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Manual for Indonesian Trade Unions on

Trade UnionADMINISTRATION

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Manual for Indonesian Trade Unions on Administration

Copyright © International Labour Organization 2006First published 2006

Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyright Convention.Nevertheless, short excerpts from them may be reproduced without authorization, on condition that the source isindicated. For rights of reproduction or translation, application should be made to the ILO Publications (Rights andPermissions), International Labour Office, CH-1211 Geneva 22, Switzerland, or by email: [email protected]. The Interna-tional Labour Office welcomes such applications.Libraries, institutions and other users registered in the United Kingdom with the Copyright Licensing Agency, 90Tottenham Court Road, London W1T 4LP [Fax: (+44) (0)20 7631 5500; email: [email protected]], in the United States withthe Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923 [Fax: (+1) (978) 750 4470; email:[email protected]] or in other countries with associated Reproduction Rights Organizations, may make photocopies inaccordance with the licences issued to them for this purpose.

International Labour Organization“Manual for Indonesian Trade Unions on Trade Unions Administration”Jakarta, International Labour Office, 2006

Also available in Bahasa Indonesia: “Manual untuk Serikat Pekerja Indonesia tentang Administrasi Serikat Pekerja”

ISBN 92-2-019243-8 & 978-92-2-019243-6 (print)92-2-019244-6 & 978-92-2-019244-3 (web pdf)

Jakarta, 2006

The designations employed in ILO publications, which are in conformity with United Nations practice, and the presenta-tion of material therein do not imply the expression of any opinion whatsoever on the part of the International LabourOffice concerning the legal status of any country, area or territory or of its authorities, or concerning the delimitation of itsfrontiers.

The responsibility for opinions expressed in signed articles, studies and other contributions rests solely with their authors,and publication does not constitute an endorsement by the International Labour Office of the opinions expressed in them.

Reference to names of firms and commercial products and processes does not imply their endorsement by the Interna-tional Labour Office, and any failure to mention a particular firm, commercial product or process is not a sign of disap-proval.

ILO publications can be obtained through major booksellers or ILO local offices in many countries, or direct from ILOPublications, International Labour Office, CH-1211 Geneva 22, Switzerland. Catalogues or lists of new publications areavailable free of charge from the above address, or by email: [email protected]

Visit our website: www.ilo.org/publns

Printed in Indonesia

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As part of the ILO’s Tsunami Response in 2005, support was given to the unions in Acehand Nias to assist them reinstate their member services. Part of the challenge was to helpbuild the trade unions’ capacity, to enable them to adapt their strategies in order to addressthe post-tsunami challenges in Aceh and Nias.

In 2006, with the support of the British Trade Union Congress, union capacity buildingactivities were undertaken under the Trade Union Rehabilitation through Education &Training Project. The project aimed to strengthen the workers’ organisations in Aceh andNias, as well as assist them identify new approaches to trade unionism, which included:

Unions improving their organisation, and services to members;Unions adapting their skills in order to operate in changed circumstances, particularlyin organising workers;Unions explaining to the general public why unions are needed, and the role they play;Unions establishing effective dialogue with employers, and reaching agreement onconditions of work; andUnions representing the interests of workers in programmes and policy development onkey areas such as social security, labour law enforcement, occupational health andsafety, workers’ rights, and economic development strategies.

This Manual aimed at strengthening the role of unions in providing: (1) services to theirmembers, and (2) support to the working population and people of Aceh and Nias.

Unions in Indonesia may also find the Manual useful, as a reference, in the course of theireducation and training activities.

Alan BoultonDirector, ILO JakartaDecember 2006

Foreword

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This manual was developed during the implementation of the ILO/British Trade UnionCongress Trade Union Rehabilitation through Education and Training Project, 2006. It wastested for six months with the trade unions in Aceh and Nias Island. Special thanks go to allthe union workshop participants, trainers and leaders in Aceh and Nias Island for theirinputs.

The manual is primarily targeted at union educators/trainers and leaders. The suggestions,strategies, and approaches presented in the manual are generalised adaptations of theexperiences of numerous individuals taken from various literatures. They are not meant tobe followed dogmatically; nor do they pretend to answer all questions, or anticipate allsituations that may arise in the operation and management of the trade union as anorganisation.

Introduction

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The manual is divided into 9 Modules. Each module begins with a statement of the Objec-tives/Learning Outcomes of the Module. This is followed by a detailed Session Plan thatthe union educator/trainer could refer to as a guide in the facilitation of a union workshopon various aspects of trade union administration. The Guide Notes provides the unioneducator/trainer with simple background literature relating to the workshop topic. Furtherreading and preparation is always necessary prior to a workshop. A list of references isprovided at the end of each module to assist the union educator/trainer in this regard. TheAnnexures relate to the suggested workshop activities that have been designed to helpworkshop participants apply the information and knowledge they acquire during the work-shop.

How to Usethe Manual

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Foreword iiiIntroduction vHow to use the Manual vii

Module 1 Function and Role of Trade Unions 1Annex 1 Statement Cards 6

Module 2 Formation and Dissolution of Trade Unions 7Annex 1 True of False Knowledge Questionnaire 17Annex 2 Short Case Studies on Union Formation 18Annex 3 Short Case Studies on Union Dissolution 19

Module 3 Trade Union Organisational Structure and Administration 21Annex 1 The Three Operational Wings of a Union 28Annex 2 Essential Components of a Trade Union Constitution 29

Module 4 Trade Union Strategic Planning for Organisational Development 31Annex 1 Getting the Strategic Planning Process Started 46Annex 2 SWOT Analysis Grid 48Annex 3 Action Plan Template 49Annex 4 Evaluating Effectiveness 50

Module 5 Trade Union Finances and Resource Allocation 51Annex 1 Income Review 60Annex 2 Expenditure Review 61Annex 3 Changes in Source of Income 62Annex 4 Finances – A Major Constraint 63

Contents

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Annex 5 Income-Generating Activities 64Annex 6 - 8 New Member Services 65Annex 9 Activity-Based Budgets 68

Module 6 Proposal Writing 69

Module 7 Functions of the Workplace Union Representative 77

Module 8 Trade Union Education and Training 81

Module 9 Organising Workers 87Annex 1 Trade Union “Organising Climate” Survey 93

References 95

1

Objectives/Learning OutcomesTo understand what a “trade union” is according to the Workers/Labourers Act(Law No. 21 of 2000).To explain the basic functions and roles of unions.

Session Plan

MODULE

Function and Roleof a Trade Union

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TIME TOPIC ACTIVITY RESOURCES

30 min Introduction

To introduce the lecture topic,conduct a Knowledge Walk, usingthe Statement Cards in Annex 1.

Indicate an imaginary dividingline between the “AGREE” campand the “DISAGREE” camp.Ask the participants to listen toyou as you read the statements.They are to move around theroom based on whether they“agree”, “disagree” or “stand inbetween the two” on the dividingline in response to the statementsthat are read out.As you go through the StatementCards, ask participants why theyare standing where they arestanding, i.e. why they “agree”,“disagree”, or “in between”.

KnowledgeWalk

StatementCards

30 min Function and Role of TradeUnions

Read through the Guide Notes inthe following pages.Use it as a basis for your lecture.

Lecture andDiscussion

OHP or LCD

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Module 1. Function and Role of a Trade Union


1 hr Activity

Divide the participants into groupsbased on the unions that theyrepresent.Ask the groups to appoint a Chair,and a Reporter.Ask the groups to discuss thefollowing questions:

What does your union do?Which identified tasks are“functions”?Which identified tasks are “roles”?Are there any other functions youwant your union to play? Why?Are there any other roles youwant your union to play? Why?

Get the groups to write their answerson a flipchart, and report to theplenary.

Group Work Flipchart

15 min Conclusion

Round-up the group activitydiscussions by reiterating thefollowing points:

Union functions and roles arealmost always over-lapping todaygiven the challenges ofglobalisation.Unions have to ensure theirrelevance to their members andsociety by reviewing theirfunctions and roles regularly toensure that they are addressingthe needs of the members.


OHP or LCD

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Guide Notes

Definition of a “Trade Union1

A trade/labour union is an organisation based on membership of workers in various trades,occupations, and professions. The organisation is to be free, open, independent, demo-cratic, and responsible.

Function vs Role“Function” means the job/work/tasks that the trade union is designed to do.“Role” refers to the sphere/area of influence of the trade union.

The Function of Trade Unions2

The main objective of a trade union is the representation of its members at the workplaceand in the wider society, to protect and defend their rights and interests, and improve thewelfare of their families. As an organisation, it seeks to undertake these functions throughthe process of dialogue and negotiation.

To achieve this objective, trade unions have the following functions, prescribed under law:a. Be a party in the making of a Collective Labour Agreement, and the settlement of an

industrial dispute.b. Represent workers / labourers’ in manpower-related matters, at an institutional level.c. Create harmonious industrial relations, and uphold justice and the law.d. Be a structure that channels the aspirations of its members through the defence of the

rights and interests of its members.e. Be a party to a lawful strike action.f. Represent workers / labourers with regard to the ownership of shares in a company.

In addition to the law, most trade unions set out their functions within their Constitutionand By-Laws / Regulations. These include interventions in the economy, such as the forma-tion of cooperatives, and participating in national and local government policy develop-ment, for example.

The Role of Trade UnionsThe sphere of influence of the trade unions have widened over time. The early beginningsof the union movement saw the focus only on labour/work-related issues. Today, there isan overlap in the functions and role of a trade union, because the sphere of influence of theunion is directly linked to its core functions.

1 Article 1 (1), and 3, Workers / Labour Union Act of Indonesia (Act No. 21 of 2000) or UU Serikat Buruh / Pekerja Indonesia (UU No.21/2000). Refer also to Article 10 of the same law.

2 Ibid., Article 4 (1), (2)

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Time has seen the development of five general but principal roles of the trade union, i.e.areas where they can exert their influence, although the list is not exhaustive. These are,respectively, a:1. Representation Role – The central function of a trade union is to represent people at

work, but they also have a wider role in the defence of their members' interests.2. Education Role – Unions also play an important educational role, organising courses for

their members on a wide range of matters, strengthening the organisation and members,and educating society on workers’ rights and labour issues.

3. Service Role – Unions provide a variety of other benefits. For example, some unionsoffer free professional legal advice on labour matters. Other unions provide benefits ofmembership, such as credit facilities, and education grants. Still others provide an openinformation service to the community on workers’ rights and labour issues, e.g. bro-chures on migrant workers’ rights, social security system, etc.

4. Regulatory Role – Almost every improvement in workplace, and labour, conditions –e.g. equal pay laws, stronger health and safety legislation, and statutory severance pay –came about following pressure from trade unions.

5. Political Role – Individual unions and their national centres play a very important rolein lobbying the government and other decision makers to ensure the best possibleconditions of employment for the people.

What do Unions Do?The main function/service a union provides for its members is negotiation and representa-tion. There are other benefits people get from being members of trade unions. Generally,although this is not an exhaustive list, on behalf of the members, the trade union:

Negotiates for them;Represents them;Offers information and advice to them; andOffers them member services

NegotiationNegotiation is where union representatives discuss with management issues which affectpeople working in an organisation. The union finds out the members' views and relaysthese views to management. There may be a difference of opinion between managementand union members. 'Negotiation' is about finding a solution to these differences. Thisprocess is also known as 'collective bargaining'.

In many workplaces there is a formal agreement between the union and the companywhich states that the union has the right to negotiate with the employer. In theseorganisations, unions are said to be 'recognised' for 'collective bargaining' purposes.Pay, working hours, holidays and changes to working practices are the sorts of issues thatare negotiated. People who work in organisations where unions are recognised are betterpaid and are less likely to be made redundant than people who work in organisationswhere unions are not recognised.

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RepresentationTrade unions also represent individual members when they have a problem at work. If anemployee feels they are being unfairly treated, he or she can ask the union representativeto help sort out the difficulty with the manager or employer.

If the problem cannot be resolved amicably, the matter may go to an industrial tribunal.Industrial tribunals make sure that employment laws are properly adhered to by employeesand employers. They are made up of people outside the workplace who listen to theemployer's and the employee's point of view and then make a judgement about the case.People can ask their union to represent them at industrial tribunals. Most cases that go toindustrial tribunals are about pay, unfair dismissal, redundancy or discrimination at work.

Unions also offer their members legal representation. Normally this is to help people getfinancial compensation for work-related injuries or to assist people who have to take theiremployer to court.

Information and AdviceUnions have a wealth of information which is useful to people at work. They can advise ona range of issues like how much holiday you are entitled to each year, how much pay youwill get if you go on maternity leave, and how you can obtain training at work.

Member ServicesDuring the last ten years, trade unions have increased the range of services they offer theirmembers. These include:

Education and training - Most unions run training courses for their members on employ-ment rights, health and safety and other issues. Some unions also help members whohave left school with little education by offering courses on basic skills, and coursesleading to professional qualifications.Legal assistance - As well as offering legal advice on employment issues, some unionsgive help with personal matters, like housing, wills, and debt.Financial discounts - People can get discounts on mortgages, insurance and loans fromunions.Welfare benefits – Members can get death benefits and education grants from theunion.

So, Why Join a Union?Union membership is voluntary. It is, therefore, the responsibility of the union to convinceworkers that membership is worthwhile. Some of the important arguments for joining thetrade union are:

To protect and improve working conditionsTo protect against unfairness and workplace discriminationTo give workers a voice in management decisionsTo give workers unity and strength

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Annex 1: Statement Cards

Read the statements below and ask the participants whether they AGREE, DISAGREE orBOTH.

Statement 1A union function is to be a party in the making of a Collective Labour Agreement, and thesettlement of an industrial dispute.

Statement 2A union role is to represent workers / labourers’ in manpower-related matters, at an institu-tional level.

Statement 3A union function is to create harmonious industrial relations, and uphold justice and thelaw.

Statement 4A union role is to be a structure that channels the aspirations of its members through thedefence of the rights and interests of its members.

Statement 5A union function is to be a party to a lawful strike action.

Statement 6A union function is to represent workers / labourers with regard to the ownership of sharesin a company.

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Objectives/Learning OutcomesTo explain the legal basis for forming a union according to the Trade/Labour Union Act(Law No. 21 of 2000).To explain the legal basis for dissolving a union according to the Trade/Labour UnionAct (Law No. 21 of 2000).

Session Plan

MODULE

Forming andDissolving a TradeUnion

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5 min Introduction

Introduce the topic by stating thatthe session is broken down into 4parts

Part I: DefinitionsPart II: Union Formation and LegalRegistrationPart III: Sanctions against a UnionPart IV: Dissolution of a Union

Lecture OHP or LCD

30 min Part I: Definitions

Prepare for the session by readingthrough the Guide Notes in thefollowing pages – use it as a basisfor your lecture.Make copies and hand out theTrue or False KnowledgeQuestionnaire in Annex 1 for theparticipants to answer. Give them10 minutes to attend to the task.Discuss the answers in the plenary,with references to the law,highlighted using the OHP/LCD.

IndividualWork


KnowledgeQuestionnaire

OHP or LCD

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Module 2. Forming and Dissolving a Trade Union


30 min Part II: Union Formation andLegal Registration

Read through the Guide Notes in thefollowing pages.Use it as a basis for your lecture,ensuring that you cover the followingareas:

Union Ideology andIndependenceUnion FormationUnion Constitution and By-LawsUnion MembershipCompany Management Staff asUnion OfficialsMembers Leaving the UnionMembers Dismissed from the UnionLegal Registration ProceduresUnion Inspection and Investigation

Group Work Flipchart

30 min Activity on Union Formationand Legal Registration

Divide the participants intogroups, ensuring that you mix upthe participants from differentunions.Ask the groups to appoint a Chair,and a Reporter.Hand out the Case Studies onUnion Formation in Annex 2.Ask the groups to read the CaseStudy given to their group and toanswer the questions raised at theend of the Case Study.Get the groups to explain theiranswers in the plenary.Ask the remaining groups whetherthey think the answers put forwardare correct, according to the lawand lecture given.

Group Work Case Studies

Flipchart

15 min Part III: Sanctions against aUnion

Read through the Guide Notes inthe following pages.Use it as a basis for your lecture,ensuring that you cover thefollowing areas:

Grounds for an AdministrativeSanction on the UnionUnion Rights Lost due to Sanction


Flip Chart

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15 min Part IV: Dissolution of a Union


3 Grounds for Union DissolutionDissolution under a Court Decision


Flipchart

30 min Activity on Dissolution of aUnion

Divide the participants intogroups, ensuring that you mix upthe participants from differentunions.Ask the groups to appoint a Chair,and a Reporter.Hand out the Case Studies onUnion Dissolution in Annex 3.Ask the groups to read the CaseStudy given to their group and toanswer the questions raised at theend of the Case Study.Get the groups to explain theiranswers in the plenary.Ask the remaining groups whetherthey think the answers put forwardare correct, according to the lawand lecture given.

Group Work Case Studies

Flipchart

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15 min Conclusion

Conclude the group activitydiscussions by reiterating thefollowing points:

Union leaders should clearlyunderstand how a union is legallyformed. This has a bearing on thestatus of the organisation, and thelegality of its activities.Union leaders should also beaware of how unions aredissolved, in law.


OHP and LCD

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1 MoMT Indonesia and the ILO/USA Declaration Project, Indonesia, 2002, “Workers / Labour Union Act of Indonesia (Act No. 21 of2000)” Article 1 (1), 3, 10

2 Ibid., Article 1 (6)3 Ibid., Article 1 (7)4 Ibid., Article 1 (8)

Guide Notes

Definitions under Law No. 21 of 2000

Definition of a “trade union” (workers’ union/labour union)1

A “workers’ union/labour union” is an organisation that comes from, is established by, andfor, either enterprise-bound or enterprise-free workers/labourers. This organisation ofworkers/labourers is to be free, open, independent, democratic, and responsible. Theorganisation is to fight for the rights and interests of workers/labourers, and protect them.The organisation is also for the improvement of the welfare of workers/labourers and theirfamilies.

Definition of a “Worker/Labourer”2

A “workers/labourer” is any person who works for a wage, or other forms of remunerativeexchange.

Definition of an “Employer”3

An “employer” is:a) An individual, a partnership, or a legal entity that operates a self-owned enterprise;b) An individual, a partnership, or a legal entity that independently operates a non-self-

owned enterprise;c) An individual, a partnership, or a legal entity located in Indonesia, and representing an

enterprise (as stated in (a) and (b) above), that is domiciled outside Indonesian territory.

Definition of an “Enterprise”4

An “enterprise” is:any form of business undertaking,which operates as a legal body,owned by an individual, a business partnership or a legal body,either privately-owned, or state-owned,which employs workers/labourers, andpays them a wage or other forms of remunerative exchange for their work or service.

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Trade/Labour Union Ideology

When forming a trade union/labour union in Indonesia, the law requires that theConstitution and By-Laws of the trade union be in conformity with the state Pancasilaideology and the Indonesia Constitution, 1945.5

Trade/Labour Union Independence

Trade/Labour unions in Indonesia are expected to be free and independent of politicalaffiliations, to be open to people of all races, be democratic in its administration, andresponsible in its actions.6

Union Formation7

Every worker/labourer in Indonesia, whether working in the public or private sector, and/orwhether working in the formal or informal economy, has the right to become a member ofa trade/labour union.8

Civil servants have the right, and freedom, to organise, but the exercise of this right is notregulated under the new law on trade union.9

A trade/labour union is formed with a minimum of ten (10) workers/labourers.10

A federation of trade/labour unions is formed with a minimum of five (5) trade/labourunions.11

A confederation of trade/labour unions is formed with a minimum of three (3) federationsof trade/labour unions.12

The trade/labour union Constitution and By-Laws will regulate the organisation andstructure of the union, including its hierarchical arrangements.13

All unions are to be formed based on the free will of the workers/labourers, withoutpressure or intervention from the employer, the government, any political party, or anyother body/parties. This is referred to as “unions being free and independent.”14

A union can be formed on the basis of a business sector, type of work/trade, or any othercategory, according to the will of the worker/labourer.15

Every union must have a Constitution, and By-Laws. The Constitution must, at least,contain the following:16

5 Ibid., Article 26 Ibid., Article 37 Ibid., Chapter III8 Ibid., Article 5 (1)9 Ibid., Article 4410 Ibid., Article 5 (2)11 Ibid., Article 6 (1), (2)12 Ibid., Article 7 (1), (2)13 Ibid., Article 8. Also refer to Module 5 on the “Organisation and Structure of Trade Unions.”14 Ibid., Article 915 Ibid., Article 1016 Ibid., Article 11

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ESSENTIAL COMPONENTS

OF A TRADE UNION

CONSTITUTION

Election at all levels

Provisions concerning

changes in the union’s

Constitution & By-Laws

Date of Establishment of the Union

Union Objectives

Domicile / Address of the Union

Financial Sources

DUTIES & RESPONSIBILITIES OF

OFFICIALS

Union’s statutory basis

for forming

State Ideology (Pancasila)

MEETING RULES

Procedure for Union Membership & Administration

Domicile

Auditing

Changes in the Union Constitution or By-Laws

Any changes to the union Constitution or By-Laws requires the union officials to notify thelocal Manpower Office, in writing, within 30 days since the date the changes were made.In their notification, they should identify the clauses in the Constitution or By-Law that hasbeen amended.17 The minutes of the meeting where the amendments were made wouldindicate the date of the amendment(s).

Trade Union Membership

Unions must not limit their membership to certain groups of workers/labourers only, e.g.restricting union membership on the grounds of political allegiance, religion, ethnicity,and/or sex,18 or on any other basis. The criteria for union membership should be stated inthe union’s Constitution and By-Laws.19

A worker/labourer is not allowed to hold dual union membership. This means that aworker/labourer can only be a member of one union.20 If a worker/labourer is a member oftwo unions, he/she must declare, in writing, which union he/she chooses to retain his/hermembership.21

17 Ibid., Article 2118 Ibid., Chapter IV, Article 1219 Ibid., Article 1320 Ibid., Article 14 (1)21 Ibid., Article 14 (2)

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The same applies at the federation, and confederation, levels – a trade union can only be amember of one federation, and a federation can only be a member of one confederation.22

Company Management Staff as Union Officials

A worker/labourer in a management position in an enterprise is not allowed to become atrade union official for the union from that company.23 These management positions referto human resource/personnel managers, finance managers, etc. If they become unionofficials, a conflict of interest can arise when they have to engage in bipartite negotiationswith the employer.

Leaving the Union

A worker/labourer can leave the union, but he/she has to submit a written notification ofthis to the union office.24

Dismissal from the Union

By the same token, a worker/labourer can be dismissed from the union, but it has to bedone according to the Constitution and By-Laws of the union.25 If the member who isleaving the union, or being dismissed from the union, was responsible for some taskswithin the union, he/she is still obligated to complete those tasks – he/she will remainaccountable for any unfulfilled obligations to the union.26

Legal Registration of the Union27

A trade/labour union, federation of unions, or a confederation of federations of unions, isnormally formed after a meeting where such a decision is taken. It is therefore, important tokeep a minute of the meeting, as it will have the list of names of the founding members ofthe union – the persons who attended the meeting.

Once a decision has been taken to form a trade/labour union, or a federation, or aconfederation, the following three steps must be taken, to ensure the legal registration, andoperation, of the union.

Step 1:28 Give a written notification to the local Manpower Office (DISNAKERTRANS)of the establishment of the union. Attach to the letter of notification:a). a list containing the names of the founding members;b). the union’s Constitution and By-Laws; andc). the list of union officials, by union office title and name

23 Ibid., Article 1524 Ibid., Article 17 (1)25 Ibid., Article 17 (2)26 Ibid., Article 17 (3)27 Ibid., Chapter V28 Ibid., Article 18

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Also include a logo of the union. Make sure that is it not the same as anyother union’s logo, or the Manpower Office will reject your application forregistration.29

As a matter of record, make two original copies – one for the ManpowerOffice and the other for the union.

Step 2:30 Once submitted, the local Manpower Office should keep a record of theunion in the Union Record Book,31 and issue the union a record number.Note that the Union Record Book kept by the local Manpower Office shouldbe open to inspection at all times, and the public must have access to it.32

The record number should be issued within 21 working days, beginningfrom the date it received the notification.33

If the requirements in Step 1 are not followed, the Manpower Office maypost-pone the recording, and issuance, of a record number.34

Any postponement should be communicated in writing to the union. Thisletter should include the reasons for the postponement. It should be commu-nicated to the union within a minimum period of 14 days from the date theunion notification was received by the local Manpower Office.35

Step 3:36 Once a Record Number is issued, the officials of the union must notify otherunions, in writing, of their recent registration.

Once a Record Number is issued, it gives the union the right to:37

a) negotiate a collective labour agreement with management;b) represent workers/labourers in industrial dispute settlements;c) represent workers/labourers in Manpower institutions, e.g. tripartite committees;d) establish an institution, or carry out activities, related to efforts to improve workers’/

labourer’s welfare; ande) carry out other manpower or employment-related activities that are in compliance with

current Indonesian laws.

This means that the union is obliged to:38

a) protect and defend its members from any violations of their rights, and further theirinterests;

b) improve the welfare of its members, and their families; andc) be accountable to its members regarding the activities of the union, in accordance with

the union’s Constitution and By-Laws.

Being legally registered (i.e. having a Record Number) also allows the union to affiliate orcooperate with international trade unions and/or organisations, as long as it is within theboundaries of the laws of Indonesia.39

29 Ibid., Article 1930 Ibid., Article 2031 Ibid., Article 22 (1)32 Ibid., Article 22 (2)33 Ibid., Article 20 (1)34 Ibid., Article 20 (2)35 Ibid., Article 20 (3)36 Ibid., Article 2337 Ibid., Article 25 (1)38 Ibid., Article 2739 Ibid., Article 26

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Inspection and Investigation

Labour inspectors have the right to carry out an inspection of the union. The inspection isto ensure that the laws that guarantee workers’/labourers the right to organise and carry outrelevant activities is being implemented appropriately.40

Where there are criminal allegations against the union, or union officials, in addition to theIndonesia Police, certain civil servants in the field of labour may be given special authorityto act as an investigator and carry out criminal investigations.41

Sanctions against the Trade Union42

The revocation of the Union Record Number is an administrative sanction that can beimposed on trade unions where the following violations have been committed:

formation of a trade/labour union with less than 10 workers;formation of a federation of trade/labour unions with less than 5 unions;formation of a confederation of federations of trade/labour unions with less than 3federations of trade/labour unions;non-reporting of any amendments made to its Constitution or By-Laws – the unionshould notify the local Manpower Office of such changes within 30 days fro the datethe amendment was made;non-reporting of financial assistance received from international sources – this must bereported in writing to the national Manpower Office (Depnakertrans).

For as long as the Union Record Number has been revoked, the union loses the right to:43

negotiate and bargain for a collective labour agreement with the employer;represent workers in any dispute settlement; andrepresent workers in any manpower/labour institution.

It can, however, continue with activities related to improving the welfare of workers/labourers, and any other manpower or employment-related activity.

Dissolution of a Trade Union44

A trade union can dissolve itself if it so decides, in accordance with the union Constitutionand By-Laws.

It can also be dissolved if the enterprise closes, or stops activities for good, resulting in thetermination of all employment relationships with all workers. By the time the employmentrelationship between the company and worker ends, the employer should fulfil all hisobligations to the workers in accordance with the laws of Indonesia.

40 Ibid., Article 40; Simanjuntak, 2002, p. 3941 Ibid., Article 4142 Ibid., Chapter XII, Article 42 (1)43 Ibid., Article 42 (2)44 Ibid., Chapter X, and Article 37

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The union can also be dissolved if a court decision declares it so. This will only happen ifthe union is sued by a local government agency (within whose jurisdiction the union isbased) because:45

the union’s principles runs against that of the Pancasila and the 1945 Constitution;the union officials or members are proven guilty of committing a crime, in the name ofthe union, resulting in a threat to national security, and are therefore given a jail sen-tence of no less than 5 years

When a union is dissolved, its officials are still responsible for the settling of the affairs ofthe organisation until their obligations are completely implemented.46

Those union officials and/or members, who were proven by the court to be guilty ofwrong-doing, thus causing the dissolution of the union, are not allowed to:47

establish a union, orbecome officials in a union

for a period of 3 years, beginning from the date of the judgement where the court dissolvesthe union.

45 Ibid., Article 3846 Ibid., Article 39 (1)47 Ibid., Article 39 (2)

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Annex 1: True or False Knowledge Questionnaires

No. Knowledge Question True False

A confederation of trade/labour unions is formedwith a minimum of three (3) federations of trade/labour unions.

A trade union is an organisation that comes from,is established by, and for, either enterprise-boundor enterprise-free workers/labourers.

A trade/labour union is formed with a minimum oftwenty (20) workers/labourers

A trade union is to be free, open, independent,democratic, and responsible.

A worker/labourer can hold dual unionmembership.

Every worker/labourer in Indonesia, whetherworking in the public or private sector, and/orwhether working in the formal or informaleconomy, has the right to become a member of atrade/labour union

A “workers/labourer” is any person who works fora wage, or other forms of remunerative exchange.

A trade union is to fight for the rights and interestsof workers/labourers, and protect them.

A worker/labourer can leave the union at any time,without any notification to the union office.

A trade union is an organisation that workstowards the improvement of the welfare ofworkers/labourers and their families.

A union cannot be dissolved by a court decision.

The formation of a federation of trade/labourunions with less than 6 unions can result in anadministrative sanction.

An administrative sanction is the revocation of theUnion Record Number.

The non-reporting of any changes to the unionConstitution or By-Laws will not result in anadministrative sanction

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

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Annex 2: Short Case Studies on Union Formation

Case Study 1

Penny Plantation has been operating for 5 years and has 300 workers. Thirteen workershave decided to form a workers’ organisation in order to negotiate for better wages.Another 20 could possibly join.

Outline the steps they should take in order to be recognised as a workers’ organisation inthe company.

Case Study 2

The garment and textile workers in Bijang are members of the Bijang Textile Workers’Association. Similar associations exist in the provinces of Kitan, Utam, and Bijur, as well asthe districts of Jabar and Sulo.

Can they form a union? What are the requirements?Can they form a federation of textile workers? What are the requirements?Can they form a confederation of textile workers? What are the requirements?

Case Study 3

The transport workers in Pitan want to form a union but wish to limit membership to thefollowing criteria:

only indigenous transport workers of Putan can be members;they have to be between the ages of 18 and 30 only;they should have a minimum of high school education; andthey are males.

In addition, the proposed Chairperson for the union is the Director General for TransportServices in the Ministry of Transport and Utilities.

Discuss the possibilities of formation of the union.

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Annex 3: Short Case Studies on Union Dissolution

Case Study 1

Pelangi Enterprises has been operating in Indonesia for 10 years. Due to financialproblems, the company was facing bankruptcy charges. The management informed theworkers – some of whom were members of the PT. Pelangi Workers’ Union – that it wouldclose its Indonesia operations at the end of the year.

What does this mean for the PT. Pelangi Workers’ Union – can they still remain a union?Discuss.

Case Study 2

At a strike action last year, the 3 leaders of PT. Zero Workers’ Union were apprehended bythe police for allegedly inciting violence in the suburban neighbourhood near the companypremises.

They were caught on video-tape throwing stones and broken bottles at the companyhomes. They were charged with criminal offences and were all given jail sentences rangingof 2, 4, and 6 years respectively.

As all 3 union leaders were involved, the court declared that the PT. Zero Workers’ Unionbe dissolved.

Is this a legal dissolution of the union? Discuss.

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Objectives/Learning OutcomesTo understand the dimensions of a trade union structure.To look at the structure of your own union.

Session Plan

MODULE Trade UnionOrganisationalStructure andAdministration

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5 min Introduction

Explain the Session Objectives andLearning OutcomesShare the Session Plan by statingthat the session is broken downinto 4 parts:-Part I: Union StructuresPart II: Union AdministrationPart III: Union – Member RelationsPart IV: Union Staffing

Lecture OHP or LCD

15 min Part I: Union Structures

Prepare for the session by readingthrough the Guide Notes in thefollowing pages – use it as a basisfor your lecture.

Group Work


Flip Chart

OHP or LCD

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15 min Part II: Union Administration

Read through the Guide Notes inthe following pages. Use it as a basisfor your lecture, ensuring that youcover the following areas:

Union Constitution and By-Laws6 Basic Principles that governsUnion Administration


OHP or LCD

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Module 3. Trade Union Organisational Structure and Administration


15 min Part III: Union – MemberRelations


Rights and Responsibilities ofMembersOnus on Union LeadershipInitiatives to Improve Union –Member Relations


OHP or LCD

15 min Part IV: Union Staffing

Read through the Guide Notes inthe following pages. Use it as a basisfor your lecture.


OHP or LCD

30 min Activity on Union Structureand Administration

Divide the participants according totheir unions, with someone electedas the Chair and another elected asthe Reporter.In their groups, ask the participantsto:

describe their union structure in aflow-diagram,describe how resources aremobilised and used.identify weaknesses and strengthsin the structure, if any, and howthey have addressed them.

Have the groups return to theplenary to share their discussion.


Flip Chart

15 min Conclusion

Round-up the group activitydiscussions by reiterating thefollowing points:

The union structure should reflectthe needs of the needs of themembers. This has a bearing onthe relevance of the organisation,and the usefulness of its activities,to its members.


OHP or LCD

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Guide Notes

Definitions

Organisation vs Structure

“Organisation” means the coordination of people, processes, systems, structures, andactivities, for purposes of providing administrative, technical, and representational servicesto members of the union.

“Structure” refers to the different types, and classifications, of unions, based on theirrecruitment patterns, and the work areas from which the membership is drawn.

An “organisational structure” relates, therefore, to the coordination of the trade unionactivities and services through an identified administrative process and communicationline. It is needed in order to implement the organisational strategies.

Dimensions of a Trade Union Structure

A trade union’s structure has four dimensions:a) The formal organisational structure;b) The administration of the structure;c) The people within the organisation – members, office bearers, and staff; andd) The human resource system – the employees of a trade union.

These four dimensions are described in detail below and in the following pages.

A. Trade Union Organisational Structure

In general, the union organisational structure is composed of:a) Several layers

a. Geographical – national, regional, local)b. Industry – national union, regional branch, plant unions)

b) Each related to the other – horizontally and verticallyWith staff in various departments or sections, depending on the type of activities orservices the organisation engages in; andHaving rules and regulations regarding decision-making, and administrative,procedures.

This is true for the union organisational structures in Indonesia. Annex 1 is a flow diagramof the current organisational structures of the three national union confederations inIndonesia, KSPSI, KSPI, and KSBSI.

A union’s formal organisational structure is influenced by its:SizeSpread (geography / industry)RoleActivitiesAuthority and accountability, etc.

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When establishing a union, the structure adopted should be one that best represents theinterests of the members.

B. Trade Union Administration

“Trade union administration” is the process of evaluating, planning, and controlling thematerial and non-material resources of the union, to achieve certain goals. It is amechanism for an efficient and systematic way of running/operating the union.

Trade union administration is a mechanism that uses a democratic process in decision-making. The democratic process encourages participation by all members. Participation byall members maximises the proper use of resources, and ensures the implementation of theplans of the trade union.

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Basic Principles that Governs Trade Union Administration

MembershipSovereignty

– Quality of the members– Assertiveness on members’ rights and

responsibilities– Devotion to carry out the tasks set out by the union– Members’ supremacy, because they determine the

strength and effectiveness of the unionNOTE: Members’ supremacy should not be used as atool for contention

Representation – Members elect representatives– Elected representatives voice the ideas and

sentiments of the members

– Prudent distribution of authority and responsibility

– Trade union services to members– Dedication of leaders and members. ‘WE” and not

“I”.– There is sacrifice, dedication, commitment,

discipline, and service, for the progress of the union

– Clear definition of union policies– Sound implementation of union policies– Guidance in the implementation of the union

policies– Planning, division, and programming of work– Union policies are put into action– Specific programmes are developed, with strategies,

a timetable, resources allocated, and standards formonitoring and evaluation

– Activities are realistic and operational [SMART]– Proper allocation of resources, through proper

planning – manpower, funds, infrastructure,personnel

– Periodic evaluation of policies, programmes, andactivities

– Protect and promote the interests of its members– Convening continuous activities for the organisation

and for the members– Having a good administrative structure and system– Delivering relevant services to members– Abiding by the constitution of the union

Delegation

Services

Sound Administration

Trade UnionObjectives andFunctions

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Trade Union Constitution and By-Laws

A “trade union Constitution” is a legal document that states the principles on which thetrade union is founded. It prescribes the structure, governance principles and administrativeprocedures of the organisation. It also assigns different constituents of the union with theirrespective powers, duties, and responsibilities. Annex 2 identifies some essentialcomponents of a union Constitution.

C. Union – to – Member Relations

Rights of Members

Trade unions are democratic, representative organisations. This means that members:Elect their leaders – no leader should be nominated by a few, or for political reasons;Have the opportunity to seek election to various leadership positions; andHave the opportunity to influence (through balloting or other means) major decisions(like workers’ demands, strike notices, collective agreements, etc.) before they areactually taken.

Responsibility of Members

Trade unions are expected to represent the collective interests of their members. They aresocial organisations of workers (members), for the workers (members). Members, therefore,should be willing to pay the costs of running a union, attend meetings regularly, andparticipate in union discussions and decision-making processes.

Onus on Union Leadership

Trade union priorities arise from the needs and expectations of the members. Decisions onthe union members’ needs or expectations should be based on actual feedback frommembers rather than assumptions by the leadership. For example, the needs of youngerworkers are different from those of other members. The same with women workers, andworkers with family responsibilities.

The union leader in the early beginnings of the labour movement was more of a fieldworker. Today, there is a need for union leaders to pay attention, to prevent the unionleader from being another bureaucrat. The zeal in trade union work can be replaced by thelure of money, political influence, and concern for career rather than doing service for thebenefit of the members, and by extension, society at large.

Initiatives to Improve Union – Member Relations

Trade unions can take up several initiatives to improve union-member relations, forexample:

Create union committees with the responsibility of targeting special groups of workers,for unionisation, and to understand their specific needs and expectations.Regularly update the member database.

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Create greater openness and transparency in the trade union.Increase the opportunities for members to involve themselves in union activities.Strengthen communications between the members and the union, through regular newsbriefs, or though a website, or newsletter, etc.

D. Strategic Staffing

In general, most trade unions rely on the voluntary efforts and contributions of leaders andactivists. Many unions have skeletal staff whose terms and conditions are way belowmarket conditions. All trade unions, depending on their size, need to have a system whichis efficient. Full-time staff and qualified professionals working for the union strengthensworkers’ activities, as there is a link between the quality and motivation of the paid staff,and the services and finances of the trade union. Commitment to the trade union causealone is not enough. Competence and motivation is necessary. Where the union employspeople, it should be a model employer, putting into practice the employment conditionsthat the union espouses.

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ANNEX 1

The Three Operational Wings of a Union

Tasks

– President– Vice President(s)– Secretary General– Deputy Secretary

General(s)– Assistant Secretary

General(s)– Treasurer– Committee

Members

Bodies

Members

Notes

– Secretary General– Deputy Secretary

General(s)– Assistant

SecretaryGeneral(s)

– Coordinators ofeach Departmentlisted on theright)

– Administration– Finance– Community

Services– Cooperatives– Industrial Relations– Occupational

Health & Safety– Organising– Skills

Development– Women– Youth/Young

Workers– Information

Technology– Legal– Education– Media– Research– Library/Information

Centre

Union ExecutiveCommittee

Union Secretariat Departments

POLITICAL EXECUTIVE OPERATIONAL

– The Committeemeets once amonth, bi-monthly, or everyquarter.

– It oversees thework of theSecretariat

– The policydecisions aremade at this level

– The Secretariatnormally has afull-time staff

– The operationaldecisions aremade at this level

– Programmes,activities, andservices areimplemented atthis level

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ANNEX 2

Essential Components of a Trade Union Constitution

ESSENTIAL COMPONENTS OF A TRADE

UNION CONSTITUTION

ELECTION AT ALL LEVELS

EXTRA -ORDINARY ANNUAL GENERAL

MEETING (AGM)

DECLARATION OF PRINCIPLES

MEMBERSHIP

RIGHTS & OBLIGATIONS OF MEMBERS

NAME & LOGO

FINANCE & FUNDS

DUTIES & RESPONSIBILITIES OF

OFFICIALS

COLLECTION OF DUES

EXECUTIVE COMMITTEE

MEETING RULES

GRIEVANCE HANDLING &

APPEALS

PREAMBLE

AUDITING

VOTING

GENDER EQUALITY IN LEADERSHIP

ANNUAL GENERAL MEETINGS

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Objectives/Learning OutcomesTo obtain an overview of a strategic planning model for organisational developmentwith a trade union perspective.To understand the meaning and significance of a Mission, and Vision, Statement.To understand the difference between a Goal and a Plan, and to be able to formulatethem for the union.

Session Plan

MODULE Trade UnionStrategic Planningfor OrganisationalDevelopment

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5 min Introduction

Explain the Session Objectives andLearning OutcomesShare the Session Plan by statingthat the session is broken downinto 5 segmentsPart I: Strategic PlanningPart II: SWOT AnalysisPart III: Mission and VisionStatementsPart IV: Goals and PlansPart V: Evaluation


OHP or LCD

1 hr Part I: Strategic Planning

Prepare by reading through theGuide Notes and preparing yourpresentation accordingly.

As an Introduction, ask theparticipants what theyunderstand by the term “strategicplanning”. Write these down on aFlip Chart or Transparency.Then as an Activity, ask theparticipants if any of the unionsrepresented has ever undertakena Strategic Planning exercise. If so,ask one of the unions to share

Discussion OHP or LCD

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GroupActivity

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Module 4. Trade Union Strategic Planning for Organisational Development


1 hr Part II: SWOT Analysis

Explain what a SWOT Analysis isthrough a presentation.As an Activity, ask the participantsto divide themselves according tothe unions they represent. Theobjective is for the participants tounderstand how it is done, andhow it is analysed at the end.On the Flip Chart, ask them toundertake a SWOT Analysis of theirunion, using the grid in Annex 1.In the plenary, have the groupsexplain their analyses.

Lecture

GroupActivityaccording toUnions

OHP or LCD

Flip Chart

their experience, through guidedquestions from the Facilitator,e.g.- What was the process?- Was their an internal or

external facilitator?- Were there any changes

resulting from the strategicplanning process?

- What were the changes, ifany?

Round-up the discussion with ashort lecture on what StrategicPlanning is all about, capturingthe essence of the issues raisedin the group discussion.

Lecture OHP or LCD

1 hr Part III: Mission and VisionStatements

As an Introduction, as theparticipants if they are aware oftheir respective Mission, andVision, statements – how werethey formed?Proceed with the lecture onMission and Vision StatementsAs an Activity, ask the groups todivide again according to theunions they represent. The task isfor the group to discuss anddevelop a Mission Statement, anda Vision Statement, using theSMART criteria as a guide (i.e.Specific; Measurable; Actionable;Result-oriented; Time-bound).The statements are to be writtenon the Flip Chart, ready for theplenary.

Discussionand Lecture

Group Work

OHP or LCD

Flip Chart

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1 hr Part IV: Goals and Plans

Deliver the presentation on Goalsand PlansAs an Activity, divide the groupsagain according to their unions.Ask them to identify five mostimportant Goals for the union, inorder of priority.Remind them that Goals are to beSMART.Then given the identified Goals,ask the groups to formulateAction Plans for each Goal, usingAnnex 3 as a template.

Lecture

Group Work

OHP or LCD

Flip Chart

At the plenary, reiterate that theMission and Vision statementsshould have meaning andsignificance to the union.

1 hr Part V: Evaluation

Deliver the presentation onEvaluation.

As an Activity, divide the groups:Identify key activities or services orprogrammes of their unions.Discuss the purpose of thoseactivities or services orprogrammes.Develop a criteria or measure ofsuccess/effectiveness.Discuss the method, and describethe tools for collection ofinformation.Describe the mechanism forreview and feedback.

Ask them to use the template inAnnex 4 to record their discussions.

Lecture

Group Work

OHP or LCD

Flip Chart

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Guide Notes

A. Strategic Planning for Organisational DevelopmentPlanning is a continuous process and not a one-time-only activity. It is a tool and processused to put the organisation’s vision into action.

“Strategic planning” refers to a deliberate preparation and scheduling of arrangements thatneeds to be made, or activities that needs to take place, in order for an organisation toachieve its goals. It is a useful tool to monitor the progress and development of the union.

Strategic planning helps the union leadership:Anticipate, and act;Do things systematically;Examine all relevant information/data;Develop a check-list of relevant and critical questions, problems, and decisionsdemanding attention; andConsider more than one way to achieve the union’s goals.

The union strategic plan is developed once every 3 – 5 years, depending on the cycle ofleadership – refer to the Union Constitution to determine the cycle of leadership, i.e.Congress.

There are five general but important elements to strategic planning. They are:a) The formal organisational structure;b) The administration of the structure;c) The people within the organisation – members, office bearers, and staff; andd) The human resource system – the employees of a trade union.

These four dimensions are described in detail below and in the following pages.

1. The SituationThis requires an analysis of the environment within which the union operates – both

internal and external. Annex 1 provides an illustrative check-list of environmentalfactors affecting trade unions. The list is not exhaustive.

2. Mission and VisionThese need to be defined, as they guide the Goals of the union.

3. Goal-SettingHere, it is all about setting the goals and priorities for the union, and formulating

strategies, in an identified time-period.

4. Formulating the Strategic (Action) PlanThis is detailed, identifying programmes and budgets. The assessment of resources is

important at this stage.

5. Implementing and Reviewing the Strategic (Action) PlanThis is all about implementing the Strategic (Action) Plan, and reviewing the

performance, for necessary corrective action.

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B. Institutional, and Environmental, AnalysisAn analysis of the present situation is needed in order for relevant strategic planning to bemade. An insufficient analysis will lead to a poor foundation in the development of theunion. It can result in wrong strategies and ineffective use of resources. The analysis pro-vides for the understanding of the following:

The institution, which will show the trade union’s STRENGTHS and WEAKNESSESThe environment within which the trade union operates, which shows theOPPORTUNITIES and THREATS that can present themselves over time

Taken together, the two analyses are known as the “SWOT Analysis”. The results of theSWOT analysis forms the basis for identifying relevant strategies to deal with current, andfuture, conditions that affects the members and the union.

The SWOT Analysis is done in two parts:

1. Institutional Analysis (IA)This analysis points to the strengths and weaknesses of the union. A “STRENGTH” is aninternal characteristic or asset that gives the union a competitive advantage in relationto its Mission and Objectives. A “WEAKNESS” is an internal characteristic or limitationthat places the union at a disadvantage in relation to its Mission and Objectives.

2. Environmental Analysis (EA)This analysis will point to the OPPORTUNITIES and THREATS that may presentthemselves in the time-period the plan is to be implemented. An “OPPORTUNITY” isan external condition that gives the union a chance to improve its position in relation toother unions, civil society organisations, government, and the private sector. A“THREAT” is an external condition that places the union in a disadvantage, orundermines its ability to successfully implement its plans.

The SWOT Analysis is based on the view that the trade union is part of a complex systemof five interacting forces that affects its survival, and future:

1. The union itself;2. The trade union/labour movement;3. The businesses/industry in which the union operates;4. The labour relations system; and5. The general social system.

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Steps in the SWOT Analysis

Consider the following steps when making a SWOT Analysis:

STEPS INSTITUTIONAL ANALYSIS ENVIRONMENTAL ANALYSIS

1 Gather data about the union, from:Annual reportsConstituency dataFinancial statementsStaff, services, and support facilitiesConstitution and by-lawsInterviews with key leaders, andstaff

Gather data about the environment,from:Newspapers, and magazinesGovernment publicationsBusiness and academicpublicationsIndustry association publicationsTrade union publicationsPublications of political partiesPublications of research institutesand think-tanksThe ILO

2 Organise the data according to thefollowing:Organisation – basic values, beliefs,and goals of the unionConstituency – members and otherbeneficiaries of union activitiesProgrammes/services/activities ofthe unionResources – staff; facilities;equipment; finance, etc.Management System – unionorganisation structure; leadershipstyles; planning system;administrative procedures; decision-making procedures; performancemonitoring and evaluationExternal Links – relations with otherinterested parties, includinggovernment, management, civilsociety, private-sector bodies, etc.

Organise the data according to thefollowing:Sectoral – economics; politics;technology; geography;environment; social relations/norms/systems/valuesLabour Relations System – unionlaws; labour laws; collectivebargaining; dispute settlement; etc.Industry – composition of theindustries; industry practices;attitude towards trade unionismTrade Union/Labour Movement –membership; objectives;programmes; resources; activities

3 Make a preliminary analysis of thedata

Make a preliminary analysis of thedata

4 Group the trends/conditions into“strengths” and “weaknesses”.

Group the trends into “threats” and“opportunities”

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C. Developing a Mission and Vision StatementThis is the crucial first step in the development of the strategic plan for the union. Nor-mally, the Mission, and Vision, of the union would already be stated in the trade unionConstitution.

A “Mission” is the reason for the existence of the organisation / union. It should definewhat the organisation was established to accomplish. It determines the purpose of thetrade union.

A trade union without a mission is like a journey without a purpose – if you do not knowwhat you want to do (or should do), it does not matter what you do; if you do no knowwhere you want to go, it does not matter whichever direction you go.

A “Vision” is a dream concerning the desired state of the future. It is about having a sharedimage of what you want your trade union to be.

When it comes to the future, there are three kinds of people:Those who let it happen;Those who wonder what happened; andThose who make it happen.

The last category of people are those with a vision.

Vision can be developed by:Examining the current state of the organisation;Establishing a case for action; andFocusing attention on what the people and the organisation need to become.

Example of a Mission Statement(developed by President John F. Kennedy, USA, 1962)

“To land a man on the moon, and bring him back safely to earth, before this decade is out.”

The above Mission Statement is so precise that everyone working in National AerospaceAgency (NASA) knew what they were working towards. They were not only doing spaceresearch; they were preparing to land a man on the moon, and bring him back safely to

earth before 1 January 1970.Mr. Louis Armstrong, captain of the Apollo 9, walked on the moon in 1968 and returned

safely to earth.

An Example of a Vision Statement of a Trade Union

”The vision of the union is for every worker to possess better skills so that he/she can securea better job, enjoy better pay, and live a better life.”

To achieve the commitment to the vision, the trade union should set up the structure andsystems needed to fulfil the vision.”If you want to change behaviour, you have to

change the system. When placed in the same system, people, however different, tend toproduce the same results.” (Peter Senge)

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A Vision is:A realistic, credible, attractive future for the organisation;An articulation of the destination towards which the organisation should aim;A future that is desirable for the organisation.

It contains:What we want to become; andWhat we want to achieve.

The 8 key components of a good Vision Statement are:Brief and precisePro-changeProvides directionMeasurable objectivesFocuses on peopleArouses actionMay be leader-developed BUT team-alignedCommunicated and brought in by all people

Relationship between the Mission and Vision

The Mission reminds us of the reason for the organisation’s (union’s) existence, and focuseson action and performance.

The Vision indicates the direction – where do we want to go?

Which comes first – Mission or Vision? Attempting to answer this question is similar toattempting to find an answer to the question as to whether the chicken or the egg camefirst.

Some people consider the Mission and Vision as two different concepts. In a neworganisation, the Mission and Vision overlap at the time of its formation. In an establishedorganisation, the Mission defines the reason for its existence while the Vision indicates thedirection which the organisation should go in future – i.e. Vision is a Mission with a strate-gic intent.

In case of doubt or confusion, do not try to differentiate between the Mission and Vision.Think of the main purpose of the union, referring to the listed objectives in the UnionConstitution. Para-phrase the key objectives into a simple, attractive, and inspiring sen-tence. This could be the Mission of the union. Then think about what you as a union wantto achieve – this could be the Vision for the union.

What Mission, and Vision, Statements should Be:ClearFocusedPreciseValue-centred and drivenUnderstandable to allActionable by all

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AttainableTime-bound

SOME EXAMPLES OF THE MISSION, AND VISION, STATEMENTS OF UNIONS

UNION MISSION VISION

A To create a human and competitiveworkplace; to ensure respect for work,workers, and workmanship; and toadd value and enhance the interestof its members.

To make the union most admired byits members, the company, and thecommunity.

B To make the union the strongest, so asto protect and enhance the interestsof its members and the enterprise.

A satisfied workforce in a successfulenterprise.

C Develop, protect, enhance, andsecure the rights of all workers andtheir families.

All workers will have secured jobs in animproved, safe, healthy working andliving environment.

D To achieve social change throughsocial control on all means ofproduction, including capital.

Decent work and dignity of labour.

C To protect and enhance the interestof workers, the industry, and thenation.

To be the ideal union that becomesthe first choice for all.

D. GoalsAfter having finalised the Mission (objectives) and the Vision (future direction) of the union,Goals have to be set to accomplish the Mission and Vision.

The Goals are the milestones on the long road to achieving the Mission and Vision of theorganisation. By fulfilling the Goals, the trade union will get gradually closer to the optimalsituation.

When setting up the Goals, the results from the “Summarised SWOT Analysis” should beincluded, i.e.:

The Goals have to take the members’ interests and those of others who matter to theunion.The Goals have to build upon the strong points, and improve on the weak points, ofthe organisation.The Goals must use the opportunities in the environment, and at the same time,minimise the threats.The Goals should be formulated in a concrete, time-bound, and realistic way.

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Goal Requirements

The Goals have to be:Personal and aggressive – it should demand something from somebody; if it can befulfilled by itself, it is not a goal but a natural phenomenon.Realistic – it has to be achievable if you want anyone to take responsibility for it.Possible to manage – it should be possible to measure the progress towards the goal bysimple means.Time-bound – there should be a fixed date for achieving each goal.SMART – they have to be written in a manner that is SPECIFIC, MEASURABLE,ACTIONABLE, RESULT-ORIENTED, and TIME-BOUND.

Hierarchy of Goals

There are:Overall long-term goals;Medium-term goals; andImmediate or short-term goals.

The goals for the work to be carried out by the unions’ staff should be specific.

E. The PlanThe Plan specifies the main efforts/strategies required to realise the Goals. With each set ofstrategy, a set of activities will be identified to realise each Goal – the Plan should beaimed at achieving the Goal.

The Activities describe who should do what, where, when, for how much. Therefore, Plansshould take into account the resources available to the union, and the resources which canbe made available to the union.

Once the Goals have been identified, the Action Plan (Strategic Plan) should be formu-lated. The Action Plan should include:

A set of activities to achieve the Goal – there should be a link between Mission(Objectives), Goals, and ActivitiesThe target groups covered by the ActivitiesAssignment of authority and responsibility – who should do what?Time-span – scheduled dates for carrying out/completing the Activities/TasksPlace – where the Activities will take place: at the shop floor/plant level or nationalfederation level or branch level, or national confederation level?Resources required, and available – if there is a gap in resource allocation (financial,human, physical infrastructure, etc.), how will it be addressed?Monitoring and review – criteria and measures/mechanisms for assessing the results.

Time and finance are the two key dimensions of Plans. To utilise them appropriately re-quires a strategy/ies on one, or more, of the five separate areas below:

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Structure

Centralisation – changes of structure that increases the formal power at the top of thehierarchy.Decentralisation – changes of structure that increases the formal power at local orregional level.Flexibility – changes of structure that involves organising in relation to the situation, e.g.activity or service-based project/matrix organisation.Rationalisation – changes of structure that simplify the political organisation, or theadministrative system, e.g. fewer committees; shorter communication lines;specialisation of functions; etc.

Processes

Development of Management – improvement of planning and decision-makingprocesses in relation to management staff, meetings, economics, and projects.Development of Cooperation – strengthen unity by improving:

Communication and group processes;Division of labour between elected officials and employees;Internal handling of cases.

Development of Productivity – simplify working processes through, e.g. rationalisation;computerisation; development of jobs that improve motivation.

Capacity

Qualifying – training of representatives, shop stewards, and employeesStrengthening culture – improve the consciousness of the trade union culture amongleaders and members.Extension of technology – procurement and increased use of technology to improve thecapacityConsolidating – improvement of the economy through:

Reduction of activitiesReduction of permanent costsCommon facilities, functions, and activities together with other trade unionIncrease membership feesIncrease income through income-generating sources

Production

Re-orientation of Services – improvement or reduction of less important servicesDevelopment of Services – development of new servicesDifferentiation of membership services – analyse the needs among the differentmembership groups, and make appropriate services packages.

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Execution/Implementation

Development of a Service System – developing the trade union as a good serviceorganisation, that delivers first class services to its members.Marketing – make the trade union visible to all interested parties: the members, theemployers, the public.Development by “Marketing” – increase the union membership through recruitment ofnew members; or a change of criteria for membership; or by having a new serviceproduct for members.Alliance – alliance with other trade unions.

F. Evaluating the Effectiveness of the Trade UnionA trade union is considered effective if it is able to:

Enrol all the workers in the concerned branch/company, and is thus representative ofthe target group of workers;Ensure job and income security, and career progression;Improve the productivity of the enterprise/industry;Enhance the standard of living, and quality of worklife;Meet the expectations of the members in its services to them.

“Evaluation” is purposive. It is a systematic way of asking a series of common-sense ques-tions, with a view to reviewing, comparing, and/or improving the performance of the unionand its activities, services, programmes.

Depending on the purpose of the evaluation, the approach, criteria, and mechanisms canbe developed. The major steps in evaluation are the following:

Purpose of the evaluationMeasures of effectiveness or successMethod of evaluationFollow-up needed – add, delete, or modify some of the activities, services, orprogrammes?

Step1: Purpose of the Evaluation

These could be many, such as:To know what extent the objectives of the union has been achieved;To appraise how one, or more, activities, of the union has been conducted; andTo gauge the degree of satisfaction of the union membership with the union.

Some of the questions that the evaluation may seek to address include one, or more, of thefollowing:a) Review

To what extent has the union met its objectives?How well a particular activity/service/programme has is working?

b) Benchmarking or ComparisonAre there other unions faring better than us in any way?

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What are the things which other unions are doing that we should also considerdoing? Why?

c) ImprovementWhat accounts for success?How can an activity / service / programme be improved?Is this the best way to operate?Are we making the best use of resources?What changes are required in the sources, and uses, of funds, to achieve betteroverall results?

Step 2: Measures of Effectiveness or Success

There is no one best measure for any of the wide range of activities of the trade union.If we consider ORGANISING as the activity whose effectiveness or success a union wishesto measure, the measures could include one, or more, of the following:

Percentage of workers organisedDistribution of workers organised in terms of their representation across various sub-groups, such as females; males; minorities; etc.Average cost of organising a memberAverage staff time taken to organise a workerPercentage of members actively participating in union activities.

If we consider COLLECTIVE BARGAINING, the measures of success could be:How do wage levels of our members compare with those of others in the region/industry?How do benefits for our members compare with those of others in the region/industry?Has the agreement resulted in an erosion of past benefits?Have the workers lost control over work?Has the agreement resulted in a shift of power balance, e.g. accrual of new rights tounion, or the conceding of rights to management?Has the agreement resulted in benefits through expanding the size of the cake, so thatdifferent interest groups could have a larger cake without anyone having to cut theirshare?Have the real earnings and living standards of workers been improving over a period oftime?Does the agreement take into account the long-term viability and growth of theindustry?

The measures of effectiveness or success depends on what the union is seeking to accom-plish.

Step 3: Method of Evaluation

The evaluation could be based on:Existing resources of information, such as records, reports, etc. For example, theinformation on real wages of members could be derived from the wage data, andinformation on the cost of living index.

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Characteristics of a Good Performance Evaluation System

A good performance evaluation system would ensure:Clear Accountability – everyone has to be clear on what they are being asked to doaccording to a commonly agreed-upon standard.Regular Data Collection – performance information to be collected regularly, todetermine how well people are performing, and planned activities are being performed.Regular Feed-back – feed-back must be given to people so that hey can continue toperform well. Feed-back will also help people who are not performing to analyse theshort-comings, if any, and take actions to perform as expected.Recognition and Reward – recognition and reward systems would motivate people toperform well and improve performance. Consequences for non-performance will act asa deterrent to those who shirk work.Proper Systems, and Training – any evaluation to measure effectiveness would beeffective if supportive systems of the kind mentioned above are in place, and people aregiven necessary training.

Example of an Approach to Evaluation

Purpose Measures Results Follow-Up

Increase ofnumber ofCBAnegotiators by15%

Number ofunionistscompletingBasicNegotiator’sTrainingCourse

17 completedagainst atarget of 25

What actionto take tobridge thegap?

Generating and processing information through tracking down activity records, e.g.field reports of union organiser, workshop reports, etc.Administering questionnaires, e.g. for membership satisfaction surveys.A quantitative assessment, e.g. a numeric measure, such as percentage of membersorganised in relation to total number of workers in the same category/industry.A qualitative assessment, through interview, focus group discussions, questionnaires,etc.

Step 4: Follow-Up

It is not enough to review and evaluate. The analysis should identify areas of action, deter-mining the kind of follow-up needed to bridge the gap between the desired levels of effec-tiveness or success.

45

Frequency of Evaluation

Evaluation is a continuous process. Its purpose is to improve the performance of theindividual’s (office-bearers, staff) various activities, and the trade union itself. The frequencyof the evaluation depends on the nature of what is being evaluated.

It is useful to have monthly, quarterly, and annual reports on various activities. Dependingon the life-cycle of an activity, service, or programme, the period of evaluation can bedetermined appropriately. Periodic monitoring and evaluation will serve as checkpoints,and permit mid-course corrections, as necessary.

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Annex 1:An Alternative Model to Getting the Strategic Planning ProcessStarted

The five elements of strategic planning can be facilitated by the following prepatory steps,which would run parallel:

1. Convene a “Mission/Vision” Workshop – this is to start the process of strategic planningwith a shared vision. To facilitate the workshop, it is important to take stock of thesituation in the union. Page??? Discusses Mission and Vision development in detail.

Three possible approaches can be combined as a preparation to the Vision Workshop.Inputs from office-bearers – union leadership should invite all the office-bearers to sendtheir inputs as to what the union vision should be.Commissioning studies about the union – the union could do the entire exercise byitself or may commission an external expert to study:

the expectations of the union members;the significance of the changes in the internal and external environment of theunion; its impact on the union and its members; and the choices the union have toaddress the impacts;how the union could be structured to meet the challenges of the changes in theenvironment.

Holding brain-storming session with the rank-and-file members – without members,there is no union. An important part of a vision is that members and the union shoulduse a bottom-up and top-down approach in bringing changes in the organisation. Toevolve a common and shared vision, the rank-and-file members and office-bearersshould be involved at various levels, in a series of brainstorming sessions.Convening the Vision Workshop

Based on the inputs and data provided on the current and projected work of theunion, the Executive Committee, and office-bearers, should meet in a 2 or 3-dayworkshop with an external facilitator.At the workshop, they will formulate the vision, mission, and broad strategies of theunion, outlining the qualitative and quantitative goals for the next 3 – 5 years

2. Establish a Committee – a Steering Committee should be set up to oversee thetranslation of the Vision into a Strategic Plan, including its implementation, and periodicreporting back to the Executive Committee.

Executive Committee member responsible for the Steering Committee: GeneralSecretary or one of the Vice Presidents.Members of the Steering Committee: should be trade unionists with experience; andexpertise available within the union and membership in different areas concerned,e.g. experts on planning concepts; management; research; law; economics; etc.Trade union leaders and Heads of various departments within the union shouldcritically review the Action Plan and offer suitable suggestions and modificationsbefore it goes to the Executive Committee for consideration and further improve-ments, and at the final stage, to the General Union Body, for approval as per theunion’s Constitution.

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3. Organisation Restructuring – The structure of the organisation should follow thestrategy. In light of modified plans and strategies, in an environment that is usuallyconsidered different from the one that existed before, the union should considerwhether any changes have to be made in the union structure, such as:

The organisational structure of the union – departments/sections/units geared to thenew tasks.Staffing needs of various departments/sections/units in the Secretariat and/or fieldoffices.Information management systems, particularly both horizontal and vertical commu-nications – among the office-bearers, and between the office bearers and the rank-and-file members.

4. Implementation and Review – No plan is worth putting together if there is noimplementation strategy. Implementation problems should be considered at the time ofplanning, particularly with regard to resources.

Therefore, the Committee should have among its member persons who would have theultimate responsibility, and accountability, to facilitate the implementation of the plan.

The following are considered essential for a successful implementation of the union’sstrategic plan:

Communication within the Executive Committee, and between the Executive Com-mittee and the rank-and-file members – so there is better understanding of the ratio-nale, content, and implications of the proposed plans;Development of appropriate skills and knowledge, through training and consultationvisits, as necessary;Commitment and support of the union leadership, from the top to the bottom levels.

It is, therefore, important to:Identify the purpose, criteria, and measures for monitoring and evaluation the resultsof the plan;Communicate this to those who have the responsibility to facilitate and/or imple-ment the plan before the implementation begins;Ensure a mechanism for a two-way, ,open, transparent feed-back, as this facilitatesthe free-flow of information about the implementation experiences and problems, ifany;Have a continuous review of changes in the environment, and resources; andHave a periodic up-dating, through mid-term reviews, or evaluation, as relevant.

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Annex 2:SWSWSWSWSWOOOOOT AT AT AT AT Analysis Gnalysis Gnalysis Gnalysis Gnalysis Gridridridridrid

SWOT Analysis

Strong PointsWhat are the strong pointsof your union?

Weak PointsWhat are the weak points of your union?Why? How can they be addressed?

OpportunitiesWhat are the new opportunities for yourunion? Why are they opportunities? Howcan they be addressed?

ThreatsWhat are the possible threats to theunion? Why? How can they be addressed?

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51

Objectives/Learning OutcomesTo understand where union resources come from and how they can be used effectively.To understand how to analyse the income and expenditure of the union.To understand how to develop income-generating strategies for the union.

Session PlanThese four dimensions are described in detail below and in the following pages.

MODULETrade UnionFinances andResource Allocation

5


5 min Introduction

Explain the Session Objectives andLearning OutcomesShare the Session Plan by statingthat the session is broken downinto 4 segments:Part I: Union Finances andResource AllocationPart II: Income-GeneratingActivities for UnionsPart III: Budgetary Planning andControlPart IV: Strategic Issues in Financeand Resource Allocation


OHP or LCD

1 hr Part I: Union Finances andResource Allocation

Make a presentation on the topic.

As an Activity, divide theparticipants according to the unionsthey represent and ask the groupsto analyse their union’s finances andresource allocation. Explain theexercise using the templates inAnnex 1 – 4.

Lecture

Group Work

OHP or LCD

Flip Chart

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Module 5. Trade Union Finances and Resource Allocation


Lecture

Group Work

OHP or LCD

1 hr Part II: Income-GeneratingActivities for Unions

Make a presentation on the topic

As an Activity, ask the participantsto remain in the same groups and toprepare an analysis of possibleincome-generating activities fortheir union. Explain the exerciseusing the templates in Annex 5 – 8.

Lecture

Group Work

OHP or LCD

1 hr Part III: Budgetary Planningand Control


As an Activity, ask the participantsto remain in the same groups and toprepare an activity-based budget.Explain the exercise using thetemplate in Annex 9.

Lecture

Group Work

OHP or LCD

1 hr Part IV: Strategic Issues inFinance and ResourceAllocation.


As an Activity, ask the participantsto remain in the same groups, todiscuss and assess last year’sfinancial statement/budget. Is theresource allocation in line with thepriority of the union? If not, identifysteps your union should take tomake the best use of its funds.

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Guide Notes

A. Trade Union Sources, and Uses, of FundsMonthly or annual membership subscriptions, and interest on savings, are the main sourcesof revenue for most trade unions. Some have foreign, unconditional, assistance for specificactivities or projects.

Trade unions spend their money mostly on union activities, wages for staff, travel, printingof publications, union congress/national/regional meetings, and union operational andmiscellaneous costs.

Financial reports are to be submitted to the members for their review and scrutiny. InIndonesia, the financial statement of the union is not required to be audited, and tradeunion incomes are not taxed. Some unions, however, have their financial records exter-nally audited, while others appoint one or more persons from within the union to audit theaccounts. There are some trade unions that have both an internal and external audit of theirfinancial records.

In general, trade unions have difficulty in raising membership subscription levels, and evencollecting the very low subscription dues. Low wages, and competition for members be-tween unions, has resulted in most unions being unable to increase membership dues.Most unions are reluctant to introduce fee-paying services. There is preference for offeringof services and activities free-of-charge. This is linked to the low wages of the members –charging for services and activities can result in the loss of members.

Thus, it can be said that trade unions have a problem in mobilising resources in order tostep-up the level of union activity to the desired effect (achieving the union goals). As aresult, most unions are poorly staffed, with the staff being under-paid, having to work in ill-equipped office spaces. It is impossible to expect the union staff to carry out their workefficiently if the if the work environment is such.

A few trade unions have well established infrastructure, and a substantial general fund.However, there needs to be proper budgeting and allocation of funds for unionprogrammes and activities, such as organising, workers’ education and training, and uniondevelopment.

B. Factors Influencing the Financial Strength of the TradeUnionThe financial stability of a trade union depends on four factors:

Composition of the revenues;Relative size of union expenses in comparison to its revenues;Amount of surplus, or debt, that a trade union is able to develop over a period; andThe number of activities carried out with the unions’ funds.

The size of the union’s surplus funds could indicate its capacity to meet unpredictedchanges and challenges, and its ability to create a strategic impact in discharging its roles,with new activities, as necessary. Trade unions should not be money-making machines butthey need a buffer.

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Small trade unions with declining membership will find it difficult to operate and managethe union, sustain union activities, and meet emerging challenges. Many trade unions thathave experienced a declining membership and a fall in their revenues have undergone acutback in their activities.

Some financially capable unions allocate a part of the union funds for maintaining a lavishlifestyle for their office-bearers so that it matches that of the senior managers in the privatesector. This has the potential of sending a different signal to the union rank and file, andcan result in problems, which has proven costly for some unions.

When a trade union is able to build up surplus funds steadily over the years, it shouldconsider whether it is doing so at the expense of the union services and activities, whichare urgent, important, and needed by the members.

Some trade unions may be complacent about growing funds, and if they fail to aggressivelyundertake a membership/organising drive, the expansion of a non-union organisation in theemployment sector can create difficult problems for the union.

Trade unions that are able to build a general fund can use it to provide a cushion for thetrade union to deal with unforeseen developments, and possibly develop strategies toaccomplish trade union objectives.

Trade unions’ should assess how “dues-dependent” they are, by analysing the impact ofprojected and non-projected changes in their membership base. Members who are reluc-tant to pay their dues to the union cannot be expected to care much for the union. Thosewho are willing to pay more dues will also expect more from the union, and care more forthe union.

Most unions are expected to forecast their level of income/revenue and expenditure for agiven period, and establish realistic goals and plans. Trade unions should reflect on thepast trends in their unions, as well as other unions in the sector, and see whether theirforecasts of revenues and expenses are adequate, and to what extent they are affected byunforeseen developments.

The absence of a reserve/general fund exposes trade unions more to the risks of unforeseenchanges in the pattern of flow of revenue and expenses.

C. Income Generating Strategies and Activities for TradeUnionsGiven the fact that many trade unions are suffering from inflation and declining member-ship, it may be desirable to look at other sources of income, such as union cooperatives,shops, etc. for the union. It could be implemented as a service for the members.

In some trade unions, some services and/or activities of the union are provided freely,while others are provided on a fee-paying basis. Still others are considered developmentalor promotional, as shown in the Table below. The contents of the box could be the basisfor thinking and formulating arguments in favour, or against, the union taking up income/surplus-generating activities through the charging of a separate fee.

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Free Services/ Fee-Charging Services/ DevelopmentalActivities Activities Services/Activities

Publication

Handling industrial disputematter in the labour court

Training and development

Advice on collectivebargaining, etc. to theaffiliates

Workers’ education andtraining (workshops andseminars)

Interactive forums withparliamentarians andinterest groups.

Impact studies – ontechnology changes, OHS,globalisation, trade, andtheir effects onemployment policies andtrends, etc.

Research and datacollection, e.g. on labourmarket trends, minimumwage setting, trends incollective bargaining,quality of CBAs, etc.

Preparation of information,education, andcommunication (IEC)materials – in print, audio,visual and/or virtualmediums.

Development of trainingmanuals and guides

Collection anddissemination ofinformation

Representation, lobbying,advocacy

Discussion meetings withgovernment, employers’organisations (bipartiteand/or tripartite)

Public relations (mediaand public)

Workers’ education andtraining (workshops andseminars)

D. Budgetary Planning and ControlA “budget” is a statement, in numbers, of the expected revenue/income and expenditure ofan organisation or activity, for a given period. Budgets also contain an estimation of time,(persons, man-hours), materials, and outputs (goods/services/activities). It is the numericalbasis for the formulation of plans for a given period, in both financial and non-financialterms. Thus, budgeting and planning are always linked.

A budget represents the amount of money available for spending on different activities ofthe trade union, in a given period. Budgets, therefore, can be prepared for one year, or forthe duration of planned tasks/activities.

Budgets can be revenue, or capital, or both. Revenue budgets relate to recurring items ofincome and expenditure. Capital budgets relate to non-recurring items, such as land,buildings, equipment, etc.

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The Purpose of Budgeting

Budgets are, therefore, used to guide the expenses and income of the union. It permitsunion leaders and relevant staff to clearly see:

How much money will be spent by each department/section/unit/activityWhere the money comes from (source of income)Where the money goes to (use of funds or items of expenditure)The units of physical input (manpower, materials, etc.)What the outputs will be (goods/services/activities) in order to achieve the goals of theunion.

� Budgeting is a part of the total union planning process. � The union leadership should agree on budgeting

guidelines. Such guidelines should k eep in mind the priorities/needs of the union, and resource constraints, if any.

� There must be very clear responsibility and accountability procedures for raising and spending funds according to the policies and programmes of the union.

� Budgets should help , and not hinder, the achievement of the union’s goals.

� Office -bearers or staff responsible for implementing the programmes of the union should be involved in the development of the budget.

� Budgets indicate estimated revenues/incomes and costs/expenditures for each programme/service/activity. They are not set in stone, so they can be revised in case of unforeseen developments.

� Budgets are prepared before the beginning of a financial year and/or the beginning of a programme/activity.

� There should be budgetar y controls, aimed at regularly monitoring the implementation of union activities against the monetary requirements and the time span.

Essential Principles of Effective Budgeting

How is Budgeting Done?

Budgeting is normally done through the allocation of funds to the various functions andoperations of the union, such as education and training, and operational costs (office rent,staff salaries, travel and accommodation, stationery, utilities, and miscellaneous). This iscalled “organisational budgeting” as it is linked to the overall plans and strategies of theunion.

Another way is to prepare activity-based budgets. For every programme, service or activity,a budget is drawn-up separately. In general, a percentage of the organisational budget isallocated for the union’s programmes, services, or activities.

57

Activity-based budgets are helpful in ensuring that there is a balanced distribution of re-sources and expenditure, in accordance with the priorities of the union. It can also be avery effective control tool, to determine the basis for:

Resource allocationDetermining the cost for facilitating different activities or servicesPricing activities or servicesHaving better control over the sources, and uses, of the funds.

The steps involved in activity-based budgeting can be described as follows:

2. Estimate the time that will be spent on each activity

1. List the objectives,

and major activities, designed for achieving the objective of the

union

3. Estimate the direct

expenditure for achieving each

objective/activity. Past data can be a

useful guide in preparing the

estimates.

4. Estimate the direct income for each activity,

including fees charged (if any), contributions in kind, donations in cash,

grants , etc. Past data can be a useful guide in preparing the estimates.

5. Determine the total

administrative cost. It is calculated as a certain

percentage of total costs. This covers staff salaries, equipment

maintenance, utilities, etc.

6. Combine the budgets of all activities and summarise them into one format

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The Use of Budgets in Administering the Trade Union

Many trade unions make very little use of budgets in the administration of the union. Thesystematic use of budgets gives the union leadership control over expenses. In some tradeunion, the members and office-bearers have very little understanding and information onthe financial affairs of the union. Trade unions could overcome these weaknesses in theadministration of the union by:

Formulating, and systematically implementing, budgets as a part of the unions planningprocess;Involving the office-bearers and specialist staff in the budgeting process;Making available to the members a summary financial statements/information of theunion; andSeeking the expert assistance of experienced trade unionists or local auditors, if needed,to create budget procedures.

Budget Approval

Before a budget is approved by the relevant union executive, as per the rules and practicein a trade union, the budget proposed for each activity, service, or programme should bereviewed by the committee/department/section.

The office-bearers/staff responsible for various activities should have the freedom to operatethe approved budgets with necessary authority and accountability.

Budgets are estimates. They are an expression for implementing ideas and plans. They haveto be flexible and subject to adjustment for unanticipated changes in circumstances. It isvery seldom that one can predict with 100% certainty the future expenses of the union, northat the results will be as the budget estimates. Budgets are not goals in themselves. Thegoal is to implement the plans of the union within the set economic framework of theorganisation. The budget is a tool in achieving the goals of the union.

E. Strategic FinancingThe main source of trade union finance should be from membership subscriptions. Addi-tional expenses can be covered by revenues/incomes generated from sources other thanmember contributions, but this can result in a loss of focus on the needs and expectationsof the members.

While a fee may be charged for some special services rendered by the union to its mem-bers, due care should be taken to ensure that the members are not made to pay for everyactivity or service in addition to the membership fee.

The issue can be viewed in several ways:Members should finance the cost of running a trade union. The member subscriptionsand other contributions should cover the costs.Trade unions should not charge separately for each service/activity.A certain proportion of the trade union’s revenue can come from sources other thanmembers’ dues/contributions. There is no rule-of-thumb on what such a proportionshould be.Certain activities or services (e.g. a thrift society) could be open to all employees of thecompany, not only union members.

59

Most members of the union have funds in the form of bank savings, insurance, pension,etc., which are currently administered by government, or private institutions in severalcountries. Those institutions may not use such financial resources of union members inways that may not necessarily further the interests of workers.

Trade unions in some countries have considered the following ways to empower tradeunions into establishing a workers’ fund/savings, e.g.:

Workers’ banks/cooperative thrift and credit facilityMutual funds/community growth fundsInsurance/pension funds, administered by the unions (in some cases supplementing,and in others supplanting, government schemes).

These are illustrative suggestions, and not exhaustive.

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69

Objectives/Learning OutcomesTo know how to write a project proposal.To know what information to include in any project proposal.

Session Plan

MODULE

Proposal Writing6


5 min Introduction

What is a Project Proposal?

30 min Essential Project Components Lecture OHP or LCD

Mo

du

le 61 hr Structure of a Project

Document

Read through the Guide Notes andprepare a lecture of the followingtopics:

Background and JustificationObjectivesIndicators of AchievementList of Key OutputsList of Main ActivitiesList of Major InputsMonitoring, Evaluation andReportingPreliminary Budget Estimate

Lecture OHP or LCD

1 hr Activity

Divide the participants into groups,according to the unions theyrepresent. Ask the groups to write asimple project proposal to a donoragency, based on the lectures.

As facilitator, move around thegroups to ensure that they haveunderstood the contents of aProject Proposal.

Group Work Flip Chart

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Module 6. Proposal Writing

Guide Notes

What is a Project Proposal?

The purpose of a Project Proposal is two-fold:

it is a tool for the development of a projected activity, preferably in consultation withthe union Executive Committee, the office-bearers, and the rank-and-file members,serving as the basis for discussion within the union regarding the possibleimplementation of the project;it is also a document, given to a financing agency, to identify a possible interest in theirfinancing the project. A financing agency will not normally officially approve a projectbefore a fully-fledged project document has been presented.

A Project Proposal must be concise and to-the-point (suggested length : about twn – twelvepages). It consists of the following essential project components, highlighted in BOLD:

background and justification, including a description of the identified problem(s),gender analysis and planning,the project’s strategy to address the problem(s),the target group(s),the project’s main partners andthe institutional framework for project implementation, i.e.:– development and immediate objectives;– indicators of achievement for each immediate objective (description of the expected

end situation);– main outputs;– main activities;– major inputs;– monitoring, evaluation and reporting (standard reference); and– a preliminary budget estimate.

assumptions regarding the role of external factors;monitoring, evaluation and reporting arrangements (detailed description);prior obligations and prerequisites; andbudget estimate that has been approved by either the ILO technical cooperation budgetunit (BUD/CT) or an ILO external office director who has been delegated financialauthority to approve budgets.

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Below is a description of the chapters/sections to be included in a Project Proposal. The fulltext of a Project Proposal should be preceded by the following title/cover page.

Name of Your UnionSummary of Project Outline

Project title:Tentative duration:Starting date (indicative):Geographical coverage:Project site:Project language:Executing agency:Implementing agency:Other cooperating agencies:Contribution by external financing agency:Union contribution:Preparation date (in the case of revisions, please indicate them as follows:

Revision 1 (date); Revision 2 (date), etc.

Structure of a Project Proposal

The structure of a Project Proposal should be as follows.

1. Background and Justification

Describe the socio-economic situation/context in which the project will take place and/or which gives rise to the project.

Identify and define the problem(s) to be addressed by the project in concrete andspecific terms. Determine if enough data are available and indicate whether a needsanalysis has been undertaken; describe the main outcome of earlier related researchand/or needs assessments, as well as the nature and extent of any significant informationgaps.

Describe prior and ongoing interventions, projects or activities undertaken by yourunion and/or other agencies which have addressed or are addressing the same problemor part of it, and mention the lessons learned. If it is expected that the project will formpart of a larger programme, indicate how these two will inter-relate and cooperate. Inparticular, indicate how the project fits into the broader union programme and [various]policy dialogues which your union may be carrying out in your country.

Undertake a “problem analysis”, including the use of relevant research findings ifavailable, to identify the priority problem(s) and/or needs and develop a concrete andspecific project strategy for tackling them. A problem analysis consists of a thoroughidentification of the causes and effects of the core problem(s). It is useful to define ahierarchy of problems in order to develop an overall strategy, i.e. which type of projectinterventions may be best suited to solving the various aspects of a problem. Genderanalysis and planning should also be conducted to identify the different interests and

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needs between men and women in the population groups affected by the identifiedproblems. A clear picture of the existing “pre-project” situation must be established,including a description of the project’s strategy proposed by the project to solve oralleviate the identified problem(s).

Determine and describe the major characteristics (demographic, socio-economic,occupational, etc.) of the target group(s) and any sub-categories within the groups interms of age, gender, ethnic and social origins. Indicate how the project will ensure thatbenefits resulting from the project will reach the intended beneficiaries and, ifnecessary, differentiate project interventions according to the various socio-economicroles and needs of the target groups particularly between men and women. If statisticaldata are used, make sure these are disaggregated by sex, age, income and ethnicgroups, as appropriate.

Assess if preparatory activities are necessary, including primary research (such asbaseline surveys), before the formulation of the final project document can take place.Indicate clearly in the SPROUT whether these activities will form part of the proposedproject (as a first phase, for example) or whether they will be undertaken as a separatelyfunded activity prior to the start of the proposed project.

Indicate whether the project is providing direct support or institutional development orwhether it combines the two elements. Describe the main partners who will beinvolved in the implementation of the project and assess their capability (strong andweak points). In direct support projects, the main partners will be the intendedbeneficiaries and the organisations which represent them. In institutional developmentprojects, the main partners will be the staff belonging to the institution(s) that will bedeveloped or strengthened; these are called direct recipients. Institutional developmentprojects should also identify the intended beneficiaries, i.e. the “clients” or “members”of the institutions or organisations, who would be better off as a result of the improvedservices to be provided.

Describe to what extent the project partners - particularly the intended beneficiariesand/or the direct recipients - have been involved in identifying the problems/needs andthe development of the project’s strategy. Consultation will have to take place at somestage with the project partners before the project is approved and implemented. This isessential for both the participation and accountability of all the parties concerned.

A project will often work with a number of partners or actors including the variousgroups of intended beneficiaries and/or direct recipients, other government agenciesand/or NGOs and/or other financing agencies associated with the project. It is importantto set up a coordinating mechanism and to define the roles and responsibilities of thedifferent actors to ensure smooth project implementation and streamlining of projectactivities. This is called the institutional framework.

Describe the project’s link with international instruments, such as the ILO InternationalLabour Standards (ILS); the United Nations Human Rights Conventions; etc.:

State whether your country is an ILO and UN member State, and whether Conven-tions related to basic human rights and the relevant technical fields that will becovered under the project have been ratified by your country;consider whether the project may have an international labour standard (ILS) orinternational human rights standard (IHRS) dimension, i.e. projects should, if pos-sible, contain practical measures to promote ILS and IHRS, e.g. through awarenessraising in meetings/workshops, technical advice regarding the capacity to ratify, etc.,and, if appropriate, introduce ILS/IHRS-relevant elements in other parts of the ProjectProposal (objectives, outputs, etc.);

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information can be obtained from the ILO’s website (www.ilo.org) and theUNOHCHR’s website (www.unohchr.org) that can assist in completing this section.

Indicate whether, and how, the project takes into account environmental factors, e.g.ensure that project interventions do not lead to unexpected negative environmentalimplications or omit opportunities for environmental improvement. If necessary,undertake a review of possible positive or negative environmental effects and describethe means by which the project will address them.

It is useful to end the section “Background and justification” with a summarydescription of the project’s general strategy.

2. Objectives

2.1 Development Objective

The development objective describes the broad context and overall aim for undertakingthe project. A single project cannot be expected to bring about the achievement of adevelopment objective, but rather to contribute towards its attainment. Theidentification of this higher objective level serves to assess the economic, social andpolitical relevance of the immediate objective(s) and the appropriateness of the projectin the light of the priorities of your country and your union’s areas of competence.

Explicit mention must also be made of the government, employer or workerorganisations’ sectors or programme objective(s) to which the project aims tocontribute. Make reference to any relevant policy documents or statements, includingthose emanating from relevant NGOs, national development plans (sectoral plans,specific or special programmes, etc.) which may provide the adequate policyframework for the proposed project interventions.

2.2 Immediate Objective

An immediate objective is what the project aims “to achieve”. It is usually the situationwhich is expected to prevail at the end of the project. A statement under this headinghas to reflect the improvements or changes attributable to the use of the outputs of theproject.

The project should normally set out a limited number of immediate objectives. Ingeneral, the fewer the better. However, this will depend on the outcome of thedefinition of the “problem(s)” to be addressed and the “strategy” to be adopted inbringing about possible solutions. If the project has both an institutional developmentand a direct support component, one immediate objective should be formulated foreach component. If the project focuses on either institutional development or directsupport but envisages clearly defined and different project interventions, these variouscomponents must be reflected in the description of the immediate objective(s).

Avoid describing an immediate objective using verbs such as “to study”, “to assist”, “todiscuss”, “to research”, “to stimulate”, “to raise” awareness”, etc. Such verbs indicateactivities rather than objectives. As far as possible, an immediate objective should bestated in quantifiable or verifiable terms. The greater the precision, the lesser the needfor the identification of indicators of achievement. For example:

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In institutional development projects, an immediate objective could be formulated asfollows:

“At the end of the project an ... (institute, division, unit, employers’ or workers’organisation, etc.) will have been established and capable of providing the followingservices … or to perform the following tasks … (identify the main types of services tobe given/tasks to be performed) for ... (identify who the clients will be, includingtheir age, sex and other characteristics, if appropriate).” or“At the end of the project an … (institute, ministry division, employers’ or workers’organisation, etc.) will have been strengthened and capable of providing the follow-ing additional service(s) … (list the new services or tasks) to … (identify the clients,their age, sex and other characteristics, if appropriate)”.

In direct support projects, an immediate objective could be formulated as follows:“At the end of the project the production/sales of goods or services will have in-creased from … to … (quantity in figures)”, or“At the end of the project the completed infrastructure will be used by so many …(number, percentage of beneficiaries of the project, including their age, sex andother characteristics, etc.)”.

3. Indicators of Achievement

The indicators of achievement add precision to the statement of the immediate objectivesand provide verifiable evidence to assess the progress made towards their achievement.This section should include a brief description of the desired or expected situation at theend of the project, highlighting the changes that the project will help to bring about.

A complete definition of the indicators of achievement will be required later on at theformulation stage of a fully-fledged project document. Information on indicators should becollected on a regular basis from the very beginning of the project so that the changesbrought about over time are demonstrable.

In describing the desired “end situation”, it should be borne in mind that rarely can oneindicator convey the comprehensive changes expressed in the statements of the immediateobjectives. Therefore, more than one indicator may be needed to add the necessaryprecision to the definition of what is expected to be achieved.

4. List of Key Outputs

The key word to the concept of outputs is “to produce”. Outputs are the products whichresult from the project’s activities.

Note that the kind of outputs to be produced by the project depends, to a large extent,on the immediate objective(s). List the main outputs to be produced by the project andlink them to the specific immediate objective.

Be precise in defining the outputs. For example, give the number of trainers traineddisaggregated by relevant characteristics, such as age and sex, as appropriate.

In institutional development projects typical outputs are, for example, counterpartstrained, new programmes designed, reports published. In direct support projects,outputs could be a certain number of employment opportunities created, a number ofmen and women trained, credit schemes established, etc.

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5. List of Main Activities

The major activities to be listed should show how the inputs of the project will betransformed into outputs, so that the reader will understand the reasons for requestingspecific resources.

The list must include all the activities which are important to the production of the mainoutputs (including the preparatory work, if any) and link them to the specific output(s).

Note that the list of activities should show a logical sequence (e.g. organising a trainingevent means that the trainees have first to be selected). It should also indicate whowould be the party with primary responsibility for carrying out each activity.

Organise activities in such a way that all relevant parties can participate and benefit. Forexample, women may be hampered by household duties and may only be available atcertain times of the day.

6. Presentation of Core Components

In order to ensure appropriate linkages between the immediate objectives, outputs andactivities, it is recommended that they be presented in the following way:

Immediate objective 1: …Output 1.1: …

Activity 1.1.1:, 1.1.2, etc.Output 1.2: …

Activity 1.2.1, 1.2.2, etc.Immediate objective 2: …Output 2.1: …

Activity 2.1.1, 2.1.2, etc.

You may find that certain activities, for example, setting up an Advisory Committee at thestart of the project, need to be undertaken for the project as a whole, thus covering otheroutputs and immediate objectives. However, such an activity should not be repeatedunder each output or immediate objective concerned. A cross-reference should sufficeindicating that this activity is also needed for the delivery of other outputs or theachievement of other immediate objectives.

7. List of Major Inputs

List all the inputs needed for carrying out the planned activities to produce the outputsof the project. Break down the estimated financial resources required by source offunds, i.e. contributions by (i) external financing agency and (ii) recipient country(national contribution).Include the resources that will be required for evaluation. Indicate whether funds willbe allocated for preparatory work. Earmark adequate resources by sex if the projectcontains gender-specific components, i.e. personnel, travel, fellowships, etc.Ensure that a description of every item mentioned in the budget estimates is included,so that the reader will know the purpose of the requested resources.

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8. Monitoring, Evaluation and Reporting

This section should include a reference to your union’s established procedures, i.e. thepreparation of annual workplans, six-monthly progress review reports, and annual self-evaluation reports. Any additional specifications and the need for an independentevaluation should be assessed and described, as appropriate, in the formulation of a fully-fledged project document later on.

9. Preliminary Budget Estimate

The calculation of the budget estimate, using the current prices and standard costsapplicable, is based on a list of major inputs needed to carry out the main plannedactivities of the project. The standard provision for your union’s programme support costsshould be included in the preliminary budget estimate.

Concluding Remarks

Verify that the various components of the project proposal are coherent and properlystructured within the “logical framework” outlined above. In other words, check thelinkages between the project components, i.e. if the requested inputs are provided, theplanned activities carried out and the outputs produced, is it likely that the statedimmediate objective(s) will be achieved, making a contribution to solving/satisfying theidentified problems/needs?

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Objectives/Learning OutcomesTo understand the role of the workplace union representatives and its links to theoperation of a strong union.To understand the functions of the workplace union representatives.

Session Plan

MODULEFunctions of theWorkplace UnionRepresentative

7


5 min Introduction

Introduce the topic by way ofexplaining the session plan.

Lecture OHP or LCD

1 hr Read the Guide Notes as part ofyour preparation as a facilitator.

Cover the following sub-topics byway of open plenary discussions.Write the participants’ responses onthe Flip Chart.

Choosing a Representative –how?; from where?;Functions of the Representative –what are they?Training for the Representative –who should decide?

Discussionand Lecture

Flip ChartOHP or LCD

Mo

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le 7

15 min Conclude the discussions byreiterating that when workplaceunion representatives understandtheir function, and know how tocarry out their function, it makes fora stronger union.

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Module 7. Functions of the Workplace Union Representative

Guide Notes

Introduction

A key role of unions’ is to represent the interest of members at the workplace. In order tomake sure this can be done effectively, unions need:

Local workplace representatives who are trained and competent.Effective, agreed procedures so that problems can be taken up with the companymanagement.Rights of workplace representatives, agreed with management, to enable therepresentatives to work without unfair restrictions.

A strong system of workplace representation is the key to good contact with members, andthe foundation of a strong union.

Choosing Workplace Union Representatives

The workplace union representative speaks for a group of local union members. Thesemembers must be prepared to support their representative, and must have confidence inhim/her.

Thus, the union representative must be elected by the trade union members directlyconcerned. The election procedure will be in the union Constitution. If they are notsatisfied with the representative, he/she can be replaced through regular elections.

Only the trade union members in the group concerned can vote in the election. Non-members cannot vote, and neither should the company management. The number ofrepresentative should be decided by the union member, and not the companymanagement.

The union should encourage a balanced pattern of representation, e.g. make sure that thereis a balance of capable and competent women and men leaders.

When a union is “brand new” it means that it is only recently established. In some placeswhere the union has been in operation for over 5 years, the union Constitution is amendedto reflect the requirement that any union member standing for election should have been amember of the union for a minimum on 1 – 3 years, depending on the size of the union.

The union must ensure that every member knows who their union representative is, andhow he/she can be contacted.

The Functions/Job of the Workplace Union Representative

The duties of a union representative will vary depending on the union rules and localconditions, but there are a number of common duties:

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Functions/Jobs/Duties/Tasks

Regularly informing workers.Listening to their problems.

Calling a meeting of members when decisionshave to be taken.Reporting back on actions taken.Encouraging workers/members to come to unionmeetings.Distributing union materials and information.

Identifying which workers are members and non-members.Looking out to recruit new workers.Approaching and persuading non-members to jointhe union.Distributing union recruitment materials.

Listening to workers problems and providingadvice.Investigating problems and gathering facts andevidence.Getting members’ support for a union action on aproblem.Taking up problems in discussions withsupervisors and managers.Reporting back to the members about progressmade in regards to their problems.

Cooperating with other workplace representatives.Attending union meetings.Studying union information.Attending union training courses.Adhering to union policies.Abiding by the democratic decisions of the union.Being accountable to members on all actions andexpenditures undertaken by the union.

Establish confidence and trust, so that memberswill listen and respect your views.Do not dictate to membersDo not threaten to resign every time there is adifference of view between you and the members.Do not be pressurised by management.

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Keeping in closetouch with members

Establishingconfidence andleadership

Recruiting newmembers for theunion

Taking up workers’problems

Working as part ofthe union

Lead and guidemembers

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Module 7. Functions of the Workplace Union Representative

Training for the Workplace Union Representative

Workplace union representatives will need training to help them do their job. Below aresome important points about their training:

The training should be controlled by the union, not by the company management. Therepresentative has to be trained to be an independent representative of the workers’interests.The union should select, and train, appropriate trainers. These persons should normallybe experienced union representatives and workers’ leaders, not academics.Training courses should be run locally where possible, so that the maximum number ofmembers can be trained.Participants should have the right to attend courses during working hours, without lossof earnings.Training should be practical, not theoretical, and the participatory method of adultlearning should be used. In this way, the union representatives will get more confidenceand practical skills.The union will need to develop basic training materials. This ensures that the locally-run union training courses are addressing the members’ priority issues.

Facilities for the Operation of the Local Union Office

The job of the workplace union representative is not easy, and it is not fair to expectsomeone to be responsible for the workers’ organisation without help.

It is normal for the union to negotiate and agreement with the company management forthe provision of basic facilities, such as:

Time off from work – to attend meetings, training courses, and for discussions on, andinvestigations into, workers problems. This could be a fixed number of hours per year/month/week. Normally, there would be a personnel procedure for getting authorisationto the workplace union representative to leave work on official union business.Somewhere to work – a room or quiet place for meetings and discussions withmembers, and somewhere to store papers safely.Equipment – access to basic tools, such as a telephone, computer, printer, photocopier,fax machine, internet.Information – list of workers, including new workers, and information about thecompany policies on occupational health and safety, social security, insurance,workman’s compensation, termination of employment, maternity leave, equalemployment opportunities, salary scales and grading, etc.Dues collection – a time to be allocated for the collection of union subscriptions, or formanagement to facilitate the process through an internal accounting/financial process(direct deductions, etc.).

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Objectives/Learning OutcomesTo understand the need for workers’ education and trade union training.To be able to undertake training needs assessment of the union members andinstitution.

Session Plan

MODULEWorkers’ Educationand Trade UnionTraining

8


5 min Introduction

Introduce the topic by way ofexplaining the session plan.

Lecture OHP or LCD

1 hr Read the Guide Notes as part ofyour preparation as a facilitator.

Begin the session by explaining whatWorkers’ Education and Training is allabout.

Then cover the following sub-topicsby way of Group Discussions, withthe groups divided according to theunions they represent. Have thegroups write their answers on FlipChart.

Discussion and Assessment of theUnion’s Present Education andTraining Activities;Discussion and Assessment of theUnion’s Present Education andTraining Policy;Discussion and Assessment of theMembers’, Activists, and LeadersEducation and Training Needs;Discuss and Outline a Programmeof Action to address the Workers’

Lecture andGroupDiscussion

OHP or LCD

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Module 8. Workers’ Education and Trade Union Training


15 min Conclude the discussions byreiterating that having a workers’education and training programmeonly serves to strengthen the union.

Education and Training deficitsgiven the union’s currentfinancial and human resources.

Guide Notes

Definitions

In this module:“Workers’ education” refers to the educational activities for ordinary union members, i.e.rank-and-file oriented educational activities.“Trade union training/union training” refers to the training of union activists, shop stew-ards, local union representatives, union leaders, and other elected union office bearers.

An Introduction to Education and Training

Education is knowledge, and knowledge is power. Education is, therefore, what will con-tinue to make unions strong.Membership numbers are its strength, and reflects the quantity of the union. The educationof the members adds quality to the strength of the union.Workers’ education and trade union training must focus on the needs of the workers/members, the unionists/leaders, and the union/institution.It is important to note that as trade union members are largely adults; the principles of adultlearning are more appropriate in union education and training programmes, e.g. experi-mental learning; action learning through role plays; shared learning through experiences;field visits; etc.Be it seminars, workshops, conferences, distance education, and open learning, the timing,duration, and venue for such activities should be flexible, taking into account the con-straints of the union members, and the union itself.

Workers’ Education

The contents of Workers’ Education are closely related to the living and working conditionsof the workers.

Through workers’ education, it is possible to raise workers’ issues concerning life ingeneral, and their working and living conditions in particular.Workers’ education increases democracy in the union by motivating the members toparticipate and take part in union affairs.Workers’ education makes the work of the union more effective.

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Everybody wants to be a useful member of a society, doing something of wider valuethan an ordinary job. The feeling of doing something worthwhile at work is important.Workers’ education provides knowledge of the social value of work, and theimportance of participating in trade union activities.Workers want to develop intellectual and physical skills. When they know that they aregood at something, they receive great personal satisfaction. One way to develop suchskills is to participate in workers’ education.Workers also want to be creative, and to get along with other people. We have a needfor contact which, in turn, gives us a feeling of security. Well-planned adult workers’education helps satisfy these needs.Workers’ education activities are among the most important ways workers have todevelop the skills with which they can defend their own human, social, and economicrights at the workplace, and in society at large.Workers’ education should meet the educational needs of workers/members.

Trade Union Training

Trade union training should equip trade union activists and leaders with the needed skillsto address the issues facing workers/members, and to enhance workers’ education for theirmembers. It could cover areas such as:

Role of trade unionsRights and duties of trade union, their member, and leaders.Skills in organising members.Skills of environmental analysis and company performance.Collective bargaining and negotiation skills.Social, political, and economic developments.Occupational health and safety.Sustainable developmentGlobalisationGender issuesUnion administration and union activities.Motivating members and staff.Participation in national, local, and community level socio-economic institutions andpolicy dialogues.Influencing policies and legislation, for the benefit of the workers/members.

Advantages of Workers’ Education and Trade Union Training

There are several advantages in having a workers’ education and training programme:It increases the ability of the union to reach its goals by raising the education level ofthe members and leaders. Through education, members become more aware of theirown working, and living, conditions, and of their ability to improve these incooperation with other workers.Workers’ education increases democracy within the union by motivating members toparticipate in union activities. It further improves the quantity of information available

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within the union, with information flowing between the union leaders and members,and vice versa.Education makes the work of the union more effective because it increases members’knowledge and skills, increasing the number of people who can take responsibility fordifferent union functions.It instils a sense of togetherness and comraderie.Education is needed for the continuous development of the union. Educated membersmake a major contribution to the general strength and growth of the union.

Trade union training of activists and leaders in specific issues such as negotiation, occupa-tional health and safety, economic issues, gender, planning and administration of tradeunions strengthens the union in its efforts to ensure better working and living conditions forits members.

Structure of Education and Training Programmes

In some countries, the national federation or the confederation coordinates and developsthe workers’ education and training programme and materials, as well as conduct thetraining sessions themselves.Alternatively, the national federations develop their own education and trainingprogrammes based on the issues faced by their sector/members.In either case, there would generally exist a “Training of Trainers” System, where internaltrade union human resource is developed to conduct workers’ education and trainingprogrammes.

Financing Workers’ Education and Training Programmes

In order for a trade unions’ workers’ education and training programme to be successful,there is a need to ensure that there is an organisations education and training policy, plan,and budget or committed resources, e.g. manpower/trainers, finances, infrastructure andequipment.For workers’ education and training to become fully appreciated as an integral part of theunion’s activities, it must be recognised as a function that makes a positive contribution tothe success of the union within the budget of the organisation. Without this commitmentfrom the union leaders, workers’ education and training will not be developed. The unionshould, therefore, try to be self-reliant and not be dependent on finances from outside theorganisation.A Plan of Action for Workers’ Education and Training should be followed-up with theneeded resources, or it will remain a paper-plan.

Diagnosing the Climate of Workers’ Education

A check-list of 25 questions is presented below. A detailed examination of each issuewould help unions understand the current situation concerning workers’ education andtraining in their union. It will also provide insights into what the union needs to do. Theanalysis will also help in developing a policy, structure, plan, and budget for workers’education and trade union training.

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NEEDS1. What are the present workers’ education and training activities? In which areas

should they be developed and expanded?

2. What are the needs of the trade union? What are the needs of the members?What skills must they learn or develop? What attitudes should they havetowards their work, and towards the union?

3. Who are the activists? What skills must they learn or develop? What attitudesmust they have towards the union?

4. How are training needs, training objectives, and training target groupsidentified?

5. How are the training materials and training methodology chosen? How are thetraining programmes evaluated?

PRESENT SITUATION1. Does the union (plant/enterprise level/national federation/national

confederation) have a policy on workers’ education and training? If the answeris “yes”, what is the content of the policy, i.e. what does the policy say?

2. Does the union (plant/enterprise level/national federation/nationalconfederation) have an Education and Training Officer?

3. Does the union (plant/enterprise level/national federation/nationalconfederation) have an Education and Training Committee?

4. What is the attitude of the union leadership towards workers’ education andtraining? What is the attitude of the members towards workers’ education andtraining?

5. Who are the education organisers? Who are the educators/trainers? Who arethe union members (from plant/enterprise level union/national federation/national confederation) who can be trained to take up the role of unioneducation organiser or educator/trainer?

6. What resources are currently available in the union (plant/enterprise level/national federation/national confederation) for workers’ education andtraining?

7. How much of the unions’ financial and human resources should be set asidefor workers’ education and training needs?

8. Does the union (plant/enterprise level/national federation/nationalconfederation) have a budget for workers’ education and training?

9. Does the union (plant/enterprise level/national federation/nationalconfederation) allocate its own resources for workers’ education and training?What money is available for workers’ education and training?

10. What union infrastructure (training rooms, accommodation, audio-visualtraining equipment, information centre, etc.) is available for workers’education and training?

11. What training materials does the union have, or can obtain? How are theydeveloped? Do they meet the desired objectives?

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12. What local, national, or international sources of training materials andinformation are currently available?

13. What existing difficulties might prevent the members/activists/leaders fromparticipating in a trade union training? How can these problems, if any, besolved?

14. What difficulties do women members specifically encounter in participating inworkers’ education and training programmes? How can these difficulties besolved?

15. How can the workers’ education and training programmes of the plant/enterpriselevel/national federation/national confederation be strengthened? What has beendone in the past? What needs to be done now?

16. What are the possibilities for obtaining support for workers’ education andtraining programmes from the national federation/national confederation office?

17. What is the role of the national confederation office in relation to workers’education and training?

18. What is the role of the national federation office in relation to workers’ educationand training?

19. What is the role of the union branch/regional branch office in relation toworkers’ education and training?

20. What is the role of the plant/enterprise-level union office in relation to worker’seducation and training?

21. Is there a systematic effort to review and evaluate the effectiveness of the trainingprogrammes?

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Objectives/Learning OutcomesTo understand the critical link between the increase in union membership and thesurvival of the organisation.To understand how workers’ may be organized.

Session Plan

MODULE

Organising Workers9


10 min Introduce the topic by asking theparticipants the question: Whyorganise workers? Put their answerson a Flip Chart, for future referenceduring your presentation.

Discussion Flip Chart

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30 min As an Activity, divide theparticipants according to the unionthey represent and ask them todiscuss and complete the TradeUnion Organising Climate Survey,found in Annex 1.

Have each group share theirfindings, and assist them with thefinal analysis as to their union’sorganising climate.

Then ask the participants why theirunion needs to organiseunorganised workers.

Group Work Copies of theSurveyQuestions

5 min In the plenary, ask the participants ifthere are any DOs and DON’Ts oforganising.

Discussion Flip Chart

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Module 9. Organising Workers’


30 min Divide the participants back intotheir respective groups, and askthem to draft an Action Plan forOrganising the Unorganised,together with the resources theywould need.

Group Work Flip Chart

Definition of “Organising”

“Organising” is recruiting working women and men into trade unions.

Why Organise Workers?

Organising should be seen as an on-going activity in any workers’ organisation. Thestrength of a trade union depends on its membership, and its representative character. Astrade union membership is declining globally, organising is critical to the survival, andsuccess, of a trade union. The right to organise, and the right to freedom of association arefundamental human rights, made available under the Indonesia Constitution and variousnational legislation.

Some national trade union centres have organising departments or committees, with abudget, employing full-time organizers. Some do not have such a department or person,but devote some time to organising all the same. There is no single model, or method, oforganising. It differs depending on the sector/industry, target group, geographical location,access to technology, etc.

Organising is a big challenge for trade unions but also a great opportunity for strengtheningit too. The task of organising includes recruiting more members in workplaces whereworkers are already union members, and organising unorganized workers into tradeunions. Organising workers in non-typical workplaces, and which offer non-standardemployment, are among the key challenges of trade unions.

What do Union Organisers Need?

SOUND KNOWLEDGE of the union Constitution, union rights, labour laws, workers’rights, and a basic understanding of the targeted sector/industry, and its link to the localand national economy.

RIGHT ATTITUDE to organising, such as having integrity, being trusting and trustworthy,and being service-oriented, not forgetting having a willingness to learn.

GOOD SKILLS, especially in interpersonal communication, counselling, analysis (of thesocio-economic situation, company reports, etc.), negotiation, grievance handling, creativeproblem-solving.

GOOD HABITS, such as not taking anything for granted, having empathy, and being ableto manage work and time well.

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Why do the workers need Unions?

Because they need:a) a professional defender of their rights,b) an independent representative of their interests,c) an organisation which gives them a strong position and power.

Why should Unions develop?

a) to make the union more professional,b) to become more independent financially,c) without development (increase in membership) unions will lose its moral authority

which comes from the past.

What do Union Members Expect from Unions?

higher wages,good collective bargaining contracts,assistance when they lose job,job protection,assistance for their children,improvement of their work conditions,social protection,statutory benefits,discounts at purchases,legal advice and assistance,democracy in the union,strike funds,professionalism,loyalty for the members.

Various tasks

The organising issue should be covered during each union meeting on every level. It isgood to appoint someone responsible for organising. It is best if the organising officer is aperson:

having deep knowledge of the history, present situation, aims and objectives of theunion;popular with the workers;convincing, trustworthy and having credibility;with long professional experience;a good listener;patient;

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persistent in reaching the aims and strategic objectives;able to give advice to others.

Organising Officers Meetings

The union should give assistance and set up meetings for the organising officers. Theorganising officers should meet regularly to exchange both positive and negative experi-ences – everyone learning from one another. The organising officers should be providedwith updated information on:

What new members discuss;What their concerns are; andWhen and where they need the union’s assistance.

Recruitment Planning at Every Union Level

Company levelMembership on company level should be as high as possible from the union’s point ofview, as well as from the perspective of its members’ interests.

Branch levelIn some branches, the recruitment is within branch organisation, as for example in theteachers’ union and health service union.

Regional levelThe Regional Management has to develop such forms of its activity which will supportorganising – through training of the recruitment teams, give them support and inspiration atleast by exchange of experience. Regional Management is in particular responsible forsetting up new shop organisations. Therefore the Region has extra responsibility –organising in private companies.

Recruitment and Motivation - How Should We Look at theRecruitment Process?

Does the union fill in declaration cards – does the union keep back-up documentation?Does the union confirm payments of the union dues?Do you try to encourage, motivate your colleagues/friends presenting them with theadvantages of union activities?Does the union try to listen and understand the needs of non-unionised colleagues?What is your attitude to recruitment? Are you open to new ideas and propositions ofnew members?

What Does Good Recruitment Look Like?

Recruitment varies from company to company. In one company the organising officer willbe a young woman (one of the best in her profession), in others an older gentleman will bemore appropriate.

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A good organising officer is one who will do a good job for the union. She/he will feelresponsible and will do whatever she/he can, and is:

committed to the idea of recruitment;able to listen to other people;calm, provident, far-sighted;patient, persistent;friendly, understanding, accepted by other people;a good professional;convincing and interesting to listen to;has a democratic attitude; andhas a strong personality and independent political views.

Tips for the Organising Officer

Be systematic. Be calm.Think carefully – who should join the union as the first one? Who might be the easiestone to recruit? Where will you begin?Personal contact. Face to face. This is your most important tool.Listen carefully, if you are a good listener people will come to you themselves and tellyou what arguments are there to be used to approach candidates.Never use arguments which seems weak to you. Don’t use clichés, be specific. Don’tsay what should be important for workers and what shouldn’t.Be active during important union meetings and encourage your union colleagues tocome too.You should really fight whenever you hear that someone is going to leave the union.Try to make him talk to the union leaders.Come to the union meetings, discuss your problem with other organising officers andshare experience with them.

What is to be Expected from Union Officers Responsible forRecruitment?

They should:make a review of workers in the company as a whole and of every specific areas;make a review of the union organisation as whole;define objectives for the company and for the respective areas;select organising officers;keep training and have deep knowledge of the union objectives;arrange meetings for the organising officers;provide the organising officers with possibilities of development their skills and ofexperience exchange;welcome every new member in the union and provide them with information on union

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targets and its activity, the services which every member can get from the union; anddiscuss recruitment matters and its progress during every union meeting.

Tips for Effective Recruitment

Have measurable, clearly defined targets for union organisingPrejudices must be forgottenSpeak to people and not “at” people (Face to face)Speak simply and clearlyBe preparedKeep working no matter what the results might be for the time being

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Annex 1:The The The The The TTTTTrade Urade Urade Urade Urade Union “Onion “Onion “Onion “Onion “Organising Climaterganising Climaterganising Climaterganising Climaterganising Climate” S” S” S” S” Surururururvvvvveyeyeyeyey

Before embarking on a full-scale organising exercise, trade unions should conduct a self-assessment of whether the trade union itself has an organising culture and climate. Table 1,below, is a quick and simple survey that can be undertaken by the union before it goes outand organise unorganized workers.

The following questions help assess whether your trade union has an organisingculture and climate. If the number of YES responses is:

Less than 10: the organising climate in your union is poor.Between 10 and 15: the organising climate in your union is moderate.Between 15 and 20: the organising climate in your union is good.Over 20: the organising climate in your union is excellent.

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No.

12

3

4

5

6

7

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10

11

12

13

1415

Item

Does your union have a “non-members” list?Does you union encourage representatives to do organisingwork in their workplaces or work sites?Does your union enlist representatives to do organising work inother sites?Is your executive or branch/regional committee regularlybriefed on membership statistics and organising activities?Is it clear to organisers that recruitment and organising shouldbe their priority, and that it is a measurable activity?Does your union have adequate literature for recruitmentcampaigns, e.g. brochures, posters, membership forms, etc.?Does your union, or organiser, contact new workers upon his/her starting on the job?Do organizers contact non-members regularly on the job?Does each organizer have membership forms and recruitmentmaterials?Does your union have a dedicated recruitment and organizingteam, to organize in non-and-low union sites?Does your union have a budget for recruiting and organizing in“green-fields” (i.e. new workplaces) and low union sites?Is there a clear recruitment retention strategy, to maintainmembers in the existing sites?Does your union have regular delegate meetings to discuss andplan organising activities?Has your union ever tried house-calls to sign-up non-members?Has your union arranged social events and invited potentialmembers?

Yes No

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No. Item Yes No

Has your union analysed your non-member situation todecide where you should concentrate your efforts?Has your union tried to build teams of active members, foruse in recruiting non-members?Is organising on the agenda of every meeting?Has your union office staff been trained in organising?Are potential members ever invited to union meetings?Does your union make the best use of union notice boards,to inform and mobilise the membership?Does your union recognise and publicise the successfulefforts of union activists in recruiting members?Does your union constantly search for new workplaceleaders, and form committees that can help in organising?Is the proportion of non-members in the workplace coveredby your union increasing?Does your union offer rewards or recognition for the mem-bers/officials/organisers who do an outstanding job of re-cruiting new members?

16

17

18192021

22

23

24

25

Source: DANIDA/ICFTU Project on Organising

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Dunlop, J., 1990, The Management of Labour Unions, Lexington Books, New York.

International Confederation of Free Trade Unions, 1996, Building Trade Unions into the21st Century, ICFTU-APRO, Singapore.

Weil, D., 1994, Turning the Tide: Strategic Planning for Labour Unions, Lexington Books,New York.

Yates, C. A. B., 2002, “Expanding Labour’s Horizons: Union Organising and StrategicChange in Canada”, in JUST LABOUR vol. 1 (2002), pp. 31 – 40.

Laws

Trade/Labour Union Act (Law No. 21 of 2000), Republic of Indonesia.

Websites

A New Game Plan for Union Organisingwww.laboreducator.org/gameplan.htm

Manual for Organising Campaignwww.icftu.org/displaydocument.asp?Index=990916423&Language=EN

Resources for Union Organisingwww.union-organizing.com

Steps to Organisingwww.ilwu.org/organize/organizingstepsone.cfmwww.ilwu.org/organize/organizingstepstwo.cfm

Workplace Organizingwww.iww.org/en/organize/why

References

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· PDF fileeducator/trainer with simple background literature relating to the workshop topic....

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