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Avoiding challenge: A strategy for organisational change
Have you ever wondered as a manager or worker what the best way is to avoid having your ideas challenged? Tired of trying to make organisational changes and having those changes called into question. Fed up with trying to instigate something only for someone else to be less than keen. Had enough of trying to do things that will promote your ambitions only to be thwarted by others that just have to add their two pennorth in? Annoyed at extra work being created for you because of a lack of acceptance of your ideas? Are you fed up with the ‘nay sayers’? The answer is simple… don’t communicate anything, just make the changes, and wait for yet another calamity.
The above of course is somewhat tongue in cheek and I am reminded of working with some consultants several years ago (you know the ones; steal your watch to tell you the time). I jest, as they had some sage advice on change management. Two things that come to mind: If you think you have communicated enough about change, you haven’t; communicate more. And find the person or group that needs convincing and work with them, it’s the ‘nay sayers’ that need to be convinced, not the ‘yay sayers’. They are far more valuable to your organisation than those that say ‘yes’.
What we were talking about was major organisational change, but even small changes can have a major impact on a workforce. In our own organisation a recent staff survey suggested that ‘Over 50% of respondents considered that consultation about change at work is poor’. That of course relates to previous iterations of change and a new management team would hope to address the issues. However, in doing so there is a need for organisational change.
I’ve had recent experience of being told that something was happening because someone, in agreement with someone else, thought it was a good idea. It promotes their department, showing them in a good light; they took the idea to a meeting and lo and behold, it is agreed. No consultation with those that need to implement the idea, which may be good or bad, who knows. The point being that it is not just change brought about by managers without consultation that causes annoyance, anxiety and stress, it is those daily working practices of people in the organisation that fear challenge of their ideas. Changes are often made with the best of intentions. Sometimes those intentions are to alleviate burgeoning workloads within a department, sometimes to promote the organisation or individuals or to lighten the burden on students, for example. Often, there is consultation, but it is consultation with the wrong people, consultation with the ‘yay sayers’ and those that have little idea about the impact of the change (for the best will in the world, managers can’t know every detail of the work carried out by their staff). Such consultation avoids scrutiny but provides a thin veneer of respectability. Time and again we see staff queuing up to join consultative groups, but how many of these do so with a view to providing a real critique? Take the idea to a management meeting, get it agreed and there you are, its done. If asked about consultation, then the answer is ‘yes of course we did’. The problem is nobody asks the question ‘who exactly did you consult with’?
It will take a huge shift in organisational culture to get the ‘nay sayers’ to volunteer for consultative exercises. They need convincing that their voice is valued and yet they are a valuable asset. Challenge and scrutiny are healthy and help to mitigate unwanted and unintended consequences.
There is nothing worse than having it done to you when it could so easily have been a case of having it done with you. Next time you think about changing something, don’t assume you know best, by doing so you demonstrate how little you value others.
Higher education, students, the strikes and me*
It was somewhat disappointing to read some of the comments purportedly from a university student in our local newspaper the other week. Critical of the current UCU industrial action and its impact on students, the student suggested that lecturers knew what they were signing up for and should just get on with it. I found it interesting and somewhat incongruent with what the national student union stance is (actually, I was livid). I know there has been a response to the article from the local union representative and other comments perhaps suggesting that my previous blog should be read (I wouldn’t think anyone in their right mind would have signed up for what I described). But just to be clear, I signed (or my union did on my behalf) a contract that states I am required to work 37 hours a week with the occasional evening or weekend work and that the normal working week is Monday to Friday. I take the meaning of ‘occasional’ as the definition found in the English dictionary (take your pick as to which one you’d like to use), which is not ‘permanently’ or ‘all of the time’ or ‘ad infinitum’. I can only speak for myself and not for my colleagues, but I don’t mind working a little longer at times and working the weekend to do marking or open days, but I didn’t sign up to be working all of the time. So, for me the industrial action is not just about my working conditions but about a contract, a legal obligation, which I am fulfilling but my employer seems to suggest that I am not because I am not working far in excess of my contracted hours. That to me, is illogical.
I remember a discussion where a senior manager stated that bullying included giving someone excessive workloads. I wonder whether that means that most lecturers are being bullied by management, isn’t there a policy against that? And then I seem to recall that there is some legislation against inequality, would that not include paying lower wages to women, disabled staff and people from minority ethnic groups? Systemic bullying and discrimination, not a pretty picture in higher education.
But perhaps the most important point is that as lecturers we don’t want to impact our student’s education, and this shouldn’t be about us versus the students. It’s what management would like because it detracts from so many issues that plague our higher education system. Students should quite rightly be unhappy with their lot. A system that plunges students into a lifetime of debt that they will rarely if ever be able to repay and at the same time lines the pockets of private companies seems to me to be immoral. A system that requires students to pay extortionate fees for accommodation is completely bonkers especially when it means the less affluent students have to work to afford to live. A system that requires students to study for approximately 46 hours per week in semester time (If we accept that they are entitled to holiday time) seems overly punitive. Couple this with the need to work to afford to live and it becomes unsustainable. Add to that any caring responsibilities or anything else that complicates their lives, and it starts to look impossible. I and my colleagues are not really surprised that so many fail to properly engage, if at all, and that there are so many stressed students and students with mental health issues. Of course, if we add to that individual capabilities, think unconditional offers and low school grades and let’s be honest widening participation becomes simply a euphemism for widening deBt, misery and, more importantly establishment profit.
The students were on strike for one day the other week, someone asked me why, well I rest my case. Whilst I understand student anger about the strikes, that anger is directed at the wrong people. We all signed up for something different and it’s simply not being delivered.
*The first part of this entry can be found here.
DIE in Solidarity with Diversity-Inclusion-Equality
As an associate lecturer on a casual contract, I was glad to stand in solidarity with my friends and colleagues also striking as part of UCU Industrial Action. Concurrently, I was also glad to stand in solidarity with students (as a recent former undergrad and masters student … I get it), students who simply want a better education, including having a curriculum that represents them (not a privileged minority). I wrote this poem for the students and staff taking part in strike action, and it comes inspired from the lip service universities give to doing equality while undermining those that actually do it (meanwhile universities refuse to put in the investment required). This piece also comes inspired by ‘This is Not a Humanising Poem’ by Suhaiymah Manzoor-Khan, a British author-educator from Bradford in Yorkshire.
Some issues force you to protest
the way oppression knocks on your front door
and you can’t block out the noise
“protest peacefully, non-violently”
I have heard people say
show ‘the undecided’, passive respectability
be quiet, leave parts of yourself at home
show them you’re just as capable of being liked
enough for promotion into the canteen,
protest with kindness and humour
make allusions to smiling resisters in literature
they’d rather passive images of Rosa Parks all honestly
but not her politics against racism, patriarchy, and misogyny
but I wanna tell them about British histories of dissent
the good and the bad – 1919 Race Riots
the 1926 general strikes, and the not so quiet
interwar years of Caribbean resistance to military conscription
I wanna talk about how Pride was originally a protest
I wanna talk about the Grunwick Strike and Jayaben Desai
and the Yorkshire miners that came to London in solidarity
with South Asian migrant women in what was 1980s austerity
I want to rant about Thatcherism as the base
for the neoliberal university culture we work in today
I want to talk about the Poll Tax Riots of 1990
and the current whitewashing of the climate emergency
they want protesters to be frugal in activism,
don’t decolonise the curriculum
they say decolonise
they mean monetise, let’s diversify …
but not that sort of diversity
nothing too political, critical, intellectual
transform lives, inspire change?
they will make problems out of people who complain
it’s your fault, for not being able to concentrate
in workplaces that separate the work you do
from the effects of Black Lives Matter and #MeToo
they make you the problem
they make you want to leave
unwilling to acknowledge that universities
discriminate against staff and students systemically
POCs, working-class, international, disabled, LGBT
but let’s show the eligibility of staff networks
while senior leaders disproportionately hire TERFs
staff and students chequered with severe floggings
body maps of indenture and slavery
like hieroglyphics made of flesh
but good degrees, are not the only thing that hold meaning
workers rights, students’ rights to education
so this will not be a ‘people are human’ poem
we are beyond respectability now
however, you know universities will DIE on that hill
treat us well when we’re tired
productive, upset, frustrated
when we’re in back-to-back global crises
COVID-19, Black Lives Matter, femicide,
failing in class, time wasting, without the right visas,
the right accents; Black, white, homeless, in poverty,
women, trans, when we’re not A-Grade students, when we don’t
have the right last name; when we’re suicidal
when people are anxious, depressed, autistic
tick-box statistics within unprotected characteristics
all permeates through workers’ and student rights
When you see staff on strike now,
we’re protesting things related to jobs yes,
but also, the after-effects
as institutions always protect themselves
so sometimes I think about
when senior management vote on policies…
if there’s a difference between the nice ones ticking boxes
and the other ones that scatter white supremacy?
I wonder if it’s about diversity, inclusion, and equality [DIE],
how come they discriminate in the name of transforming lives
how come Black students are questioned (under caution) in disciplinaries
like this is the London Met maintaining law and order …
upholding canteen cultures of policing
Black and Brown bodies. Decolonisation is more
than the curriculum; Tuck and Yang
tell us decolonisation is not a metaphor,
so why is it used in meetings as lip service –
why aren’t staff hired in
in critical race studies, whiteness studies, decolonial studies
why is liberation politics and anti-racism not at the heart of this
why are mediocre white men failing upwards,
they tell me we have misunderstood
but promotion based on merit doesn’t exist
bell hooks called this
imperialist heteropatriarchal white supremacy
you know Free Palestine, Black Lives Matter, and the rest
we must protest how we want to protest
we must never be silenced; is this being me radical, am I radical
Cos I’m tired of being called a “millennial lefty snowflake”, when I’m just trying not to DIE?!
Ahmed, Sara (2012) On Being Included: Racism and Diversity in Institutional Life. London: Duke.
Ahmed, Sara (2021) Complaint. London: Duke.
Bhanot, Kavita (2015) Decolonise, Not Diversify. Media Diversified [online].
Double Down News (2021) This Is England: Ash Sakar’s Alternative Race Report. YouTube.
Chen, Sophia (2020) The Equity-Diversity-Inclusion Industrial Complex Gets a Makeover. Wired [online].
Puwar, Nirmal (2004) Space Invaders: Race, Gender and Bodies Out of Place. Oxford: Berg.
Read, Bridget (2021) Doing the Work at Work What are companies desperate for diversity consultants actually buying? The Cut [online].
Ventour, Tré (2021) Telling it Like it is: Decolonisation is Not Diversity. Diverse Educators [online].