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Stewards in Action 1 2 Days

FACILITATOR’S MANUAL 06usw15

Facilitator Manual

1 United Steelworkers Stewards in Action I

ContentsMessage to Facilitators ................................................................................................... 4

Overall Learning Goals .................................................................................................... 5

Preparation ...................................................................................................................... 6

Materials .......................................................................................................................... 7

Day 1 at a Glance ........................................................................................................... 8

Day 2 at a Glance ........................................................................................................... 9

Day 1 ............................................................................................................................. 10

Getting Started .......................................................................................................... 11

Who Are We? Where Are We From? ......................................................................... 12

Expectations and Goals ............................................................................................. 14

Setting the Learning Atmosphere .............................................................................. 15

Participant Manual – Anti-Harassment Policy ............................................................ 17

Participant Manual – We Can’t Make People Like Each Other .................................. 18

Why Unions? ............................................................................................................. 19

Participant Manual – Benefits of Belonging to the United Steelworkers .................... 21

The Role of the Steward in the Workplace ................................................................ 24

Facilitator Resource Sheet: Job of a Steward Questionnaire .................................... 26

Participant Manual – Job of a Steward Questionnaire ............................................... 29

Accessing the Collective Agreement ......................................................................... 31

Participant Manual – What is a Collective Agreement? ............................................. 34

Participant Manual – Some Basic Rules for Interpreting Collective Agreements ....... 35

Facilitator Resource Sheet: Accessing a Collective Agreement ................................ 36

Participant Manual – Accessing a Collective Agreement ........................................... 37

Time Limits ................................................................................................................ 38

Participant Manual – Steps in ABC’s Grievance Procedure ...................................... 39

Participant Manual – ABC’s Time Limits .................................................................... 40

Participant Manual – My Time Limits ......................................................................... 41

What is a Grievance? ................................................................................................ 42

Participant Manual – What is a Grievance? ............................................................... 44

Facilitator Resource Sheet: Are There Grounds for a Grievance? ............................ 45

Participant Manual – Are There Grounds for a Grievance? ....................................... 47

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Participant Manual – What is a Complaint? ............................................................... 49

Facilitator Resource Sheet: Complaint or Grievance? ............................................... 50

Participant Manual – Complaint or Grievance? ......................................................... 52

Participant Manual – Following Up on Complaint ...................................................... 54

Day 2 ............................................................................................................................. 55

Welcome Back ........................................................................................................... 56

Investigating a Workplace Issue ................................................................................ 57

Participant Manual – The Six Ws in Investigations .................................................... 59

Participant Manual – Investigation Basics ................................................................. 60

You Need the 6 Ws .................................................................................................... 62

Participant Manual – Steward’s Notes 1 .................................................................... 65

Steward’s Notes 2 ...................................................................................................... 66

Participant Manual – Conducting an Interview ........................................................... 69

Participant Manual – Documenting an Interview ........................................................ 72

Role Play Part 1: Preparing for and Holding the First Meeting .................................. 74

Facilitator Resource Sheet: Steps in the Role Play ................................................... 77

Role Play Part 2: Filling out a Union Fact Sheet ........................................................ 83

Participant Manual – Does the Punishment Fit the Crime? ....................................... 87

Participant Manual – Management Rights and Union Power ..................................... 88

Types of Grievances .................................................................................................. 89

Participant Manual – Types of Grievances ................................................................ 91

Facilitator Resource Sheet – What Type of Grievance Is It? ..................................... 92

Participant Manual – What Type of Grievance Is It? .................................................. 93

Participant Manual – “Every Grievance, Once Signed, Is the Property of the Union” 94

Facilitator Resource Sheet: Writing Lindsay’s Grievance .......................................... 97

Facilitator Resource Sheet: Some Practice Writing Grievances ................................ 98

Participant Manual – Writing Grievances ................................................................... 99

Participant Manual – Some Practice Writing Grievances ......................................... 100

Participant Manual – Examples of Grievance Wordings .......................................... 101

Meeting with Management ....................................................................................... 103

Participant Manual – Before Meeting with Management ......................................... 105

Participant Manual – Union Goals When Meeting with Management ...................... 106

Participant Manual – Stating Your Case .................................................................. 107

Participant Manual – During a Meeting with Management ....................................... 108

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Participant Manual – After Meeting with Management ............................................. 110

Participant Manual – A Steward’s Rights ................................................................. 111

Role Play Part 4: Trying to Find Resolution ............................................................. 112

Revisiting the Role of the Steward: Grievances and Beyond ................................... 115

Support for Stewards ............................................................................................... 117

Wrap-up and Evaluation .......................................................................................... 118

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Message to Facilitators

Stewards come to this course from a variety of backgrounds. Some will be very new to unions and stewarding. Others will be long-time union members just now making the decision to be a leader. And still others will have experience from other community organizations, other workplaces, other countries. All will bring useful perspectives on what it means to be a Steelworker Steward.

As always, Steelworker education wants to empower participants to take action in their workplaces and in our wider society. We want participants to appreciate how capable and effective they can be, not how brilliant we are as facilitators or course designers. This course is about them, about what they can do once they leave the classroom to make our union effective and strong.

This course was revised in late 2014 to focus on tasks that cause new stewards the most anxiety: handling grievances and filling out the grievance form and fact sheet properly. Other tasks—listening, mobilizing—and other information are still important. They are touched on in Stewards in Action 1, and will be given more time and emphasis in Stewards in Action 2.

The heart of Stewards in Action 1 is a four-part role play. Outside of the workplace, it gives participants the best opportunity to practise steward skills. None of the role play presentations are done to a wider audience; groups hold their meetings simultaneously. This removes one source of discomfort with role plays: the fear of “performing in public”. It means, however, that facilitators don’t have a ready-made opportunity to assess how well participants are doing at the task. Therefore, both facilitators should circulate as the groups work to observe and listen, to identify good behaviours that can be recognized and problems that can be addressed later in the debriefing.

This manual contains materials for a 3-day course, based on six hours of classroom time. It includes activities to begin and end each day, using Process Stewards to gather feedback from all participants. Please schedule morning and afternoon breaks and a lunch break, as well.

Stewards in Action 1 is the prerequisite for Stewards in Action 2 and 3.

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Overall Learning Goals

By the end of this course, you will:

Gain some tools and the confidence to do your job

Understand the role of a steward, your rights, and where stewards fit in to USW

structure

Know how to advocate for members in the grievance procedure, including investigating a concern, using the Union Fact Sheet, filling in a grievance form, and meeting with management

Understand the structure of a collective agreement and how to use it

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Preparation

Before the course:

Ensure participants are asked to bring their own collective agreement. Open the boxes of materials, and compare to the enclosed packing list to make

sure all materials have been received. (Contact the District Education Co-ordinator immediately if anything is missing.)

When specific pages of the Participant Manual are named in the Facilitator Notes, the page numbers are not given. You may want to write the page references in your own notes, to provide to participants.

On the first day of the course, before participants arrive:

Arrange tables and chairs for participants and facilitators so that everyone can see and hear one another and the flip-chart stand. Try to avoid “traditional” classroom set-ups that suggest that some people (“the teachers”) have more power than others.

Identify an open space in the classroom for the line-up activity (Who are We? Where Are We From?) on Day 1. It should be big enough so that participants can stand in a line and move around comfortably.

During the course:

Pay attention to how course objectives and participant expectations are being met. At the end of each day, discuss with your co-facilitator what else you might need to do to meet the goals.

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Materials Participants need:

Participant Manual

Basic participant kit

ABC Wiring collective agreement

4 Union Fact Sheets

2 USW Grievance Forms

Facilitators need:

Flip chart stand

1 full pad of flip chart paper

8 markers (blue, black, dark green, but not red or light colours)

1 roll of masking tape

Laptop, data projector, speakers, and extension cord

Screen (unless the classroom has an open, light-coloured wall space)

1 USW Steward’s Manual

Half-sheets of coloured paper (20 blue, 20 green, 20 pink)

Stewards Notes #2, one per participant

Six sets of the role play sheets (5 pages in each set)

Large post-it notes (6” x 8”, any colour)

DVD or data stick containing the video “Stronger Together”

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Day 1 at a Glance

Getting Oriented

Who Are We? Where Are We From?

Expectations and Goals

Break

Setting the Learning Atmosphere

The Role of the Process Steward

Why Unions?

Lunch

The Role of the Steward in the Workplace

Accessing the Collective Agreement

Break

Time Limits

What is a Grievance?

What is a complaint

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Day 2 at a Glance

Welcome Back

Investigating a Workplace Issue

You Need the 6 Ws

Break

Role Play Part 1: Preparing for and Holding the First Meeting

Role Play Part 2: Filling out a Union Fact Sheet

Lunch

Types of Grievances

Role Play Part 3: Wording the Grievance

Break

Meeting with Management

Role Play Part 4: Trying to Find Resolution

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Day 1

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Getting Started 5 minutes

Objectives: Welcome participants to the course Provide overview of course and schedule Materials required:

Flip-chart and markers Preparation:

Write on flip charts: o A “welcome” message o Daily starting and end times o A brief course outline, listing each day’s activities (based on “Course at a

Glance”) Facilitator Notes: Welcome people as they arrive in the classroom.

Introduce yourself briefly to the group. Briefly review:

o Course start and end times o Arrangements for breaks and meals o Location of washrooms, fire exits, and smoking area o The phone number of the facility in case of emergency

Ask participants to let you know by this morning’s break if they have any union or family responsibilities that may require accommodation. (Note: participants need written permission from their local president to leave class early to attend a meeting.)

Explain that USW courses are designed to be interactive and participatory. We

learn from one another’s experience. Please take part actively and ask questions if anything is unclear.

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Who Are We? Where Are We From? 45 minutes

Objectives: Get to know other course participants Appreciate the diverse background of participants Recognize many forms of activism including in family organizations, religious

groups, sports and cultural groups, etc. Preparation:

Write on a flip chart: What is your name? What’s your job title and workplace? How long have you been a steward? When you have free time, how do you spend it?

Write on a flip chart:

Who to call for support: 1. Chief steward 2. Unit chair 3. Local union president 4. Staff representative

Materials:

A USW Steward’s Manual Facilitator Notes: Invite participants to move to an open space in the room.

Ask them to line up based on these questions:

o How long did you spend travelling here today? (Designate one end of the line as “6 hours or more” and the other end as “30 minutes or less”. Once people have lined up, ask a few follow-up questions to find out where they’ve travelled from.)

o How long have you been working at your current place of employment? (Designate one end of the line as “40 years or more” and the other end as “6 months or less”. Once people have lined up, ask a few follow-up questions to find out about their experience.)

o How confident are you in your role as a steward? (Designate one end as “very confident” and the other end as “not confident at all”.)

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Once everybody has found a place in line for the third question, ask participants to introduce themselves to the person next to them, explaining why they have positioned themselves at the point in the line. Ask a few participants to share their explanation.

Invite participants to find another person from a different workplace and to sit down together again.

Reveal the questions from the flipchart and ask each pair to interview one another to find the answers:

o What is your name? o What’s your job title and workplace? o How long have you been a steward? o When you have free time, how do you spend it?

Ask each participant to introduce the person they talked to the rest of the group, e.g. “I’d like to introduce Jose Gonzalo. He’s been a steward now for a year. And he likes spending time with his children and going to the gym.”

Comment on any patterns in participants’ profiles and on the experience in the room.

Say: o “Courses like this are one way our union helps build your confidence. o “Another confidence-builder is having others to go to for advice and support.

(Point to the flip chart “Who to Call for Support”.) Here’s who to call, and in this order, starting with your chief steward.

o “If you don’t know who these people are, make it a priority to find out after the course.

o “Record the information in the back of your Steward Manual, section 7 (the first four pages).”

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Expectations and Goals 25 minutes

Objectives: Continue to get to know other participants Encourage participants to be active learners Promote a sense of ownership of the course Preparation:

Write on a flip chart sheet: o What do you hope to get out of this course?

Label a flip chart “Our Expectations” ½ sheets of coloured paper

Facilitator Notes: Ask participants to work in pairs to discuss the question on the flip chart sheet

(What do you hope to get out of this course?)

Distribute paper and explain that people will be recording their expectations on the paper

After 5 minutes of discussion, ask participants to report back on their expectations of the course.

Post responses on flip chart labelled “Our Expectations”.

Review the expectations and make note of common themes Ask participants to turn to the page “Course Objectives” in the Participant Manual.

Point out the similarities with their own expectations. Let them know that which of the expectations will not be covered in this course. (If you know that an expectation will be covered in another Steelworker course, point this out.)

Say:

o “We all play a role in keeping an eye on how we’re doing meeting these expectations and objectives.

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Setting the Learning Atmosphere 15 minutes

Objectives: Establish the “ground rules” for the class to maximize participation Discuss factors that help learning Raise awareness and understanding of the Steelworkers Anti-Harassment Policy Materials:

Flip Chart Preparation:

Label a flip chart “Learning Atmosphere” Facilitator notes:

Ask “What do you need the rest of us to do or not do to create a comfortable

learning atmosphere?” Give an example: “Listen when someone else is speaking”.

Write and add this need, if no one else mentions it: “Cell phones off.” o If participants insist that they need to leave their phones on, request that they

be on silent and that they leave the room if you have to take a call. (They would not be allowed to use their phones while on the shop floor. Unless they are dealing with a family/medical emergency, for the most part, calls can wait.)

Write and add this: “Sore back? Stand up.”

o Many participants aren’t used to sitting at work all day. Some may have back problems or other physical ailments. It’s okay to stand up, stretch, etc. during class, as long as they aren’t disrupting other participants.

Circle the word “respect” or write it on the sheet if it doesn’t appear.

Ask: “How can we behave respectfully when we don’t agree with something they

say? Do we have to pretend we do agree?”

Promote a short discussion to bring out these points: We can disagree with a comment or idea without attacking the person. Different opinions can help us to explore alternatives and options. It’s more likely that someone will consider your different opinion and change their mind if you engage with them respectfully.

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Say: o “When disrespectful behaviour undermines someone’s dignity, it’s harassment. o “Harassment strikes at the heart of solidarity. All of us have a responsibility to

help prevent and deal with harassment. o “Fear of harassment and discrimination continues to be the main barrier to

participation for people of colour, women, people living with disabilities and Aboriginal persons.

o “Our Union’s anti-harassment workplace training program— taught by union facilitators in the workplace—has reached over 80,000 members, supervisors and managers.

o “Steelworkers adopted our anti-harassment policy in the late 1980s. It’s called the “yellow sheet” as that was the colour of paper the policy was first photocopied on in 1987.”

Ask for volunteers to read the Steelworker Anti-Harassment Policy and “We Can’t

Make People Like Each Other” in the Participant Manual.

Conclude by saying: o “One of the most common ways that the policy gets violated is through

humour. So be thoughtful about the way we joke around in class. o “The “Learning Atmosphere” list is like a set of guidelines that we “negotiate” in

every Steelworker course. In addition, in the classroom and when we’re together outside of the classroom, we’re also covered by the Union’s anti-harassment policy.”

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Participant Manual – Anti-Harassment Policy

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Participant Manual – We Can’t Make People Like Each Other

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Why Unions? 60 minutes

Objectives: List and explain the values and purposes of our union Build Steelworker pride

Preparation:

Make and tape up around the room 6 flip charts labelled: o Stronger Communities

What things does our union do to achieve this? o Equality at Work

What things does our union do to achieve this? o Better Wages and Benefits

What things does our union do to achieve this? o Healthy, Safe Workplaces

What things does our union do to achieve this? o Job Security and Protection from Arbitrary Discipline

What things does our union do to achieve this? o A Say at Work

What things does our union do to achieve this? Keep these flip charts safe for use later in “The Role of the Steward in the

Workplace” and “Revising the Role of Steward”

Materials:

Laptop, data projector, speakers, and extension cord Screen or open, light-coloured wall space “Stronger Together” on DVD or other format Markers for each group

Facilitator Notes:

Say: “Most of you automatically became union members when you were hired. But there was a time when your workplace had no union and when the workers made the decision to join the Steelworkers.”

Ask: “Why do people join unions?” (Possible responses: Unfair employer, Better pay, Benefits, Pensions for a secure retirement, Work conditions, Safety)

Say: “Let’s watch a short video.”

Play the video “Stronger Together” (5:38 minutes).

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Say: “There are six heading signs posted around the room that correspond to the themes of the video and to some of the reasons people join unions.” Read the signs out loud.

Ask participants to stand at one of the signs so that there are roughly equal numbers at each. Hand a marker to each group.

Instruct participants to take four minutes to discuss how they will answer the question “What things does our union do to achieve this?” and to write down their answers on the flip-chart sheet. Be specific!

Call time after 4 minutes. Ask participants to draw a line under their comments, then move clockwise to the next sheet, keeping their marker. Read what the previous group has written, and add any additional ideas your group has.

Repeat until each group has visited each station.

Invite each group to return to the sheet they started at, read the accumulated responses, and pick the two most important to report to the full group.

After a few minutes of preparation, invite each group to give its brief report.

[If time does not permit: have each group complete and report back on only one sheet.]

Debrief the activity by asking the full group:

o “What did you learn about unions that you didn’t know before?” o “Did anything surprise you? What?”

Point out the sheet “Benefits of Belonging to the United Steelworkers” in the Participant Manual.

Conclude by saying: “The union community is what gives us all of these things, and the steward is a key leader in that community. Let’s spend some time now talking specifically about the role of the steward.”

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Participant Manual – Benefits of Belonging to the United Steelworkers

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The Role of the Steward in the Workplace 30 minutes

Objectives: Introduce the role of the United Steelworkers in the workplace Identify how stewards fit into our union as a whole

Materials:

6 flip charts from “Why Unions?” activity Preparation:

Write on a flip chart: o How did you become a steward? o Why did you choose to become a steward?

Facilitator Notes: Divide participants into groups and reveal the first flipchart question: “How did

you become a steward?”

After 10 minutes of discussion, ask groups to report back on any common paths to becoming a steward. (Answers could include: Elected, acclaimed, someone asked me, co-worker nominated me, etc.)

Reveal the second flipchart question and discuss as a full group. (Probable answers will include: Anger with person who previously did the job or the employer, Nobody else would do it, Wanted to make a difference in their workplace.)

With any negatively-worded responses, ask if there is an underlying, positive motivation. (For example, if you were angry at the previous steward, were you really concerned that members deserve the best representation possible? Etc.)

Say: o Stewards are the face of our union. o You are the leaders of the Steelworker community in each workplace. o Most people in a worksite will not know much about our union, but they will

know that they do have somebody to go to if there are problems at work. o Part of our role as stewards is to be a positive face of the Steelworkers. o As the people who are working day in and day out at the workplace, you know

the issues, the jobs and the people involved. You are also in the workplace and are accessible to the members every day.”

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Ask the full group to look at the lists generated in the last activity.

Say:

o These are the things our union does. Many activists, leaders, and staff work together to make these things happen. The steward can have a role in all of this. As new stewards, you don’t have to know or do all of it right now. You never have to do it on your own.

o Stewards have a number of jobs, but in this course we are going to focus on the role of a steward in defending the collective agreement, properly handling grievances, and presenting grievances to management.

Invite participants to turn to the sheet “The Steelworker Steward” in the

Participant Manual.

Name the three key roles (Defend, Listen/inform/educate, and Build solidarity).

Point out that stewards will work with four main groups of people: the members, the local union, the employer, and the community.

Divide participants into groups to work on the “Job of Steward Questionnaire” in the Participant Manual. Explain that we want to hear their opinions; for some of the questions, there is no right or wrong answer so don’t worry if you’re new to being a steward.

After 10 minutes of discussion, invite groups to take turns sharing the answer to one question at a time. Encourage other groups with different answers to share their views. (Refer to the Facilitator Resource Sheet: Job of a Steward Questionnaire for suggested responses.)

Conclude by saying: o “The steward’s job is a balance between getting certain tasks done AND

paying attention to the needs of human beings. o “We want to build solidarity and build connection with members, so don’t let

the balance tip away from the people.”

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Facilitator Resource Sheet: Job of a Steward Questionnaire

1. The Steward should know the contract by heart and be able to quote it at a moment’s notice. (It’s better that a steward knows how to search in and read the collective agreement to find answers than that they memorize it. Agreements change over time, and they are often long and complex.)

2. The Steward’s job is limited to handling only those grievances which are brought to them by members of the union in their department. (The real answer depends on how your local union has organized the work of its stewards. There’s no legal reason why a steward in Department A can’t handle a grievance from a member in Department B. On the one hand, we don’t want members “shopping around” for stewards; on the other hand, perhaps a conflict of interest means Department B’s steward can’t handle the grievance and someone else needs to play the role.)

3. After a regular or special meeting of the local union the Steward should refuse to tell members what happened. (Although it’s tempting to do this as a way of forcing more members to attend meetings, it’s counter-productive. We want members to know about what’s going on in the union, so it’s a good thing that members are curious. And there could be good reasons why someone can’t attend a meeting, maybe because of child-care responsibilities. These members shouldn’t be punished.)

4. The Steward should be careful not to express their own opinions about problems in the workplace because it’s their duty to find out what the members want them to do and follow their instructions. (Stewards need to balance listening to members with sharing their opinions and providing advice. Because stewards have access to union training, meetings, and other events, they do have more knowledge and skill which should be shared with members.)

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5. The Steward should serve as an impartial umpire when disputes arise between members in their department and the company. (No. The steward represents and advocates on behalf of members. That doesn’t mean a steward can’t deliver hard truths—the member’s gripe isn’t a grievance, there isn’t enough evidence to win a grievance—or has to work miracles with cases that have no chance of success.)

6. Stewards should wait for new hires to come to them, and not make a point of seeking them out to introduce themselves and our union. (No. Stewards should make an effort to welcome new hires as soon as possible. At least introduce yourself and your role, ask if there’s anything they’d like to know about the workplace or their rights, and offer to meet with them at a convenient time to go into more detail. Encourage them to ask you questions.)

7. If there is an issue of bullying between two members, the steward should let

the employer handle it. (It is the employer’s responsibility to provide a harassment-free workplace. We should encourage members to use the employer’s process. But stewards can and should play a role in advising and supporting both of the members involved. And the steward should make sure the employer’s process is being followed properly. Sometimes, though, resolving harassment issues without going to management may be a way to build solidarity within the union, unless the bullying or harassment is likely to cause physical or emotional harm.)

8. The Steward should listen patiently, without jumping in to offer solutions,

even when a member is rambling on about a problem that the Steward is familiar with. (Yes. Absolutely. By listening without judging and without offering solutions too quickly, the steward is being respectful of the member. The issue is obviously important to the member, and the member will feel more connection to the union and to the steward as a result. Once the member is finished explaining, the steward can ask if he/she would like to talk about options for solutions. Maybe, though, he/she just wanted to vent.)

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9. Once a grievance has passed on to a higher step of the grievance procedure, the Steward should forget about it. (No. The steward can play an important role in maintaining good communications between the grievor and the steward or staff person handling the file. The steward can also provide moral support if the member is finding the process stressful.)

10. The Steward should never discuss politics or legislation in the workplace because unions should not become involved in political action. (Most of the rights we enjoy as unionized workers are based in legislation. Things like the right to belong to a union, the legal obligation on an employer to bargain with us, the right to refuse dangerous work, every worker covered by a collective agreement paying dues: these are all based in laws. If the laws change for the worst, we lose important rights. So unions have to be involved in politics to protect and expand these rights.)

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Participant Manual – Job of a Steward Questionnaire

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Accessing the Collective Agreement 30 minutes

Objectives: Learn how to find information in a collective agreement Understand that collective agreements came from the work of union members and

were not a gift from the employer

Materials: Copies of the ABC collective agreement for each participant

Facilitator Notes:

Ask: “What is a collective agreement?”

Once participants have responded, emphasize these points: o “A collective agreement is a legal contract negotiated, agreed to, and signed

by an employer and a union. o “Both employer and union are bound by law to abide by its terms and

conditions. o “It is like a “rule book” that defines working conditions and sets out the rights

and responsibilities of the employer and the workers.”

Ask: “How do we get our collective agreements?”

Once participants have responded, emphasize these points: o Collective agreements are a key part of workplace democracy. o Members elect a bargaining committee which meets with the employer to

negotiate a collective agreement. o Members submit proposals for each round of bargaining. o The resulting agreement is voted on by the members. o The agreement is more than a rule book. It is the reflection of the voice and

priorities of the members.

Ask: “What is the role of the steward in relation to the collective agreement?” (If these answers aren’t mentioned by participants, add them in: Be familiar with agreement, educate members on their rights in the agreement, and defend the agreement; educating members about the bargaining process, encouraging them to take part in the process.)

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Ask participants to turn to the sheet “What is a Collective Agreement” in the Participant Manual. This sheet summarizes some of what we’ve discussed and is for your later reference.

Ask participants to turn to the sheet “Some Basic Rules for Interpreting Collective Agreements” in the Participant Manual. Read out loud (or invite participants to read out loud) each point.

Distribute copies of the ABC collective agreement.

Explain: o “Now let’s practice finding information in a collective agreement. o “We’re going to use the ABC collective agreement so we all practise with the

same document. Your own agreement will be much more detailed and have different provisions.

o “Remember the questionnaire we just did? We said a steward doesn’t have to memorize the agreement, but does need to know how to find information in it.

o “The table of contents is your map to various sections of the agreement.”

Ask each of the questions to the full group: o “Look at the Table of Contents page. What article would tell you who is

covered by the agreement?” [Article 2: Scope] o “Look at Article 2. Who is covered by this collective agreement?” [All hourly

employees except sales employees where specified and not managerial, executive, and confidential staff.]

o “Look at the Table of Contents again. What article would tell you how seniority is defined?” [Article 13: Seniority]

o “Look at Article 13. How many different definitions of seniority are there?” [Two, one for casuals and one for everyone else.]

o “Look at the Table of Contents again. What article tells you the length of this agreement?” [Article 14]

o “When did this collective agreement start?” [November 1, 2013] o “When does the term end?” [October 31, 2018]

Divide participants into small groups. (If some participants appear to have difficulty reading or using the agreement, try to put them with stronger participants who can assist them.)

Ask them to turn to the sheet “Accessing a Collective Agreement” in the Participant Manual. Read out loud the instructions at the top of the page. Ask if there are any questions about the instructions, and answer any that arise.

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After 10 minutes, take up responses by inviting a different group to give their answer to each question.

Conclude by asking: “How comfortable do you feel about finding information in your collective agreement?”

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Participant Manual – What is a Collective Agreement?

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Participant Manual – Some Basic Rules for Interpreting Collective Agreements

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Facilitator Resource Sheet: Accessing a Collective Agreement

1. How many weeks’ vacation does a 7-year employee get per year?

Relevant article: 8.01 Answer: 4 weeks

2. How much is the safety boot allowance? Relevant article: 9.07 (b) and (c) Answer: $60 once a year, except for employees who work in the yard who receive winter safety boots at no cost

3. How many union bulletin boards are on site? Relevant article: 10.02 Answer: 3

4. Who must attend a discipline meeting? Relevant article: 11.02 Answer: A shop steward, grievance committee member, or other union designee

5. How long does discipline stay on the member’s file? Relevant article: 11.03 Answer: after 12 months

6. How much do members earn? Relevant article: 7l01 Answer: [amount changes each year; see article for correct response]

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Participant Manual – Accessing a Collective Agreement

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Time Limits 15 minutes

Objective: Become familiar with the role and detail of grievance procedure time limits

Facilitator Notes:

Say: o “One of the most important articles in your collective agreement is the

Grievance article, which spells out the steps in the process and the time limits at each step.

o “If you memorize anything in your collective agreement, it should be grievance time limits.”

Ask: “Why are time limits so important?” (You are looking for this answer: If the

union doesn’t follow the time limits, we run the risk of having the grievance fail.)

Invite them to turn to the “Steps in ABC’s Grievance Procedure” and “ABC’s Time Limits” in the Participant Manual and walk them through the steps and limits of ABC’s grievance procedure.

Say: “The number of stages and time limits will vary with each collective agreement.”

Invite them to open their own collective agreements, if they have them.

Ask: “What are some of the differences between your time limits and the ABC agreement?”

(If time permits) Divide participants into groups by collective agreement if possible. Otherwise, ensure that at least one person in each group has their own collective agreement.

o (If time does NOT permit, do the activity below in the full group using one participant’s collective agreement as the example.)

Invite participants to turn to “My Time Limits” in the Participant Manual. Using

your group’s collective agreement, take 10 minutes fill out the calendar showing the maximum time limits for each step in the grievance procedure.

Conclude by encouraging participants who didn’t bring their agreements today to fill out the calendar later, to become familiar with their own grievance procedure.

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Participant Manual – Steps in ABC’s Grievance Procedure

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Participant Manual – ABC’s Time Limits

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Participant Manual – My Time Limits

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What is a Grievance? 45 minutes

Objectives: Define what a grievance is Define what a complaint is Identify steward’s role in handling complaints and grievances Preparation:

Write on a flip chart: o What is a grievance?

- Violation of rights - Interpretation dispute - Discipline

Facilitator Notes: Say:

o “We’ve talked about how the grievance procedure article is one of the most important articles in our collective agreements.”

o “Why is it important to have a grievance procedure in a collective agreement?” (You are looking for answers like this: it provides a clear process for resolving problems; it’s a collective problem-solving process where union representatives assist members rather than leaving it up to each member to solve his/her own problems; gives workers a voice and a way to fight injustice)

Ask: “What is a grievance? How would we define it?”

Listen to ideas from the participants and then read the definition on “What is a

Grievance?” in the Participant Manual. o (“A grievance occurs when there is a violation by the employer of a worker’s

rights under the collective agreement, human rights code, or other labour-related legislation; and/or a dispute between the union and the employer over the interpretation, application, or compliance of the collective agreement, human rights code, or other labour-related legislation; or Discipline that is improper, unjust, or excessive.”)

To practice thinking about what makes a grievance, invite participants to turn to

“Are There Grounds for a Grievance?” in the Participant Manual. As a full group, read out and discuss the scenarios. (Refer to the Facilitator Resource Sheet: Are There Grounds for a Grievance? for suggested responses.)

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Ask: “Members may have concerns that aren’t grievances, because they don’t violate a right, involve an interpretation of the collective agreement or law, or don’t involve discipline. So do we just tell the member to go away?”

Say:

o “It’s still important for the steward to treat complaints sincerely. o “Do an investigation, to make sure it really isn’t a grievance. o “Explain to the member why they can’t use the grievance procedure, and point

out other options for action. o “If possible, approach the company informally to resolve or refer to an

appropriate resource in the community. o “If in doubt, get advice from another steward, your unit chair, or local union

president. If still in doubt, file a grievance. It’s easier to withdraw it later than to try and file it after the time limits have expired.”

Divide participants into groups and ask participants to turn to “Complaint or

Grievance?” in the Participant Manual. (Depending on the time, assign some or all of the questions to each group.) Point out that there may not be a clear answer for every question. The point of the exercise is to note that the steward has a role in helping to fix the problem, regardless of whether something is a complaint or a grievance.

After 10 minutes of work, invite groups to take turns providing their answer to each question. (Refer to the Facilitator Resource Sheet—Complaint or Grievance? for suggested responses.)

Review a few key points in “Following up on Complaints” in the Participant Manual

or assign for after class reading.

Conclude by asking: o “So if you can’t decide whether it's a grievance or a complaint, what should

you do?” (You are looking for these answers: do a good investigation; consult the collective agreement; get advice from another steward.)

o “What’s the most important document to read when deciding if something is a grievance?” (The collective agreement.)

o “If you’re still in doubt, after all this, what should you do?” (File a grievance.)

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Participant Manual – What is a Grievance?

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Facilitator Resource Sheet: Are There Grounds for a Grievance?

1. Under pressure from the boss, Luis agrees to be paid at straight time for the overtime hours he works, even though the collective agreement states that all overtime must be paid at time and a half. Are there grounds for a grievance? Yes Why? Violation of collective agreement (right to overtime) 2. During the lunch break, Kyle got into an argument with Arnie, the meanest, strongest worker in the plant. After lunch, Arnie grabbed Kyle by the collar and said, "If you don't leave me alone, I'll punch you out." From that point onward, Arnie constantly makes aggressive gestures and comments toward Kyle. Are there grounds for a grievance? Yes Why? Violation of OH&S legislation (right to a safe workplace, freedom from harassment) 3. Magda works in the kitchen, and cut her hand on a broken dish. She went to see the company nurse who put on a band-aid and said that that was enough treatment. Even though Magda insisted, the nurse refused to fill out an accident report form because the injury was "insignificant". Are there grounds for a grievance? Yes Why? Violation of OH&S legislation (right to safe working conditions, proper procedure to report an accident even if it’s “no lost time”) 4. Carol has worked for the company for 8 years as a secretary. Now she has applied for a job in the warehouse. She has the most seniority and meets the posted qualifications for the job--the standards set out in the collective agreement—but she does not get the job because the employer says “seniority” is earned on a department-by-department basis. Are there grounds for a grievance? Yes Why? Interpretation (of seniority language)

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5. The employer's policy calls on all workers to be neatly dressed in the uniform chosen by the employer. But over the years, enforcement has relaxed. Some workers often come to work in stained or torn uniforms, but no one has received any comment, let alone discipline, from management. One day, the general manager had had enough, and fires a worker for violating the dress code. The collective agreement says that discipline must be appropriate and for just cause.

Are there grounds for a grievance? Yes Why? Discipline 6. The employer forces Nassir to retire after his 65th birthday, even though he would like to keep working. Are there grounds for a grievance? Yes Why? Violation (or human rights code and age discrimination) 7. Kaneisha is unhappy that she hasn't heard any update about her grievance in a long time. She would like to file another grievance to force the union to speed things up. Are there grounds for a grievance? No Why? No violation of the agreement or law, no interpretation disagreement, no discipline. 8. While Bill is off on sick leave, the employer learns that he is HIV-positive. When Bill advises that he has been declared fit to return to work, the employer refuses to accept the doctor's assessment, including a declaration that Bill presents no danger to his co-workers. Are there grounds for a grievance? Yes Why? Violation (of human rights code)

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Participant Manual – Are There Grounds for a Grievance?

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Participant Manual – What is a Complaint?

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Facilitator Resource Sheet: Complaint or Grievance? 1. A senior cashier has been assigned the job of training a new cashier. She tells you, "I can't teach her a thing. She thinks she knows it all and now she's started telling me how to do the job. I want to file a grievance to get her out of here. She's useless in this section. Nobody likes her." Are there grounds for a grievance? No What should the steward do? Listen to the member’s story. Explain why there are no grounds for a grievance (management has the right to assign work tasks and collective agreements would rarely if ever give workers the right to decide who they train or if they train). Encourage the senior cashier to do her best and to avoid personal judgments about the new worker. Perhaps the steward and the senior cashier could ask to meet with management to request that someone else assist with or be assigned to do the training.

2. One of the employees in the accounting department complains that the new mail clerk is always late in sorting mail, which delays her work schedule. She has repeatedly asked the mail clerk to bring her mail on time but he has ignored her. Now she wants you to speak to him. Are there grounds for a grievance? No. What should the steward do? Listen to the member’s story. Explain why there are no grounds for a grievance (the union doesn’t “police” or control work performance). The member is worried that she will be disciplined because of something someone else is not doing. If the steward feels comfortable facilitating a discussion between the two workers, that could be one way to resolve the problem without management getting involved. It is to everyone’s advantage that management not become involved.

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3. Several employees come to you to complain about a new supervisor. They tell you that he is always "snooping around", checking their work when they least expect it. They say the old supervisor left them pretty much alone to do their work. They ask you to "straighten out the new supervisor". Are there grounds for a grievance? No. What should the steward do? Listen to the members’ stories to get a clear picture of what is going on. Determine if the supervisor’s behaviour meets the legal definition of harassment. If it does not, explain why there are no grounds for a grievance (the employer has the right to direct the workforce, including checking on production). Perhaps there are creative ways that the members themselves could “train” the new supervisor, such as all gathering around him when he comes on the floor, saying that they want to watch what he does so they can learn to do the job better? 4. A member is in deep financial trouble meeting car payments. He blames management for low pay. Are there grounds for a grievance? No. What should the steward do? Listen to the member’s story. If “low pay” is because of a payroll error, then help the member bring this to the employer’s attention and grieve if necessary. If there is no error, explain why there are no grounds for a grievance (the employer is paying the correct wage rate and is not responsible for individual workers’ spending decisions). Encourage the member to meet with his financial institution and/or a financial or debt counsellor.

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Participant Manual – Complaint or Grievance?

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Participant Manual – Following Up on Complaint

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Day 2

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Welcome Back 15 minutes

Objectives: Welcome participants back to the second day of the course Address any outstanding issues Name key learnings from day one Provide overview and set the tone for the day Preparation:

Write on flipchart: Welcome back! Decide who will play what role for the role play and how to divide the class into

groups Facilitator Notes:

Welcome people back to the class.

Invite the process steward to give his/her report.

Explain what facilitators will do to address any concerns or suggestions. Thank everyone for their input.

Point to the classroom agreement. Ask if there are any comments anyone would like to make or additional things people would like to add.

Ask: “What topics did we cover yesterday?” (Keep an eye on the agenda for day one and, after participants finish giving input, add any missing topics.)

Explain: o “Yesterday we discussed collective agreements and started to talk about what

grievances are. o “Today we will look at how to investigate and write grievances. o “The day will be built around a role play that you will do in groups with

assigned characters. o “In the classroom, it’s the best way to give you a true-to-life experience.”

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Investigating a Workplace Issue 15 minutes

Objective: Become familiar with key sources and categories of information about a member’s

workplace complaint

Preparation: Read “Investigation Basics” and highlight the key points you will make later Write on a flipchart:

o How do stewards get information during an investigation? o What are the 6 Ws?

Materials:

Copies of the Union Fact Sheet to distribute to all participants

Facilitator notes:

Explain: o “Earlier we discussed the difference between a complaint and a grievance. As

we saw from the examples that we used, there are many times when the issue is cut and dried.

o “As we all know, this is not always the case. We have to dig deeper, to find more about the story.

o “Here’s an example: Jen tells you that the bathroom is too far to travel to. o “On the surface, this could be a complaint. But maybe we could dig a bit

deeper. o “Maybe we could ask if there is another washroom she could use, and learn

that there is only one washroom for women. Half of the new hires are now women. There are many male washrooms, but the company has never increased the number of washrooms for women.

o “You may also learn from doing a further investigation that this shortage has been raised in the past, and the company committed in a labour-management meeting to fix it. But never has.”

Ask: “Is this now a grievance or a complaint?” (You are looking for this answer: a

grievance, because it violates health and safety rights and human rights.)

Ask: “How do stewards get information during an investigation?” (If participants don’t mention these points, add them:

o Interview the worker with the complaint

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o Interview witnesses o Listen patiently o Ask open-ended questions o Ask specific questions o Don’t be satisfied with vague statements (like, “The supervisor’s picking on

me,” or “They’re giving us too much work.”) o Get relevant documents

Ask: “There are six key questions a steward needs to ask. To make it easy to

remember, we call them the 6Ws. What are the 6Ws?” (You are looking for these answers:

o Who o What o Where o When o Why o Want (the solution the member is looking for))

Invite participants to turn to “The Six Ws in Investigations” in the Participant

Manual and to refer to this after the course when needed.

Hand out a Union Fact Sheet to each participant.

Say: o “USW’s Fact Sheet is organized on the 6 Ws. o “Use a fact sheet for every investigation to record and organize your results. o “We’ll be working with this more during the class.”

Highlight a few key points of “Investigation Basics” in the Participant Manual and encourage members to refer to this after the course.

Conclude by saying: o “Once you have more information, you can determine if it is a grievance or not. o “Knowing the full story helps you see whether your case is strong or weak and

what the possibilities are for settling the problem. o “Information is power, they say. Let’s do an activity to help drive home that

point.”

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Participant Manual – The Six Ws in Investigations

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Participant Manual – Investigation Basics

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You Need the 6 Ws 30 minutes

Objective: Appreciate the importance of getting full information and keeping good notes

Preparation:

Read Steward’s Notes 1 and Steward’s Notes 2 so that you are familiar with the differences between the two versions of the story

Materials required:

Copies of Steward’s Notes 2 to hand out to each participant

Facilitator notes:

Say: o “I’ve got some good news, and some bad news. o “The steward who was handling a member’s case just won the lottery. That’s

the good news. o “The bad news: He’s skipped town and moved to Tahiti. You have to handle

the case now. Here are his notes.”

Hand out Steward’s Notes 1 to all participants and give them a minute to read.

Ask the following questions and wait for answers: o “Who is involved?” [Rashpal Goudar, Joe Plumber, some witnesses who are

not named] o “What happened?” [Rashpal was treated unjustly.] o “When did it happen?” [Last week, whenever that was, as no date.] o “Where did it happen?” [Don’t know.] o “Why is this a grievance?” [Unjust discipline.] o “What does Rashpal want?” [He doesn’t want a bad record. That’s all we

know.]

(Note: If participants give answers based on assumptions, ask them where they got the information from. Don’t accept answers based on assumptions or anything that’s not in the notes.)

Hand out Steward’s Notes 2 to all participants, pointing out that they should assume this is also hand-written, and give them a few minutes to read.

Ask the following questions and wait for answers: o “Who is involved?” [Rashpal, Joe, Frank, Dusty, Carmen Boucher]

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o “What happened?” [Rashpal was asked by another supervisor to do 5 hours of overtime in an urgent situation]

o “When did it happen?” [June 1, 2---] o “Where did it happen?” [Sutton Place Hotel, penthouse floor] o “Why is this a grievance?” [Unjust discipline, violation of the collective

agreement] o “What does Rashpal want?” [Apology from Joe, letter removed from file,

overtime pay]

Ask: o “Which set of steward’s notes would you rather get? Why?” o “What does Steward’s Notes 2 allow us do that Steward’s Notes 1 does not?”

(You are looking for answers such as: Helps us see that there is a basis for a grievance; points out the three

witnesses we need to interview; Gives us evidence that could win our case – the role of the second

supervisor; Tells us what Rashpal wants as a solution; Allows us to step in and understand the case without having to redo

the interview o “What should we do during an investigation if there’s a question we can’t

answer?” (You are looking for answers such as: Admit if you don’t know an answer. Don’t assume; go back and ask more questions!)

o “Is there anything wrong with listening to members’ feelings?” (No; expressing feelings and having the steward listen will often make the member feel respected. You can even record feelings in your interview notes; just make sure to write something like “Rashpal feels angry because. . . .” or “Rashpal said he believes that . . . “ rather than recording them as hard facts.)

Conclude by asking: o “The next time a member sits down to talk to you or the next time you’re called

in to a meeting, what supplies are you going to reach for?” (You are looking for these answers: Pen; paper.)

o “What are you going to do?” (You are looking for this answer: Take good notes; collect relevant documents; keep good records.)

Invite participants to turn to “Conducting an Interview” and “Documenting an Interview” in the Participant Manual.

Divide into 4 or 6 groups and assign each a different portion of the two documents. Ask the groups to take 10 minutes to read, discuss, and select three key points to share back with the full group.

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After 10 minutes of work, take up the reports in the order in which their portions appear in the documents.

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Participant Manual – Steward’s Notes 1

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Steward’s Notes 2 Rashpal Goudar (321-543-9876 / [email protected] / work extension 2345) from the Engineering Department at the Sutton Place Hotel said that Joe Plumber, his foreman, brought him into the Engineering office on June 23rd to say that Rashpal was going to be disciplined for claiming five hours of overtime on June 1st when Rashpal was not scheduled to work overtime. Rashpal said that he tried to explain that he did work overtime because he had to work with Frank and Dusty, the other engineers, to fix the electrical circuits on the Penthouse floor of the hotel because, at short notice, a VIP guest was coming ahead of his scheduled arrival. Rashpal’s foreman did not want to hear what Rashpal had to say. Instead, Joe simply handed him a First Written Warning Memo (see attached) and told him to leave the office right away. The incident for which Rashpal wants the grievance filed happened on June 1st at the end of the morning shift (9.00 a.m. – 5.00 p.m.) There is still time to file a grievance as the incident happened less than two weeks ago and the collective agreement gives four weeks to file a grievance. This is a grievance because Rashpal was not allowed to give his version of the story which included that two other engineers who worked with Rashpal could vouch that, although Rashpal was not scheduled to work overtime, in fact, another foreman (Carmen Boucher) asked Rashpal to help Frank and Dusty finish the job

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earlier. Carmen said the jacuzzi needed to be ready one day earlier because the VIP guest likes to have a jacuzzi immediately after a long flight. It’s also a grievance because under Article 9.1.2, the CBA says “An employee will be permitted the assistance of a Shop Steward to discuss the incident prior to the issuance of any discipline.” Rashpal wants to have his story verified, to get an apology from Joe Plumber for not hearing Rashpal’s story before taking disciplinary action, and to have the disciplinary letter removed from his file. Rashpal respects Joe Plumber as a foreman, but thinks Joe should read the CBA to be a better manager.

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Sutton Place Hotel

Big City, Canada

Engineering Department

June 23, 2‐‐‐

Rashpal Goudar

123 Blue Crescent

Big City, Canada

‐‐Hand delivered‐‐‐

Mr. Goudar,

Re: First Written Warning Memo

On June 1 of this year, you claimed five (5) hours of overtime when you

were not scheduled to work overtime. This kind of dishonest behaviour is taken

very seriously by your employer, and must not be repeated.

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Participant Manual – Conducting an Interview

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Participant Manual – Documenting an Interview

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Role Play Part 1: Preparing for and Holding the First Meeting 45 minutes

Objective: Practice meeting with management Preparation:

Read the Facilitator Resource Sheet: Steps in the Role Play Read the Role Play Sheets for all characters Write team numbers on the Role Play Sheets, as necessary for the size of the

class Materials required:

Copies of the Role Play Sheets, numbered

Facilitator notes: Introducing the Role Play: Explain:

o “For the rest of today, we’ll be doing a role play about a discipline grievance. o “In most collective agreements, stewards are required or permitted to be in

meetings in which a member receives discipline. o “Keep in mind that every local union can have its own protocol about what role

stewards play in grievance investigation, writing, and meetings. Check with your local leaders to find out the protocol you need to follow.”

Invite participants to look in their own collective agreements and find language

about stewards attending disciplinary meeting. Ask for one or two volunteers to summarize what their agreements say.

Explain: o “There are four characters in the role play: a member named Lindsay, a

supervisor named Sidney, a steward, and a manager. All work for ABC Industries, whose collective agreement is in your manual.

o “Each of you will be assigned a character and put in a group with the other characters.

o “Take a moment to read over your Role Play Sheet, when I hand them out, but don’t say anything to anyone else.

o “Each character has some information, but not all.”

Divide participants into groups (of four).

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Hand out the Role Play Sheets. Give participants a couple of minutes to read their

sheets to themselves.

The Meeting: After participants have had time to read, explain:

o “The Manager and the Supervisor have called a snap meeting with Lindsay and the Steward.

o “Each side needs to prepare, so Lindsay needs to huddle with the Steward, and Sidney needs to huddle with the Manager.

o “Union side: don’t worry about figuring out if there is a grievance until after the meeting is over. Use this meeting to get as much information before jumping to conclusions.

o “You have 5 minutes to get ready.”

After 5 minutes, call “time”.

Explain: “Now the union will meet with management. You have 15 minutes for this meeting.”

After 15 minutes, call “time”.

Debriefing: Invite people to continue sitting in their groups and initiate a full-group discussion

by asking: o “How did the meetings go?” o “Were there things that you were not prepared for?”

Ask the Stewards: o “Were you able to get information about what happened to Lindsay?” o “What did you do with the letter?” (Note to Facilitators: the letter states that

signing only acknowledges receipt of the letter, not wrongdoing.) o “If signing the letter meant Lindsay admitted wrongdoing, would you have

handled this differently?” (You are looking for this answer: Yes! I would have advised Lindsay to refuse to sign the letter, or only to sign it after writing the words “My signature does not acknowledge wrongdoing, only receipt of this letter.”)

Conclude by saying:

o “Now you know more about this situation. o “Remember that good documentation is an important part of a steward’s job.

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o “In real life, you would update your records as soon as possible after the meeting.

o “So that’s what we’re going to do now.”

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Facilitator Resource Sheet: Steps in the Role Play This is a role play with teams of four characters: Lindsay (the member), Sidney (the supervisor), Steward, and Manager. Before Day Two begins, decide how many teams you will have and which participants should play each character. Ideally, you will have equal numbers of Lindsays, Sidneys, Stewards, and Managers working in groups of four. (If the group isn’t divisible by four, here are two alternatives: Make some groups of five, with two Stewards. Or, if you have some strong participants who could play the role of Supervisor without the support of a manager, make some groups of three, discarding the role of Manager.) Hand-write team numbers in the space in the top right-hand corner of the Role Play Sheets to help participants find their groups and character. There are four parts to the role play, interspersed with some related non-role play activities (shown in italics):

Name of Activity

Time

Role Play Part 1: Preparing for and Holding the First Meeting

45

Role Play Part 2: Filling out a Union Fact Sheet

45

Types of Grievances

30

Role Play Part 3: Wording the Grievance

90

Meeting Management

30

Role Play Part 4: Trying to Find Resolution

60

Groups do not “perform” one at a time. Rather, the meetings in Part 1 and Part 4 take place simultaneously. Therefore, in order to judge how well groups are doing in the meetings, both facilitators should circulate and listen in, without intruding or interrupting. Note good behaviours as well as any errors or problems to bring up in the debriefing following each meeting.

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Role Play Sheet: Group ___

Steward

You have just been called off the floor, by a supervisor, to sit in on a meeting with Lindsay. You do not know what the meeting is about. You do know that the crew that Lindsay works with gets special treatment because they are considered to be ABC Wiring’s top-producing crew.

You have a good working relationship with management.

First instructions:

Before the meeting, talk to Lindsay to see if Lindsay knows what the meeting is about.

Use the meeting to get as many facts as you can from the supervisor. You don’t have to decide yet if there’s a grievance or not.

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Lindsay (the Member)

For the first time a couple of weeks ago, you were told by the supervisor that you had to be work on time.

The supervisor is new, and does not know how the crew runs. It has always been given leeway because it’s ABC Wiring’s top-producing crew. As long as you arrive around the start time, there has never been an issue. People just make up the time at the end of their shift. Everybody meets their production quotas.

You feel that the supervisor is unqualified for the job but is trying to look competent. You also feel like the supervisor is unfairly targeting you.

Today you were five minutes late because of an accident on the road to work. You did not call to say you would be late; you were just going to stay five minutes longer to make up the time.

You could see that the supervisor was angry, but they didn’t say anything.

You have just been called into the supervisor’s office, and told that the union steward was also called. You have never had experience with the union, and have a clean record. You are worried about what this means for your job.

First instructions:

Before the meeting, talk to the steward and ask them what to expect in the meeting.

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Sidney (the Supervisor)

You have just called a meeting and asked for Lindsay, the shop steward, and the manager to be present.

You are tired of crew members showing up late. You recently told Lindsay that you need them all to be on time, and this morning Lindsay was late again. You feel that Lindsay is being insubordinate and so you want to set an example. If the crew members continue to walk all over you, you will never be respected.

You have recently been transferred to this job as supervisor of ABC Wiring’s most productive crew. The person who was in the job before you let crew members get away with everything.

You have not had a good experience with the union in the past, and believe that you lost an arbitration because someone misinterpreted something you said in a meeting. That’s why you have the manager sitting in on this meeting.

First instructions:

Brief the manager that, at the upcoming meeting, you are going to suspend Lindsay for two working days. The charge is insubordination for arriving late after you specifically warned Lindsay last week to be on time.

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TO: Lindsay

FROM: Sidney

RE: Suspension for Unsatisfactory Job Performance

Nature of Disciplinary Action

This letter is to advise you of a two-day suspension for unsatisfactory job performance, specifically due to failure to report to work at your scheduled time.

Two weeks ago, I posted a reminder in the tool room that all team members were expected to arrive at work at their scheduled time. Last week, I met with you regarding your tardiness and again instructed you to arrive at work on time.

This morning, you were once again late for work. ABC Wiring sees this as theft of company time, which could result in further discipline if this behavior is not corrected.

We expect that this behavior will be corrected, and I will once again send all staff a memo explaining proper procedures. I will also meet with you each week to discuss your process or review your performance.

If you do not make and sustain these job performance corrections, I will consider further disciplinary action, up to and including dismissal.

Period of Time for which Disciplinary Action will be Active

This disciplinary action is being issued pursuant to ABC Wiring’s Performance Policy for employees. This action will be inactivated and removed from your personnel file if:

1. 12 months have elapsed since the date of this disciplinary action and you have not received another disciplinary action, or

2. Management chooses to inactivate and remove this disciplinary action in less than 12 months.

If you receive another disciplinary action while this action is still active, this action will remain active for the duration of the subsequent action. (The actions do not have to be related in content.)

Appeal Rights

You have the right to appeal this disciplinary action under the Grievance Policy.

Supervisor’s Signature

Supervisor’s Signature: ___________________ Date: ___________

Employee Acknowledgement

I acknowledge that I have received this disciplinary letter. I understand that my signature below does not necessarily imply agreement with the disciplinary action taken.

Employee’s Signature: ___________________ Date: ______________

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Manager

You are close friends with the supervisor, Sidney, inside and outside of work.

You recently moved this supervisor from another crew because of issues with the union. You thought the move made sense since this crew has not had problems in the past, and are ABC Wiring’s most productive crew.

You want your friend to succeed in the new job, and will back them up in this meeting. But you honestly feel that the discipline is excessive, in part because you know that Lindsay has a clean personnel record. You have a cordial relationship with the union.

First instructions:

Before the meeting, ask Sidney to explain the rationale for the discipline. During the meeting, try to get more facts, as you will also need them in future

meetings.

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Role Play Part 2: Filling out a Union Fact Sheet 45 minutes

Objective: Practice filling out a Union Fact Sheet based on an investigation

Preparation:

It is important to ensure that participants are filling out the Fact Sheet properly. One or both Facilitators should circulate around the room during this activity, observing and assisting, ensuring neat writing, etc.

Materials:

Copies of the Union Fact Sheet

Facilitator notes: Say:

o “Please stay seated in your role-play groups. o “We’d like everyone to do this next activity from the perspective of a steward. o “We’re going to work together to fill out the Union Fact Sheet with the

information you’ve gathered so far.” Distribute a Union Fact Sheet to each participant.

Explain:

o “The Union Fact Sheet helps us carry out thorough, organized investigations, and that is a key part of fairly representing our members.

o “The Union Fact Sheet is a record of our investigation, and makes it easier to hand the case on to other stewards or staff representatives who may handle a grievance further down the process. So fill it out neatly and clearly, as though other union representatives will need to read it and understand it.

o “This is an internal union document. We do not give this to the employer. Ever.”

Ask: “Show of hands: Who took notes during the meeting? From your

conversations before the meeting?”

Say: “It’s important to get into the habit of taking notes of all meetings with members and employer representatives.”

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Ask: “Should you ever give copies of your notes or of statements from your members to the employer?” (You are looking for this answer: NO!!!!)

For Who, What, When, and Where: Say: “In your small group, take a minute to review your notes and memories and

decide what you would write in the “Who” section of the Union Fact Sheet.”

After a minute or two of discussions, invite one small group to volunteer to share what they wrote. (You are looking for these answers: Grievor’s Name: Lindsay; Supervisor’s Name: Sidney.) Confirm or correct the responses as needed.

Ask the full group: “What do you still need to find out?” (You are looking for these answers: More details about Lindsay and Sidney. Names and contact information of witnesses: other members of the crew who can talk about how things usually work.)

Repeat for What, When, and Where. (You are looking for these answers: o What: Members of the crew have long been permitted to arrive late because

they always make up the time at the end of their shift. Sidney is a new supervisor. Lindsay arrived five minutes late today because of an accident on the road to work. Two weeks ago, the supervisor says a notice was posted in the tool room advising crew members to arrive on time. The supervisor also told Lindsay to be on time; there is disagreement as to when with Lindsay saying it was about two weeks ago and the supervisor saying it was one week ago. Today Lindsay received a two-day suspension. (Still need to find out: actual time of arrival, scheduled start time of shift, and—ideally—copy of the notice, copy of Lindsay’s record or personnel file, written statement of events from Lindsay, written statements from other crew members about standard practice on the crew and about whether or not they saw the notice in the tool room.)

o When: Today. Under the ABC collective agreement, we have 30 calendar days to grieve. (Still need to find out: has this happened before to anyone else on the crew?)

o Where: (Still need to find out: where was Lindsay when the supervisor noticed the late arrival?)

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For Why: Say:

o “Let’s discuss this next one as a full group. o “Is this a grievance? Why? (You are looking for: yes; it is excessive discipline

and inconsistent treatment of employees.) o “Remember back to yesterday. What did we say was the definition of a

grievance? (You are looking for this answer: A grievance occurs when there is a violation by the employer of a worker’s rights under the collective agreement, human rights code, or other labour-related legislation; a dispute about the interpretation of the agreement or law, or improper discipline.)

o “So this is a grievance. That’s an important decision. o “What was violated in the collective agreement? (You are looking for this

answer: Article 11- “The Employer shall only discipline, suspend or discharge an Employee for just cause.”)

o “What does “just cause” mean?” (You are looking for this answer: there needs to be a reasonable basis for the discipline.)

Invite participants to look at “Does the Punishment Fit the Crime” and

“Management Rights and Union Power” in their Participant Manual and to refer to them after the course when needed.

For What: Ask:

o “Stewards, did you ask the Lindsays what they wanted as a resolution?” (If any did, encourage them to give specifics.)

o “Lindsays, what do you want?” o “The Sidneys and Managers: is there anything missing?” o (You are looking for these answers: two days’ pay and benefits, suspension

letter rescinded and removed from personnel file.) For remaining sections of the Fact Sheet: Ask/ Say:

o “On page three of the Union Fact Sheet, what does the employer contend?” (You are looking for these answers: Lindsay was insubordinate and stole from the employer by arriving late today, after being told in person and by written notice that crew members were to arrive on time.)

o “On page four, notice that the checklist suggests the kinds of information and documents that should be included on or with the Fact Sheet.

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o “Also on page four, notice the questions on the bottom of the page. Are these relevant to Lindsay’s case? Why would you ask them?” (You are looking for these answers: Yes, they are relevant because they help us figure out if the punishment did fit the crime. The last question is especially useful in the punishment is a long suspension or discharge, when grievors are expected to try to earn an income while off work.)

Ask: “Did you find anything on the form confusing? What?” (Address any

questions or concerns as well as you can). Say:

o “Use Union Fact Sheets in every case you handle. o “We know that Lindsay has a grievance. Now we have to take the next steps.”

Ask for a show of hands:

o “Has anybody ever written a grievance?” o “Has anyone presented a grievance to management?”

(Comment on the experience in the room, if participants have already done one

or both of these things.)

Conclude by saying: “Writing a grievance and presenting it to management are the two things we’re going to do next, after a bit of technical information.”

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Participant Manual – Does the Punishment Fit the Crime?

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Participant Manual – Management Rights and Union Power

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Types of Grievances 30 minutes

Objective: Gain a basic understanding of the four types of grievances

Facilitator Notes: Say:

o “Let’s take a break from the role play to get a bit technical about grievances. o “There are four types of grievances: individual, group, policy and union

grievances. o “It’s important that stewards learn the difference because your role varies from

type to type.”

Read out loud “Types of Grievances” in the Participant Manual. Ask participants for examples of any group, policy, and union grievances that have been filed in their workplace.

Ask: “What is different about a steward’s role with a policy or union grievance, compared to an individual or group grievance?” (You are looking for these answers: Stewards have more discretion with individual and group grievances; others in the local union make decisions about filing policy and union grievances. Stewards need to be on the look-out for all four kinds of grievances; If stewards think a violation is a policy or union grievance, they need to speak to local-union leadership or the grievance committee right away.)

Explain: o “Turn to “What Type of Grievance Is It?” in your Participant Manual. o “With the person next to you, decide what type each of the scenarios is. o “You have 10 minutes for this task.”

Call time after 10 minutes.

Take up the answers, asking why each choice was made. (See the Facilitator

Resource Sheet—Answers to What Type of Grievance Is It?) on the next page.)

Conclude by saying: o “Every grievance, once signed, is “the property of the union”. o “What does that mean?” (You are looking for this answer: This means that our

union (through stewards, local leaders, and staff representatives) makes

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decisions about how the grievance is handled, not the grievor(s). That includes the decision to move a grievance on to arbitration or withdraw it at an earlier stage of the process.)

o “Those decisions must be made after careful thought and investigation. o “They cannot be motivated by ill will toward the grievor(s). o “It is important to keep the grievor(s) informed about what is happening with a

grievance, even if it’s to say that nothing has changed since the last update. o “This information is in the Participant Manual, on the sheet “Every grievance,

once signed, is “the property of the union”. Please refer to it after the course. o “We’re now going to return to the role play, and work on the wording of

Lindsay’s grievance.”

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Participant Manual – Types of Grievances

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Facilitator Resource Sheet – What Type of Grievance Is It? 1) A member has been given a 2-day suspension for swearing.

Individual grievance (Why: only one member involved) 2) Several members have been terminated during a two-week slow period.

Group grievance (Why: more than one members’ rights violated in the same way)

3) The employer decides to change drug plan coverage, adding a $25

deductible for each plan member, effective two months from now. The collective agreement references the existing policy. Policy grievance (Why: all members affected)

4) The employer has disciplined a steward for being insubordinate at a

meeting where the steward was representing a member. Union grievance (Why: violation of the rights of the union)

5) The employer puts out a memo stating their policy is to suspend anyone

who exercises their right to refuse unsafe work. So far no one has exercised this right in the workplace. Group grievance (Why: all members affected)

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Participant Manual – What Type of Grievance Is It?

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Participant Manual – “Every Grievance, Once Signed, Is the Property of the Union”

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Role Play Part 3: Wording the Grievance 60 minutes

Objective: Practice writing properly worded grievances

Preparation:

Write on a flipchart: o Nature of Grievance: I have a grievance under the collective agreement

and/or any other applicable law because ______.

Settlement Requested in Grievance: Full redress immediately.

Agreement Violation: Including but not limited to ____.

Materials: Copies of the USW grievance form for each participant Three sheets of flipchart paper and one marker per group

Facilitator Notes:

Invite participants to return to their role-play groups.

Ask: “What type of grievance is Lindsay’s?” (You are looking for this answer: individual grievance.)

Distribute copies of the USW grievance form to all participants.

Say: o “Grievance forms are legal documents, so the wording is important. But writing

them isn’t open-heart surgery. o “Keep it simple, and use the key phrases on “Writing Grievances” in the

Participant Manual, and the chances of tragedy are very slim. o “Check your wording first with your chief steward, unit chair, local union

president before filing.”

Read out loud “Writing Grievances” in the Participant Manual. Demonstrate where the key sections are on the form.

Ask: “What’s the second page for? Who fills in what?”

Explain: o “In your group, discuss how you will word Nature of Grievance, Settlement

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requested in Grievance, and Agreement Violation for Lindsay. o “With a marker, copy your wording on to the flipchart sheet the Facilitator will

give you. o “You have 10 minutes for this task.”

Distribute sheets of flipchart paper and markers.

After 10 minutes (or when all groups are done), invite a volunteer group to tape

their chart up at the front of the room and read the wording out loud. With feedback from the rest of the participants, correct as needed (referring to Facilitator Resource Sheet: Writing Lindsay’s Grievance). Repeat for the other groups in turn.

Invite participants to turn to “Some Practice Writing Grievances” in the Participant Manual.

Assign a scenario to each group, and ask them to again write their wording on a flipchart sheet with marker.

While the group can talk about the wording together, each group member should fill out his or her own grievance form to have as a reference.

After 10 minutes, invite one group to tape their chart at the front of the room and

read the wording out loud. With feedback from the rest of the participants, correct as needed (referring to Facilitator Resource Sheet: Some Practice Writing Grievances). Repeat for the other groups in turn.

Ask: o “How do you feel now about filling out a grievance form?” o “Who can you ask for help?” (You are looking for these answers: Other

stewards, local executive members, staff representative, grievance committee members.)

o “In the Participant Manual, the sheet “Examples of Grievance Wordings” is another resource for you back in the workplace.

Conclude by saying: o “We’ve written Lindsay’s grievance. o “The next step is to meet with management to see if we can’t solve the issue

and, if necessary, to file the grievance. o “Let’s step out of the role play for a moment first, to talk about meetings with

management.”

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Facilitator Resource Sheet: Writing Lindsay’s Grievance I have a grievance under the Collective Agreement and/or any applicable

law because I have been suspended for two days. / Full redress immediately. / Including but not limited to Article 11.01.

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Facilitator Resource Sheet: Some Practice Writing Grievances

1. Regan bought new safety boots and handed in receipts to get reimbursed.

Management refused, saying she bought a new pair last year which are still in good condition.

I have a grievance under the Collective Agreement and/or any applicable law because I have been denied payment for safety boots. / Full redress immediately. / Including but not limited to Article 9.07 (b).

2. It is well-known that Frank is deeply religious. The new supervisor has been

making jokes about him, calling him “Saint Frank” and “holy roller”. Now Frank has been overlooked for a weekend overtime shift, and the supervisor says, “Hey, I know you people don’t like to work on Sundays!”

I have a grievance under the Collective Agreement and/or any applicable law because I have been denied an overtime shift. / Full redress immediately. / Including but not limited to Article 13 and the human rights code.

3. Wilma is a 12-year employee with an excellent work record. She applies for

another job, in posting #6. She has the most seniority and meets the posted qualifications. But the employer hires someone off the street to fill the job.

I have a grievance under the Collective Agreement and/or any applicable law because I was not awarded the job in posting #6. / Full redress immediately. / Including but not limited to Article 13.3.

4. Members on the night shift are not getting coffee or rest breaks.

We have a grievance under the Collective Agreement and/or any applicable law because we have been denied rest breaks. / Full redress immediately. / Including but not limited to Article 10.05.

5. Sasha is a recent hire. Six months after starting, during a chat in the lunch room,

he compares his pay cheque with other workers and is surprised to find out that he’s being paid less, only $29.50 an hour. I have a grievance under the Collective Agreement and/or any applicable law because I am not being paid at the right hourly wage rate. / Full redress immediately. / Including but not limited to Article 7.

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Participant Manual – Writing Grievances

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Participant Manual – Some Practice Writing Grievances

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Participant Manual – Examples of Grievance Wordings

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Meeting with Management 30 minutes

Objective: Know a steward’s rights Know good behaviours for preparing and conducting a meeting with management List the union’s goals in these meetings Feel confident about meeting with management

Preparation:

Make and tape to different points on the wall flipcharts headed: o What are my rights as a steward when meeting management? o What are some tips for preparing a member for a meeting with

management? o What are some tips for preparing myself? What do I say? o What are some tips for keeping the meeting on track?

Flipchart sheet on flipchart stand headed “Union Goals When Meeting with Management”


o “We’ve already talked about some basics of investigation: where to find information, using the 6Ws to get a full picture, taking good notes, and writing up a grievance.

o “And we talked about reading and understanding our collective agreement. o “All of these steps are important in trying to solve the member’s concern.”

Ask:

o “Another key step in problem-solving is meeting with the employer. Why?” (You are looking for answers such as: if the employer’s action or inaction is the problem, you have to talk to them to get a solution; convincing them to do what the union wants is faster than forcing them by going to arbitration; etc.)

o “It’s always a good idea to be clear what you want to get out of a meeting. In general, what are our union’s goals when meeting with management?”

Write participant answers on the flipchart sheet. Ask participants to turn to “Union

Goals When Meeting with Management” in the Participant Manual. Read out loud.

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Say: “That’s what our goals are. But there are other tools and tactics stewards need to know to help you feel more confident meeting with management and to help you be effective.”

Point out the four flipchart sheets taped up around the room. Invite participants to stand in front of one of them so that the groups are roughly equal in size. Give a marker to each group.

Explain: o “These are things a steward needs to know. What are my rights when I meet

with management? What are some tips for preparing a member for a meeting with management? What are some tips for preparing myself, such as what do I say? What are some tips for keeping the meeting on track?

o “Take the next 5 minutes to think of what you know that answers your specific question. Write them on the flipchart with marker.”

(While participants work, circulate to make sure they understand the task. In

particular, assist them in understanding that “What do I say?” should be answered generally rather than with specifics about Lindsay’s case.)

After 10 minutes is up, invite groups take turns presenting their ideas to the full group, with other participants adding any additional points.

Invite participants to turn to “A Steward’s Rights”, “Before Meeting with Management”, “Stating Your Case”, “During a Meeting with Management”, and “After Meeting with Management” in the Participant Manual. Highlight any key points from these Manual materials that were not already mentioned.

Ask: “We have an upcoming meeting to talk about Lindsay’s problem. But what’s our role when the meeting is about something other than discipline?” (You are looking for answers such as: Take good notes; provide morale support to the member if it’s a meeting where a steward can’t intervene, such as a harassment investigation; ensure that the member is being treated respectfully and intervene if not; ensure that proper procedures are being followed.)

Conclude by saying: “Let’s go back to the role play and put these ideas into action.”

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Participant Manual – Before Meeting with Management

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Participant Manual – Union Goals When Meeting with Management

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Participant Manual – Stating Your Case

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Participant Manual – During a Meeting with Management

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Participant Manual – After Meeting with Management

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Participant Manual – A Steward’s Rights

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Role Play Part 4: Trying to Find Resolution 30 minutes

Objective: Practice meeting with and presenting a grievance to management Preparation:

Make one flipchart listing these questions: o What is the purpose of the grievance procedure? o What do you want to accomplish in this upcoming meeting with

management? o What are the strong points of the union’s case? o What are the weak points? What is the best approach to resolve the

issue? o Is it possible to resolve without filing a grievance? o What are the benefits to the employer if they resolve before it goes to

grievance? o What are the benefits if they don’t settle?

Materials required:

Large post-it notes (6” x 8”, any colour)

Facilitator notes: Ask:

o “Think back to the discussion about how important it is to pay attention to timelines in the grievance procedure.

o “When did the event that triggered Lindsay’s grievance happen?” (Yesterday or today (depending on the pacing of the course).)

o “How long do you have under the ABC collective agreement to file a grievance?” (30 calendar days.)

o “Once you are aware of any grievance, how long should you wait to file it?” (You are looking for answers such as: it depends on the issue—if it’s serious like termination, file right away; if you think there’s possibility of a resolution, take some time to fix the problem informally because it might be easier; it can depend on the personalities involved—is management rigid and never open to informal solutions or flexible or sensitive about losing face.)

Say: “You now have the grievance ready to present to the employer. Let’s spend a

few minutes first thinking about our goal and our tactics.”

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Point to the questions on flipchart and lead a discussion:

o What is the purpose of the grievance procedure? (You are looking for these answers: To solve the member’s problem in a way that upholds the collective agreement, to uphold or advance members’ rights, to contain management’s power, to uphold or increase the power of our union and its reputation with members and with management.)

o What do you want to accomplish in this upcoming meeting with management?

(You are looking for these answers: Get an acceptable solution for Lindsay; get more information from management about what they did and why they did it; show management that the union is competent and confident)

o What are the strong points of the union’s case? (You are looking for these

answers: Punishment is extreme, Lindsay doing what had always been done; production is high so why mess with success; resolving this won’t damage the crew’s morale and output.)

o What are the weak points? (You are looking for: The supervisor/employer has

the right to manage the workforce; all crew members and Lindsay specifically had been informed of the need to stick to set start times.)

o What is the best approach to resolve the issue and get Lindsay paid for the

two days? Are you going to slap the grievance form on the table first thing, or try discussions first?

o Is it possible to resolve without filing a grievance?

o What are the benefits to the employer if they resolve before it goes to grievance? (You are looking for these answers: Less chance of setting a precedent; less loss of face; less disruption to production and morale.)

o What are the benefits if they don’t settle? (You are looking for these answers:

Make the union look ineffective because no timely result for the member; maintain an image of toughness; discourage other grievances.)

Invite participants to return to their role-play groups and to their characters.

Explain:

o “Each side (union and management) has 5 minutes to caucus.

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o “Union side: Remember what we talked about regarding Stating Your Case and A Steward’s Rights and other tips about meeting with management. Discuss your strengths and weaknesses, and your approach. And if management won’t resolve it, you will need to present them with the grievance form.

o “Management side: Discuss your strengths and weaknesses, and your approach. What will it take to persuade you to resolve this?

o “We’ll call time after 5 minutes, and give you your next instructions.”

Call time after 5 minutes, and instruct groups to meet for 10 minutes to attempt to resolve Lindsay’s problem.

Call time after 10 minutes.

Ask: o “Who got a resolution without grieving?” (Invite the union side(s) to briefly

explain what tactics worked, and then the management side(s) to briefly describe what persuaded them to settle.)

o “Who filed the grievance?” (Invite the management side(s) to briefly explain why they weren’t willing to settle, and then the union side(s) to briefly describe what tactics they tried.)

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Revisiting the Role of the Steward: Grievances and Beyond 30 minutes

Objectives: Appreciate the value of other steward roles, beyond grievance handling Know what to expect in Stewards 2

Preparation:

Tape up at the front of the room the six flip chart sheets from Day 1 “Why Unions?”

Draw on a flip chart the triangle from the Role of the Steelworker Steward (defend, listen/inform/educate, build solidarity)

Facilitator notes: Ask: “Why is handling grievance important for stewards to do?” (You are looking for

answers such as: to defend collective rights that have been gained only through hard struggle; to protect individual workers; to bring justice and democracy to the workplace.)

Say: “For all the reasons you’ve mentioned, we’ve spent most of today and most of this course focusing on grievances.”

Say: o “So grievances are important AND it’s an activity that very few members take

part in. o You’ll recall from the start of the course, we said that stewards’ role was to

defend, but also to listen, inform, educate, and build solidarity.

Point to the flip chart of the Role of the Steelworker Steward triangle.

Ask: “So how and where should stewards focus their work if we want to be in touch with most members?” (Facilitate a discussion about such things as the value of communicating with and educating members, about the other locations—community events, lunch room, etc.—where union work can take place, and how stewards should use grievance-handling as opportunities to encourage members to share with others what they’re learning about their rights, about the value of having a union.)

Conclude by saying: o “This does not mean that stewards should feel discouraged or refuse to file

grievances. o “It’s just important to remember that there’s more to the job than only

grievances.

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o “And when you come back to take Stewards 2, we’ll get into these other elements of your role, as well as review and deepen what we’ve covered in Stewards 1.”

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Support for Stewards 30 minutes

Objectives: Identify resources for stewards Prevent discouragement and burn-out

Preparation:

Identify an open space in the classroom for the activity


o “Stewards are essential to the work of our union. o “That’s why the Steelworkers provides support, like our Steelworker Education

program, Steward Manuals, and staff representatives. o “It’s important that you build support networks close to home, too. o “You’ll have a lot of good days. But you’ll have some bad days, too. Dealing

with an angry member. Having members look at you differently because you’ve told them it’s not okay to tell sexist jokes in the lunch room. Management unhappy because you’ve stood your ground.

o “It can be stressful. Let’s admit that. o “So don’t blame yourself. Don’t take it out on your family. Don’t take it out on

the members or other stewards or local leaders.”

Invite participants to take “My Supports” from the Participant Manual and a pen, and move into an open area of the classroom.

Say: o “Find someone to work with. Discuss how you will answer the two questions. o (After 3-4 minutes of discussion) “Please switch. Find someone else and share

your answers with them. Maybe you’ll get some new ideas! o (After 3-4 minutes of discussion) “Please switch one last time, and share

ideas.”

Conclude by asking/saying: o “What were some of the other ideas that you had for healthy choices in your

personal life?” o “We encourage you to make connections with the other stewards you’ve

worked with in this class, as a source of mutual support.”

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Wrap-up and Evaluation 30 minutes

Objective: Share feedback about the course Identify the main things learned Congratulate one another on our accomplishment Preparation:

Tape to the wall the flip chart of “Our Expectations” from Day One’s activity “Expectations and Goals”

Write on flipchart: o One thing I feel better equipped to do is _____ .

Materials required:

Flip chart of “Our Expectations” from Day One’s activity “Expectations and Goals” USW evaluation forms Course certificates

Facilitator notes:

Ask: “You’ll be back in your workplaces soon, and members might ask you about this course. What will you tell them this: What’s the role of a Steelworker Steward?”

Encourage several participants to provide comments. Refer back to “The Steelworker Steward” at the beginning of the Participant Manual to fill in any missing facets of the role.

Point to the flipchart question and ask participants to take a moment to think about how they would complete that sentence.

After a few minutes of thinking, go around the room to hear each participant’s answer.

Invite the final pair of Process Stewards to comment on how well the course achieved participants’ expectations, using the flip-chart list from Day One.

Distribute the evaluation forms. Give participants time to complete and then collect them back.

Hand out certificates one at a time, calling each participant up to the front to receive it and shaking their hand. Encourage applause and cheering from the rest of the group.

Thank everyone for what they do for USW and wish them a safe trip home!

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