company.

Similarly, if measures have not been taken to ensure that all managers and employees know about their rights and responsibilities under equality law, this again could lead to a person or persons being treated unfairly and so raising a grievance against the company3.

If there are inadequate rules and regulations in place in the organisation to ensure the health and safety of staff and other people on site as set in The Health and Safety at Work Act 1974 and other associated regulations and codes of good practice.

The effects of conflict

3 Currently unfair treatment under discrimination legislation covers: gender, race and ethnic background, disability, age, religious belief and sexuality. It is of note that ignorance is no defence and organisations’ have a vicarious liability in the case of discrimination. Harassment, either of a discriminatory nature e.g. sexual harassment, or more bullying in nature can also lead to conflict.

Having considered some of the main causes of conflict, it is important to consider its potential consequences. A number of writers have usefully highlighted the consequences of industrial conflict, both in a collective and individual sense (Blyton and Turnbull, 2004; Rollinson and Dundon, 2007). The outcomes of collective conflict are various and but generally more visible. At their most extreme, it can result in the withdrawal of collective labour in the form of the strike. Less extreme, but arguably no less damaging to the organisation is the slow-down of work through ‘work to rule’ action. Where workers avoid the use of any usual initiatives and typically ‘stick strictly to the rule-book’ as agreed by contract and agreements. Overtime bans are another good example of the partial withdrawal of goodwill by the workforce that has an immediate effect on the flexibility of labour normally open to the organisation.

In the context of learning and its impact on conflict are perhaps the less visible incidences of ‘industrial action’ that can be taken by the individual. Kersley et al. (2006) in their analysis of the 2004 workplace employment relations survey cite absenteeism and voluntary resignations as ‘potential indicators of discontent’ reported by respondents to the survey. They suggest that, ‘studies have clearly indicated how absenteeism and resignations may be used by employees as alternative means of expressing discontent when …[other forms]… of expression are either unavailable or are less attractive’ (ibid:230). Crucially, Dunn, C. and Wilkinson, A. (2002) highlight the growing realisation within organisations of the damaging effects of a lack of effective management of staff absence in terms of causes and consequences.

Solutions to conflict

An area growing in prominence in recent times with respect to managing workplace conflict is the notion of alternative dispute resolution (Roche and Teague, 2012) and, in particular, the practice of mediation. Mediation is a model of dispute resolution, it is argued, which lends itself particularly well to situations where the parties have become entrenched in their positions. From a practical perspective, it is a method of resolving workplace disputes that, it is further argued, seeks to avoid a more formal and often more confrontational route, such as grievance and discipline procedures, and rather than attribute blame looks to rebuild damaged relationships for the future (ACAS, 2011: Ridley-Duff and Bennett, 2011).

Given the theme of this report is learning partnerships, and its focus is on both individual and collective solutions for when conflict occurs, ADR does not figure in the discussion. Rather, the emphasis is on the extent to which training and development, and learning partnerships in particular, can impact on workplace conflict. The next section considers the development of the union learning agenda.

Promoting learning through partnership with the trade unions

Arguably, one of the most successful recent initiatives by the union movement has been the development of a network of union learning representatives (ULRs) trained to give advice and guidance to employees and employers in areas of training and development and

lifelong learning (Moore, 2009; Stuart et al., 2010). It is an initiative that has arisen partly in the context of the continuing pressure on the UK government and employers to find supply-side solutions to the increasing demand for the new and updated skills needed to remain globally competitive (Stuart, 2007). As a part of a government-sponsored strategy for learning partnerships, dedicated union learning funds (ULF) for Scotland, England, Northern Ireland and Wales have been in operation for over a decade to allow unions to bid for resources to initiate and run learning projects. A number of surveys of unions have highlighted that ‘the achievements of union learning reps should not be underestimated’ (Hollinrake et al., 2008: 407) and offer evidence that ULRs ‘represent a substantial boost to union workplace activity’ (ibid).

This strategy, however, has not been without its critics in terms of both delivery and, it is argued, ‘the weaknesses inherent in a supply-side strategy for vocational training and skill development’ (Stuart and Cooney, 2008: 347). Furthermore, for some commentators, a partnership strategy built around learning consigns unions to a more junior role in terms of the balance of power with employers. The extent to which the ULR role can specifically revitalise trade unions has also attracted critical comment in the literature. Hoque and Bacon (2008; 2009) counsel caution in overestimating the influence of the ULR. Their studies found only a weak link between ULR activity and recruitment of new members.

Nevertheless, overall having gained statutory rights in 2002 (Wallis et al., 2005) the ULR is now well established at union branch level, with unions having clear strategies for recruiting, training, organising and supporting ULRs. Furthermore, recent research has revealed that learning has both enabled the unions to utilise these new resources in terms of being better organised to support their members more generally, and so offers an opportunity to revitalise their broader position in collectively representing their members in the workplace (Heyes and Rainbird, 2011; Findlay and Warhurst, 2011; Stuart et al (2010a, 2012b)). In terms of unions also being better able to manage both the causes and consequences of conflict, these studies were valuable in critically assessing the findings that are reported below.

4. Methodology

An initial study of existing TUC reports, and discussions with officers at TUC Unionlearn in the North West, helped identify a number of potential case study organisations and union projects which were seen as representative of successful learning partnerships in the region.

Table 1: Background of respondents

Organisation Respondent and roleULF project Project manager and two

project workersSME engineering company MD and lead ULRAcute Trust HR manager, T&D manager,

union convenor and lead ULR

Local Authority Lead ULR, second ULR and workforce development director

Large food manufacturer Operations manager, T&D manager, lead ULR

Large public transport organisation

HR director, union convenor, lead ULR and project worker

GMB ULF project Project managerCross sectoral sample of TUC Unionlearn support officers and union project workers in North West

Thirteen

Total Thirty respondents

From this initial research, the subsequent study was based on semi-structured interviews with a cross-section of thirty managers and union learning co-ordinators from the case study organisations, and union project workers and TUC officers who have supported those organisations. The majority of meetings were face-to-face with a smaller number conducted by telephone. Interviews averaged an hour in duration. Table 1 gives a breakdown of the respondents. After discussion with all respondents it was decided to anonymise the organisations involved. Key areas of discussion with respondents included:

The causes and consequences of conflict The state of employee relations pre and post establishing the learning agreement The type of learning initiatives taking place in the organisation The impact of learning on individual conflict in the organisation The impact of learning on collective issues around conflict in the organisation

5. Key findings

Overall, the findings support earlier research that learning partnerships can have positive outcomes, both in terms of ‘staff morale’ and ‘employee commitment’ and in ‘improving levels of trust between management and unions’ (Stuart et al., 2010b). The research produced a number of key findings, in that a majority of respondents reported:

The reduction or pre-empting of performance and discipline issues by prior support for worker skills and knowledge acquisition through learning and development

The impact of learning on the ‘well-being’ of the individual and its consequential positive impact on individual conflict (for instance, improved health and safety and the more effective management of stress).

The impact of learning on other key measures of individual conflict reduction through increased morale, commitment, trust, managing job loss and recognition (in addition to more formal measures like absence and resignation).

The impact of learning on the collective elements of conflict: managing change, better communication, more extensive consultation, managing redundancy and

redeployment and building greater trust and understanding between management and the unions through partnership

In terms of union organisation, the learning agenda facilitated greater co-operation and less conflict between the different unions.

Union reps were generally more confident in their dealings with members and management and that learning initiatives had had a positive impact on branch organisation in terms of recruitment and member activity.

The significance of the learning centre as a fulcrum for supporting the learning partnership

The importance of a collective learning fund in sustaining learning in all case study organisations.

6. Reflecting on the initial objectives

Crucially, the original remit of the researcher to define and investigate the impact of learning on collective conflict (as measured by collective disputes) was also redefined through the analysis of the data. It became clear in the analysis, and is a significant finding of the research, that learning also impacted on collective employee relations in many other ways. This potential effect of a joint union management learning and development strategy was captured through a number of key themes, which included:

Managing change, Better communication More extensive consultation Managing redundancy Managing redeployment Strategies in address discrimination through learning (for instance ESOL training for

non-indigenous workers ) Building greater trust and understanding between management and the unions

through partnership

Similarly, the analysis of the findings enabled the extension of our initial focus on manifestations of conflict such as absence and resignation to no less important areas of the employment relationship like health and safety, individual recognition and commitment. A key finding of the research, for instance, was the relevance of addressing employee ‘well-being’ through learning and lifestyle. The unions and the TUC had thus extended their HRD remit by helping members to also consider broader lifestyle issues (such as exercise and diet) that could impact on their well-being and ultimately reduce the pressure and stress in the workplace that can be often associated with individual conflict.

It is of note that the original objective of gathering metric as evidence of the impact of learning on conflict, through for instance figures on the reduction in turnover or grievances, had limited success. Whilst all respondents saw the value of this measure only one case study organisation had this information. As a comparator of impact, therefore, metrics were

not included in the final analysis4. That said, there is clear evidence of other initially unsuspected consequences of learning partnerships, both collectively and individually in relation to conflict. The impact on the broader psychological contract of the individual is as particularly unpredicted outcome of the research. Similarly, the way that given the current climate unions were able to work with management and other agencies to more systematically pre-empt collective disputes through targeted training and support for workers affected by downsizing was a significant finding.

It is still recognised that the case study organisations that figure in this report were chosen because they had established themselves as examples of best practice in the region with respect to union/management co-operation in learning. However, it is this facet of best practice in promoting learning through partnership that, potentially, also offers a template, through a critical reflection on the evidence reported in this research, for its utilisation in a broader agenda of dispute resolution in the workplace.

7. Evaluation

The material will be trialled by colleagues delivering HRD and HRM teaching to undergraduate and postgraduate students at the Lancashire Business School and Sheffield Business School. Feedback from tutors and students will then be incorporated into the teaching and learning resource bank information and guidance. One typical cohort participating in the piloting of the material is a group of fulltime MSc HRD students undertaking the module ‘designing, delivering and evaluating learning and development provision’.

8. References

9. ACAS (2006) Managing conflict at work ACAS Publications.10. ACAS (2011) ‘Mediation explained’, ACAS Publications, London11. Ashman, I. (2012) ‘A new role emerges in downsizing: Special envoys’, People

Management12. September 201213. Bennett, T. (2012) Mediation: A critical analysis of the changing nature of dispute

resolution in the workplace, BUIRA Conference June 28th to 30th 2012.

4 Inclusion of this data in future Union learning fund projects was, however, a key recommendation made to TUC Unionlearn.

14. BIS (2011), Resolving workplace disputes: Government response to the consultation, London: Department for Business Innovation and Skills.

15. Blyton, P. and Turnbull, P. (2004) 3rd Ed. The dynamics of employee relations (Palgrave Macmillan, Basingstoke).

16. CIPD (2012) Managing employee relations in difficult times Research report November 2012 (CIPD publications, London).

17. Clough, B. (2012) The role and impact of unions on learning and skills policy and practice: A review of the research, TUC research paper 16, April 2012.

18. Coats, D. (2012) The long road ahead, New Statesman supplement 7-13 September 2012

19. Conway and Brinner (2005) Understanding Psychological Contracts at Work: A Critical Evaluation of Theory and Research (Oxford University Press)

20. Dunn, C. and Wilkinson, A. (2002) ‘Wish you were here: Managing absence’ in Personnel Review, Vol. 31, No. 2, pp. 228-246.

21. Findlay, P. and Warhurst, C. (2011), ‘Union learning funds and trade union revitalisation: A new tool in the toolkit’, British Journal of Industrial Relations, Vol. 49 No. 1, pp. 115-134.

22. Heyes, J. and Rainbird, H. (2011, ‘Mobilising resources for union learning: A strategy for revitalisation?’, Industrial Relations Journal, Vol. 42 No. 6, pp. 565-579.

23. Hollinrake, A., Antcliff, V. and Saundry, R. (2008), “Explaining activity and exploring experience – Findings from a survey of union learning representatives”, Industrial Relations Journal, Vol. 39, No. 5, pp. 392-410.Bacon,

24. N & Hoque, K, (2008) Opening doors to learning. Union learning representative survey report 2008, London: Unionlearn.

25. Bacon, N. and Hoque, K. (2009) The impact of the union learning representative: A survey of ULRs and their employers, Research paper 9, April 2009, London: Unionlearn.

26. HSE/ACAS (2009) ‘Stress at work’, HSE publications, London.27. Huczynski, A. and Buchanan,D. (2007) 6th Ed. Organizational Behaviour (Prentice Hall,

Harlow)28. Keep, E. and James, S. (2012) Are skills the answer to bad jobs: Incentives to learn at

the bottom end of the labour market, in Are bad jobs inevitable? Trends, determinants and responses to job quality in the Twenty-First Century Ed Warhurst, C. Carre., Findlay, P. and Tilly, C., Palgrave MacMillan, Basingstoke, UK.

29. Kersley, B. et al (2006) ‘Inside the workplace: Findings of the 2004 workplace employment relations survey’ (Routledge, Abingdon, Oxon)

30. Marchington, M. (2001) ‘Employee involvement at work’ in Human Resource Management: A Critical Text ed J. Storey (Thomson Learning, Mitchum, Surrey)

31. Milne, S. (2012) ‘The problem with unions is they're not strong enough’, The Guardian 11th September 2012

32. Moore, S. (2009), “Integrating union learning and organising strategies: Case studies of good practice”, Unionlearn Research Paper No. 8, London, TUC.

33. O’Grady, F. (2012) Strength in numbers, New Statesman supplement 7-13 September 2012

34. Perrett, R. and Martinez Lucio, M. (2008), “The challenge of connecting and co-ordinating the learning agenda: a case study of a trade union learning centre in the UK”, Employee Relations, Vol. 30 No. 6, pp. 623-39.

35. Redman, T. and Wilkinson, A. (2009) ‘Downsizing’ in Contemporary issues in human resource management 3rd Ed. Ed. T. Redman and A. Wilkinson (FT Prentice Hall, Harlow)

36. Ridley-Duff, R. and Bennett, A. (2011). ‘Towards mediation: Developing a theoretical framework to understand alternative dispute resolution’ Industrial Relations Journal, 42: 2, pp. 106-123.

37. Roche, W. and Teague, P. (2012) The growing importance of workplace ADR International Journal of Human Resource Management Vol 23 Iss. 3, pp. 447-458.

38. Rollinson, D. and Dundon, T. (2007) Understanding employment relations (McGraw-Hill Higher Education, Maidenhead)

39. Rousseau, D. (1995). Psychological contracts in organizations: Understanding written and unwritten agreements, Sage Publications Ltd., London.

40. Salamon (1998) 3rd Ed. Industrial Relations (Prentice Hall, Hemel Hampstead)41. Saundry, R, Antcliff, V. and Jones, C (2008) “Accompaniment and Representation in

Workplace Discipline and Grievance”, Acas research papers, London: ACAS.42. Saundry, R., Hollinrake, A., Antcliff, V., (2010) Learning Works, Report of the 2009

survey of union learning representatives and their managers, London, unionlearn.43. Saundry, R., McCardle, L. and Thomas, P. (2011). Transforming conflict management

in the public sector: Mediation, trade unions and partnership in a PCT, ACAS Paper 1/11

44. Saundry, R. and Wibberley, G. (2012) Managing individual conflict in the private sector: A case study ACAS ref 5/12

45. Saundry, R. (2012) Conflict resolution and mediation at Bradford MDC: A case study ACAS ref 8/12

46. Saundry, R. and Jones, C. (2012), ‘The practice of discipline: evaluating the roles and relationships between managers and HR professionals’, Human Resource Management Journal,

47. Shelley, S. (2007), ‘Multiple partnerships in trade union learning’, Shelley, S. and Calveley (Eds), M. Learning with Trade Unions: A Contemporary Agenda in Employment Relations, Ashgate Publishing Ltd., Aldershot, England.

48. Stuart, M. (2007), “Introduction: the industrial relations of learning and training: A new consensus or a new politics?”, European Journal of Industrial Relations, Vol. 13, No. 3, pp. 269-280.

49. Stuart, M. and Wallis, E. (2007), “Integrating learning into workplace bargaining: case studies of evolving trade union learning agreements”, in Shelley, S. and Calveley, M. (Eds), Learning With Trade Unions: A Contemporary Agenda in Employment Relations, Ashgate, Aldershot

50. Stuart, M. and Cooney, R. (2008) ‘Editorial: Training and the limits of supply-side skills development’, Industrial Relations Journal, Vol. 39 No.5, pp. 346-353.

51. Stuart, M., Cutter, J., Cook, H. and Winterton, J. (2010a), ‘Evaluation of the Union Learning Fund rounds 8 to 11 and Unionlearn: Final report’

52. Stuart, M., Cutter, J., Cook, H. and Winterton, J. (2010b), ‘Assessing the impact of union learning and the union learning fund; Union and employer perspectives, CERIC Policy report 4.

53. Stuart, M., Clough, B. and Rees, J. (2011) Co-investing on workforce development: Outcomes from the collective learning fund pilots, TUC research paper 13

54. Unionlearn (2010) ‘Co-investing in learning: Collective learning fund pilots in the North West’, Unionlearn Publication, London

55. Unionlearn (2012) Onward Spring 2012 (Published by North West Unionlearn and TUC North West).

56. Union learning fund (2012) ‘Unions to play greater role in Government's skills agenda, says Vince Cable’ http://www.unionlearningfund.org.uk/news/news.cfm/newsid/51 accessed 24th August 2012

57. Wallis, E., Stuart, M. and Greenwood, I. (2005), “Learners of the workplace unite!: an empirical examination of the UK trade union learning representative initiative”, Work, Employment & Society, Vol. 19 No. 2, pp. 283-304.

58.59. Warhurst, C., Findlay, P. and Thompson, P. (2007), “Organising to learn and learning

to organise”, Unionlearn Research Paper No. 2, TUC, London.60. Watson, T. (2006) Organising and managing work (Pearson Education Limited,

Harlow)61. Williams, S. and Adam-Smith, A. (2010) 2nd Ed. Contemporary employment relations

(Oxford University Press)

The learning and conflict project: A tutor’s guide

Tony Bennett Senior Lecturer in Employee Relations IROWE Lancashire Business School

Table of Contents

1. Introduction 3

1.1 Background to the project 3

1.2 Target learners 4

1.3 Key findings 5

2. How to use this guide 6

2.1 Preliminary exercise for business and management students 6

3. Managing conflict in the workplace 7

3.1. The causes of conflict 7

3.2. Outcomes of conflict 8

3.3. Solutions for addressing conflict 9

4. Learning and conflict: discussing the findings from the research 10

4.1. How learning partnerships can address the causes of workplace Conflict 11

4.2. Addressing individual conflict through learning 13

4.3. Addressing collective conflict through learning 14

5. Summary and conclusion 15

6. References 16

List of Tables

1. Box 1 – Role and functions of a trade union 82. Box 2 – Forms of industrial action 93. Box 3 – Solutions for managing conflict 10

4. Box 4 – TUC Unionlearn support in the workplace 12

1. Introduction The incidence, and regularity, of conflict in the employment relationship is well documented (Watson, 2006; Ridley-Duff and Bennett, 2011). Similarly, the traditional role of the trade unions in helping resolve conflict in the workplace is generally well known and understood (Salamon, 1998: Kersley et al., 2006; Rollinson and Dundon, 2007). However in recent years, trade unionists, managers and human resource development (HRD) specialists are also becoming much more familiar with the unions’ increasingly influential role in promoting learning in the workplace (Saundry et al, 2010; Saundry et al., 2011; Clough, 2012). The aim of this short guide is to provide both TUC and business school tutors with a steer on how the recently published report ‘Do learning partnerships reduce conflict in the workplace?’, and the relationship it highlights between learning and conflict, can be used with their students.

The guide is set out in a number of parts that make specific reference to sections of the report. These are then accompanied with suggested sets of activities, and associated questions, to help students to gain a greater understanding of a number of key areas covered by the report.

1.1 Background to the project

The research was carried out in 2012 as a jointly supported study for the British Universities’ Human Resource Development (HRD) Forum5 and TUC Unionlearn6 in the North West. Its objective was to investigate a little studied element of employee relations and employee development:

To what degree do learning partnerships between trade unions and management have an impact on the employee relations environment in those organisations?

With the support of TUC Unionlearn, a cross-sectoral sample of organisations in the North West of England, with clear evidence of successfully promoting learning through the partnership route, were invited to participate in the study in order to establish the degree to which these partnerships had also impacted on employee relations more generally.

5 ‘The UFHRD is an international association for universities, reflective practitioners, and learning oriented organisations. The Forum’s mission is to create, develop and inform leading–edge HRD theories and practices by promoting professionally-focused qualifications, co-operative research initiatives, consultancy interventions. It seeks to promote wide discussion and debate about human resource development from a range of perspectives: individual, group and organisational’ (www.ufhrd.co.uk).6 ‘Unionlearn is the learning and skills organisation of the TUC. Unionlearn works to assist unions in the delivery of learning opportunities for their members as well as managing the £15 million Union Learning Fund (ULF). Over the past 12 years, more than 28,000 union learning representatives (ULRs) have been trained and 230,000 people are being given training and learning opportunities through their union every year. Unionlearn is also responsible for providing education and training opportunities for workplace reps and professionals via TUC Education. Each year more than 50,000 trade union members enrol in trade union education courses organised by the TUC’ (www.unionlearn.org.uk/about-unionlearn).

The organisations are anonymised in the report but include: a local authority, an SME in the engineering sector, an acute trust, a large transport organisation, a union learning fund7 (ULF) project and a large food manufacturer. In total, thirty participants were interviewed, representing the views of union project workers and learning co-ordinators and managers and training and development professionals. In this way a balanced view of the advantages, but also the limitations, of a learning partnership in relation to managing conflict could be established.

1.2 Target learners

The TUC

Although it can be argued that the report and its findings would potentially be of value to any trade unionists undertaking training with the TUC, the target learners are thought specifically to be union learning representatives8 (ULR). This is on the basis that a key finding of the research is that learning partnerships, when modelled in the way discussed in the report, potentially offer an additional ‘selling point’ for ULRs to take back to the workplace and put to both their management and their union colleagues.

Business Schools

7 ‘The government's ambition in creating the Union Learning Fund (ULF) in 1998 was to promote trade union activity in support of creating a learning culture and unionlearn has had full responsibility for the management of the ULF since April 2007. This remains a vital unionlearn objective. The Fund has supported more than 50 unions in over 700 workplaces and remains a flagship mainstream government programme - regarded as pivotal by unions, the Government, employers and partner organisations in the learning and skills world. The strategic direct of the ULF is agreed by the unionlearn board. An assessment panel comprising of representatives from unionlearn, nominated trade unions, the Learning and Skills Council and BIS make decisions and recommendations on all submissions to the Fund’ (www.unionlearn.org.uk/about-unionlearn/union-learning-fund).

8‘Union learning representatives (ULRs) have been instrumental in championing the importance of training and development. ULRs work very hard to boost the image and strengthen the organisation of their union within the workplace. They can help widen union membership across the board and in underrepresented groups such as migrant workers.  ULRs in recognised workplaces, under the Employment Act 2002 in order to carry out their role, have a statutory right to paid time off to train and practise. All ULRs are given training for their role through courses provided by TUC Education and individual unions’. The ULR role involves:

Promoting the value of learning Supporting learners Arranging learning/training Supporting workplace learning centres to embed learning in the workplace

(www.unionlearn.org.uk/about-unionlearn/union-learning-reps).

Despite the latest figures showing that union membership remains in excess of 6.4 million (CIPD, 2013), for many undergraduate and postgraduate business and management students the role of the unions in organisations and more broadly in society is little understood.

A key aim of the report, therefore, was to act as a teaching aid, underpinned by empirical research findings, which demonstrates to this group of learners that the unions continue to play a vital role in the representation of people’s interests at work and, particularly in the context of this study, with respect to human resource development.

1.3 Key findings

The research produced a number of key findings, in that a majority of respondents reported:

The reduction or pre-empting of performance and discipline issues by prior support for worker skills and knowledge acquisition through learning and development

The impact of learning on the ‘well-being’ of the individual and its consequential positive impact on individual conflict (for instance, improved health and safety and the more effective management of stress).

The impact of learning on other key measures of individual conflict reduction through increased morale, commitment, trust, managing job loss and recognition (in addition to more formal measures like absence and resignation).

The impact of learning on the collective elements of conflict: managing change, better communication, more extensive consultation, managing redundancy and redeployment and building greater trust and understanding between management and the unions through partnership

In terms of union organisation, the learning agenda facilitated greater co-operation and less conflict between the different unions.

Union reps were generally more confident in their dealings with members and management and that learning initiatives had had a positive impact on branch organisation in terms of recruitment and member activity.

The significance of the learning centre as a fulcrum for supporting the learning partnership

The importance of a collective learning fund in sustaining learning in all case study organisations.

2. How to use this guide

The intention of producing this guide is to offer colleagues suggestions on how students’ knowledge and understanding of a number of key elements of human resource management and development could be enhanced. The primary areas for consideration are:

1. The causes of conflict2. Strategies for addressing conflict3. The role of trade unions4. The learning challenges facing organisations today5. The specific role of trade unions in promoting learning6. The nature of learning partnerships between management and unions7. How these learning partnerships can also help address conflict in the workplace

It is important to note that whilst the intended target audience of learners are likely to be ULRs with a specific interest in promoting learning, and business and management students with a particular interest in HRD, reflecting the reality of managing people in the workplace, this guide and the associated report seek to emphasise that managing people, the role of trade unions, conflict and its causes and learning and development are all intertwined elements of organisational life. Elements, it is argued, that need to be understood both separately but more importantly in how they also interact with one another.

In practical terms, depending on the degree to which you may wish to utilise the report, the complete document might either be given out at the end of the activities or it could be printed off and given out in sections; either way in order that students don’t ‘spot the answers’. It is suggested that all activities are undertaken in groups or in pairs.

The guide is set out in a number of parts that make specific reference to sections of the report . These are then accompanied with suggested sets of activities, and associated questions, to help students to gain a greater understanding of a number of key areas covered by the report.

2.1 Preliminary exercise for business and management students

In contrast to the union learning reps that this guide is also intended to target, it is assumed that the typical HRD student, unless she or he is also studying employee relations, may have a limited knowledge of trade unions. It would be of value, therefore, to first conduct an open discussion in the group on the role and influence of the unions in the workplace today.

Box 1 outlines some of their main functions

Box 1: Role and functions of a trade union

Functions of a trade union• Power based – in terms of counterbalancing management power• Economic regulation – in terms of pay and conditions• Job regulation – in terms of workers’ control over their job• Social change – as a pressure group in society• Member services – such as financial services• Lifelong learning – the focus of the report• Self-fulfilment – for some members to become active in the union and so fulfil their

development through this routeAppealing to employees

• From Waddington and Whiston (1997) ‘Why do people join a union?’• Collective bargaining• Represent members on an individual basis• Introduction of financial services (such as life insurance and credit cards)• Greater democracy to have an input in union strategy and practice• Develop and pursue policies and strategies on equality issues

Appealing to employers• Bargaining collectively – increases legitimacy to joint agreements• Offer a collective voice• Offer a consultative channel• Managing dissent and conflict• Expertise in the field of employee relations (law, training and development, health

and safety (250K union H&S reps in the UK today), equality).

Having established their ‘traditional role’ with students, section 3 in the report outlines their more recent focus on promoting learning in the workplace, which can also then be discussed with the students. This section is also of value to discuss with ULRs in order to familiarise them with the evidence of current studies on the union learning agenda.

3. Managing conflict in the workplace

3.1 The causes of conflict

An opening activity is to ask the students/union reps to first define conflict and then to broaden the discussion specifically in relation to how they think it manifests itself in the workplace. This gives context to the overall learning outcomes from the report and establishes their understanding (or misconceptions) of the effect of conflict in the workplace.

See the discussion in section 2.1 of the report

The next activity is to then ask the students to list all of the reasons why they think that conflict occurs.

This activity is useful as it starts to identify for them key areas of contention in the workplace; for instance, lack of consultation with the workforce particularly when initiating change and poor communication in general. Other key issues to identify and discuss might be around changes to terms and conditions and other individual worker issues

A key point of the discussion is to recognise that poor relations between workers and their management can cause conflict in the workplace, as can poor management of staff in general (This latter point will also figure later in terms of learning and development solutions for managing conflict).

See the discussion in section 2.2 of the report for further examples.

With reference to section 2.3, it is useful to highlight that training and development, or more specifically its absence, can also be a trigger for workplace conflict – for instance, when an individual feels that they had been promised training that was subsequently not forthcoming.

In terms of the results of the research, see section 5.2.1

Respondents concurred with a number of the issues highlighted already. It is of value, however, to discuss with students/union reps that a lack of consultation and also poor management skills were seen as key sources of conflict.

Further contextual issues to discuss with learners

Crucially CONTEXT was also seen as a key variable. All interviewees reported how the currently political and economic environment could contribute to greater conflict in the workplace (a PEST9 analysis could be of value here).

It is equally important to stress that not all conflict is necessarily negative. It can be positive in raising issues of concern amongst colleagues or as part of the creative process of work.

It is crucial to stress, however, that our focus is when the outcomes are negative in their impact.

3.2 The outcomes of conflict

With respect to section 2.4 of the report, now ask the learners to list what they believe are the main outcomes of conflict in the workplace in terms of workers’ actions. Box 2 below is useful with respect to the way in which conflict is contextualised by writers in relation to the industrial action that can be taken. It is useful at this point to discuss with students the notion of individual industrial action – as experience has shown that, until clearly explained, it is a novel idea for most students.

9 PEST analysis is a useful tool for analysing the context, or external environment, of an organisation in terms of Political, Economic, Social (e.g. changing demographics in society and the labour market) and Technological elements of that environment.

Box 2: Forms of industrial action

Collective industrial action

• The strike• The lockout• The go-slow• The work to rule• The removal of overtime• The work-in or sit-in

Individual industrial action

• Labour turnover• Absenteeism• Pilfering and fiddling• Sabotage• Mischief

See Blyton and Turnbull (2004) and Rollinson and Dundon (2007) for detailed discussion

Section 2.4 outlines in more detail the main outcomes that might be identified in relation to conflict in the workplace.

3.3 Solutions for addressing conflict

The discussion so far is valuable at it gets the students to reflect on and discuss the causes and consequences of conflict in the workplace – for many students it is an introduction to the key idea that management practice is actually very much about managing conflict (or ideally pre-empting conflict).

In terms of the overall theme of the report, the discussion now turns to how that conflict can be addressed – That is different actions and strategies can be considered by the students before, for the purposes of this report, a set of activities consider how promoting learning can be seen as a key potential way of addressing that conflict.

The next activity is for the learners to list which solutions they might consider when addressing conflict in the workplace. Section 2.5 gives an overview of and context to this discussion. Box 3 offers points that can be discussed in relation to this activity.

Box 3 Solutions for managing conflict

Informal solutions

A quite word with a colleagueA quite word from the manager to a member of their teamAn informal discussion between a manager and the union repSeek advice off HRM on options availableDo nothingTake absence (‘go on the sick’).Leave the organisationSeek advice off the union

Formal solutions

Submit a grievanceInitiate the discipline or performance management procedureFormalise an individual or collective dispute between the union and managementDispute escalated to an employment tribunalInitiate the organisation bullying or harassment procedureContact the health and safety reps for the company and the union

Alternative dispute resolution

Contact ACAS for advice and support

Mediation is seen as not quite informal but an alternative to formalising a dispute (It is seen in particular as very useful in relationship or communication based disputes) - For more information see ACAS (2008); Ridley-Duff, R. and Bennett, A. (2011).

4. Learning and conflict: discussing the findings from the research

Having utilised the report so far to discuss the reason for and consequences of workplace conflict in more general terms, the rest of this guide will now consider how the findings might be used in particular to increase students/union reps’ understanding of the relationship between learning partnerships and managing workplace conflict.

This section will set out the key findings from the research it is felt are worthy of discussion in class and/or as coursework. From a pedagogic perspective, it is suggested students first read each of the individual sections of this part of the report before bringing it back to the whole group for an open debate on the key issues and to discuss how persuasive the class finds the results of the research.

In this way it allows the tutor to bring the key elements of an organisation in terms of context, key players, business objectives, learning strategies and their impact on managing conflict together in a coherent ‘narrative’ for the learners.

4.1 How learning partnerships can address the causes of workplace conflict

Turning to section 5.3, the respondents from both the management and the union sides highlighted specific pre-requisites that underpin the partnership approach in both enhancing learning in the organisation but also as key influences in reducing conflict in those organisations:

Making the business case

This research reaffirms previous studies findings that there is a key business case for learning partnerships that can benefit the individual, the organisation and the union. A good example alluded to in this research is the ‘skills for life’ challenge confronting the UK today. With, it has been recently estimated, over six million employees having numeracy and literacy issues that impact potentially on their work, the work of the union learning representative has been seen as crucial in supporting this disadvantaged group of workers. Helping tens of thousands union members and others improve their skills for life has had a clear and positive impact on ‘the bottom line’ of many organisations, enhanced the confidence and employability of the workers and led to recognition for the unions former their members and in society more generally.

The role of the learning centre

A dedicated learning facility equipped with computers and other learning media is seen as a key catalyst for learning.

Funding

Funding unsurprisingly is a key element in a successful learning partnership. Note and discuss with your students/union reps in particular the impact of the collective learning fund.

Champions on both sides

All participants to the research agreed that a management and a union champion are crucial to the success of the project.

The support of TUC Unionlearn

In emphasising the role of TUC Unionlearn in the whole union learning project, interviewees from both sides consistently reported that:

‘Basically if it hadn’t been for TUC Union Learn, it wouldn’t have happened’.

Furthermore, as seen in box 2, all respondents on both sides valued the support of the TUC in a number of key areas:

Box 4: TUC Unionlearn support in the workplace

TUC and union project worker support

Innovations- Collective learning fund- Digital inclusion- Use of technology – tablets at member sessions- Apprenticeship strategies- Working in the community- Learning centre strategies

Sources of knowledge from other organisations and unions Chance to network at events and share good practice Advice on funding sources Advice on managing projects Sector specific knowledge

Apprenticeships

Recent government initiatives around promoting apprenticeships had been used successfully in all case study organisations as part of their overall learning strategy.

Working in the community

A growing area of interest for the unions in particular is how they can more purposefully engage with local communities as part of their overall work around learning. A good example is working with partners to address ‘the digital exclusion’ in terms of ICT access and ICT literacy suffered by many people in the community.

Having considered the overall drivers for promoting learning in partnership between unions and their management, which then facilitate an environment for better managing workplace conflict, the next two sections focus specifically on the degree to which first individual and then collective conflict (as discussed above) are positively affected by the learning partnership.

The following two quotes from ACAS in terms of how managers may better manage conflict at work are also useful for students’ and ULRs’ understanding in terms of this aspect of the discussion:

‘Conflict at work takes many forms. It may be that two workers simply don’t get on, or that an individual has a grievance against their manager’ (2006: 1).

‘Conflict may take the form of rivalry between teams; or it may be apparent by the lack of trust and cooperation between large groups of employees and management’ (ibid.).

4.2 Addressing individual conflict through learning

The elements of individual conflict are considered in section 5.4 of the report:

Preventing disciplines and performance management issues

Identifying and addressing learning needs and the subsequent impact on employee performance, therefore pre-empting disputes over performance and potential discipline cases, was seen by most respondents as a major contribution to managing conflict in the workplace arising out of the learning agenda

Maintaining the ‘psychological contract’ (Conway and Brinner, 2005)

The psychological contract, that is the less tangible and often unarticulated expectations of both employers AND IN THIS CASE employees, that for many form a key element of the employment relationship, it is argued can be satisfied by learning opportunities which then make it less likely that individuals become in conflict with their manager. Key variables captured in the research included: a greater sense of commitment, being more motivated, feeling more valued and respected, being more trusting of management and feeling a greater sense of recognition from their manager for their contribution to the organisation.

Reduction in grievances

Respondents felt that the result of a better psychological contract contributed amongst other things to reducing the level of grievances being submitted in the organisation.

Health and safety Well being

A key element of an improved employment relationship was that workers through increased learning opportunities and development had a greater sense of well-being and therefore suffered less stress. There were also specific examples where the unions, with the support of TUC Unionlearn, had developed innovative approaches to assisting members to both map their development needs, and also manage the stressors in their life, with a positive result in both cases.

4.3 Addressing collective conflict through learning

Section 5.5 outlines the key findings around managing collective conflict.

Downsizing

- Redeployment

Evidence from the research indicated that closer partnership working in learning allowed the partners to better deal with the two key aspects of downsizing sadly reported quite often given the current economic situation. Possible redeployment was made easier by ULRs working with displaced workers to identify their learning strengths, and also learning needs to be addressed, to allow them a better chance to redeploy within the organisation.

- Redundancy

Unions, their ULRs and the TUC working closely with the employer and other agencies reported many instances where quick action allowed the partners to again identify and address learning needs to allow workers to subsequently seek other employment opportunities. This was in contrast to a situation where a lack of co-operation in a redundancy or redeployment situation often leads to a collective dispute between parties.

Managing change Better communication Greater consultation

It was widely reported by representatives from both management and the unions that the ethos and practice of partnership in learning had, in real terms, fostered greater trust and co-operation which improved different elements of communication and managing change in the organisation.

Better organised union branches

In terms specifically of the unions, the learning agenda and the greater access to training and contact with management had given union representatives generally greater confidence to raise issues with management and to be better able to support their members.

5. Summary and close As a research project, a key aim of this study was to offer empirical evidence of the degree to which joint learning partnerships have also had an impact on employee relations, and therefore the management of conflict, in organisations. Equally, its purpose was to provide a resource for colleagues working with business and management students, and trade unionists on ULR training courses, to offer a greater understanding of this potentially

significant relationship between promoting learning and better managing workplace disputes.

In closing, it has not been the intention of this author to suggest that learning partnerships are a panacea for all disputes and disagreements in organisations. Conflict can and will always occur from time to time in most workplaces. Rather, the evidence from this study suggests that when a common purpose is recognised both by management and unions in addressing the learning needs of their employees and members this can also form the basis of partnership that extends to more successfully managing workplace conflict. To that end, I hope this guide and the associated report are of value to you and your students/union representatives.

Tony Bennett

Institute for research on organisations work and employment

Lancashire Business School

University of Central Lancashire

21st January 2013

7. References

ACAS (2006) Managing conflict at work (ACAS Publications).

ACAS (2008) Mediation explained (ACAS Publications)

Blyton, P. and Turnbull, P. (2004) 3rd edition The Dynamics of Employee Relations (Palgrave Macmillan)

Clough, B. (2012) The role and impact of unions on learning and skills policy and practice: A review of the research, TUC research paper 16, April 2012.

Conway, N. and Brinner, R. (2005) Understanding Psychological Contracts at Work: A Critical Evaluation of Theory and Research (Oxford University Press)

Kersley, B. et al (2006) ‘Inside the workplace: Findings of the 2004 workplace employment relations survey’ (Routledge, Abingdon, Oxon)

Ridley-Duff, R. and Bennett, A. (2011). ‘Towards mediation: Developing a theoretical framework to understand alternative dispute resolution’ Industrial Relations Journal, 42: 2, pp. 106-123.

Rollinson, D. and Dundon, T. (2007) Understanding employment relations (McGraw-Hill Higher Education, Maidenhead)

Salamon (1998) 3rd Ed. Industrial Relations (Prentice Hall, Hemel Hampstead)

Saundry, R., Hollinrake, A. and Antcliff, V. (2010) Learning Works, Report of the 2009 survey of union learning representatives and their managers, London: unionlearn.

Saundry, R., Hollinrake, A. and Antcliff V. (2011) Union Learning Representatives – Activity, Impact and Organisation - Results of the 2009 survey of ULRs and managers, Unionlearn, Research paper 12, TUC: London.

Smedley, T. (2013) ‘Spot the difference’, People Management January 2013 (CIPD Publications)

Waddington, J. and C. Whiston (1997), ‘Why do People join Unions in a Period of Membership Decline?’, Paper given to the British Universities Industrial Relations Association’s Conference 1997, Bath University.

Watson, T. (2006) Organising and managing work (Pearson Education Limited, Harlow)