1. Benchmarks and work plans
PLANNING TO ORGANISE
Benchmarks and work plans
Benchmarks and work plans
If it is not practical for the group to create benchmarks, a work plan or a calendar at this time, use the activities to understand and discuss how these tools might be used by the union in the future.
Aims:
To understand how to use benchmarks as a key part of organising.
To discuss the importance of delegating.
To understand how to create benchmarks, work plans and calendars.
To create benchmarks and a practical work plan and calendar for a specific time period.
Prepare ahead of time by working with union leaders to gather all information relevant to the creation of a work plan and calendar for organising.
Ensure that participants have the background information necessary to set their organising benchmarks. They will need to know who the employer or decision maker is, the number of workers they are focusing on, and the type and level of pressure from the employer that the workers will be facing.
Delete or add slides as needed.
Because of the importance of benchmarks, the first part of this repeats slides from the “Organising Strategy” module. If participants do not need to review these concepts, you might want to delete these slides.
Activity:
Creating benchmarks (slides 14-15)
Large group discussion: 20 minutes
Creating a work plan (slides 24-26)
Large group discussion: 30 minutes
Creating a calendar (slide 27-28)
If available, use large Post-it notes for the creation of the calendar.
Time:
2 hours (30 slides), more time if additional discussion is needed.

2. Point out to participants which section of the framework we will be discussing: “Benchmarks and Work Plans.”

3. What are “benchmarks”?
In our organising strategy, “benchmarks” are specific goals that measure levels of worker involvement.
In our strategic framework, there are four key benchmarks.
Review definition of “benchmarks” from the first module, “Organising Strategy”.

4. Ask participants if they have any questions about the four key benchmarks discussed during the “Organising Strategy” module.
Add additional benchmarks or delete benchmarks that are not relevant.
Be generous about adding benchmarks and careful about deleting any.

5. Review this example from the “Organising Strategy” module, and discuss whether there are any relevant lessons for your organising.

6. Review this example from the “Organising Strategy” module, and discuss whether there are any relevant lessons for your organising.
Remind participants that sometimes with preparations for a large mobilisation or strike, unions will skip the two middle benchmarks related to worker communications and training and go straight from gathering workers’ contacts to asking them to participate.
We can successfully mobilise workers to participate this way, but if we want to organise so that we have built workers’ participation more permanently, then these two middle steps are critical.

7. Review this example from the “Organising Strategy” module, and discuss whether there are any relevant lessons for your organising.
The benchmarks in this example have been set at 30 per cent. The union only needs enough statements from this department for a media event. However, if the union was preparing for industrial action, it would likely set its benchmarks at 75 per cent in order to ensure majority participation during a strike.
Ask participants if they have any questions about this example.

8. What will we do if we do not reach our benchmark percentages?
Discuss in the large group, in small groups, in pairs or individually, depending on the needs of the participants.

9. What will we do if we do not reach our benchmark percentages?
Stick to our strategy but at a slower pace.
Continue mapping, training and keeping in touch with the workers.
Plan for the long term with fewer resources.
Increase resources.
Keep prepared for additional developments.
Increase worker interest.
Political and economic changes in the industry and the country.
Change in employer behaviour.
Discuss what is different about these answers from the participants’ answers. There is more than one correct answer.

10. As we grow stronger, a false sense of security can occur
Workers from strong areas or shifts may not realise what other workers are facing.
The employer may underestimate the union’s strength and therefore hold back its anti-union campaign.
We hope that momentum will build naturally. But usually workers slow down their involvement once the employer increases the pressure on them.

11. We may want to lower our benchmarks, but there should be clear reasons that are thoroughly debated and discussed.

12. Remember…
Benchmarks should be high enough to build a strong union power for the future, not simply enough to meet a mobilisation event or a legal requirement for union recognition.
Review this statement from the “Organising Strategy” module. The next slide will proceed with creating your benchmarks.

13. ACTIVITY: Creating benchmarks
Aim: To understand how to use benchmarks as a key part of organising strategically.
To create benchmarks.
Tasks: Select a facilitator and timekeeper.
Review the benchmark form.
Fill in the name of the employer and the approximate number of workers we will be organising.
Decide what the benchmark percentages should be.
Fill out the box with specific numbers you will need to reach to accomplish the benchmark percentages.
This activity might be best done in the large group unless you have several different organising campaigns that participants are involved in, in which case you can have one small group per organising campaign. If you are using small groups, you will need to print this activity slide, the following slide (the benchmarks form) and the slides with benchmark examples for each small group.
If the correct union decision makers are not part of this session, include a discussion about who will contact the correct decision makers and when.
If it is not practical for the group to create benchmarks at this time, use the activity to understand and discuss how benchmarks might be used by the union in the future.

14. Planning to organise What are the benefits of planning?
What are the problems with planning?
Discuss in the large group, in small groups, in pairs or individually, depending on the needs of the participants.

15. Planning to organise What are the benefits of planning?
• Common focus and motivation
• Wiser use of resources
• Essential for delegating
• Otherwise we are just reacting
• Shows our strengths and weaknesses
What are the problems with planning?
• Takes time and effort, especially to get started
• Holds us all accountable
• Shows our weaknesses
• Useless if not implemented
• Plans must be flexible
Discuss what is different about these answers from the participants’ answers. There is more than one correct answer.

16. Skills inventory
List the skills you have that can help with organising.
List the skills of others who can help with the organising (include people not present in this workshop).
Ask each participant to take out a piece of paper and individually write down the skills they and others have. In the large group, list the people with skills who can help us.
This discussion can also be done in small groups.

17. Why delegate? Why do we not delegate?
Discuss in the large group, in small groups, in pairs or individually, depending on the needs of the participants.

18. If we are not delegating, we are not organising.
Why delegate?
Can’t do it alone
Need additional skills and information
To build the collective
New ideas and energy
Others want to help
Why do we not delegate?
Need time, effort and planning
Easier and quicker to do it alone
You are the only one with all the information
Everyone expects you to do everything
Discuss what is different about these answers from the participants’ answers. There are no right or wrong answers.
The most interesting list to discuss is “Why do we not delegate?” This will show us the barriers that we need to overcome if we are to delegate organising work.
If you want to deepen this discussion, form small groups, give each small group one of the reasons why we don’t delegate, and ask them to come up with at least three very small and practical things that can be done to overcome this barrier to delegating.
If we are not delegating, we are not organising.

19. Creating a work plan
Decide who you need to be involved, such as top leadership, workers, delegates or staff.
Decide how often you will plan and evaluate.
Decide on the approximate time frame for your plan and when you will evaluate your plans.
List the most important tasks that need to be done immediately.

20. Evaluation sessions are a part of the work plan
In an evaluation session, you might ask each other:
What worked best?
What worked least well?
What suggestions do you have for the future?
Record suggestions and incorporate them into your future work plans.
Work plans and strategies should change as the circumstances change.

21. ACTIVITY: Creating a work plan Aim: To create a work plan.
Tasks: Select a facilitator and timekeeper.
Decide on some part of your organising work that needs to be done.
Give yourself a time frame.
Review the work plan form.
List the tasks that need to be done.
For every task, decide who will be responsible and when and who they will report to. The person responsible does not have to do all the work but is responsible for working with others to get it done.
Do not agree to anything that you are not prepared to accomplish. Be specific and realistic.
Include an evaluation plan.
Prepare to share your ideas with the large group.
This activity might be best done in the large group. It can be done in small groups if you are able to clearly divide some of the areas where work is needed so that there is no overlap. If you are using small groups, print one copy of this activity slide and the following two slides (the work plan form and the sample three-month plan) for each small group.
If the correct union decision-makers are not part of this session, include a discussion of who will contact the correct decision-makers and when.
If it is not practical for the group to create a work plan at this time, use the activity to understand and discuss how a work plan might be used by the union in the future.

22. ACTIVITY:
Print one copy of this activity slide for each small group.

23. ACTIVITY:
Print one copy of this activity slide for each small group.

24. ACTIVITY: Creating a calendar Aim: To create a calendar.
Tasks: Select a facilitator and timekeeper.
Review the calendar form.
Decide on the time period you are planning, and fill out blank calendars for the appropriate months.
Write in all major union events and holidays.
Add in tasks and deadlines from your work plan.
Adjust as needed.
This activity might be best done in the large group or the same small groups you used for the work-plan activity.
Create blank calendars out of large, posted paper, one sheet for each month. Large Post-it notes (if available) can be used for moveable tasks and deadlines.
Use small groups if you are able to clearly divide some of the areas where work is needed so that there is no overlap. If you are using small groups, print one copy of this activity slide and as many copies of the following slide (the calendar form) as you will need for the time period you have chosen.
If it is not practical for the group to create a calendar at this time, use the activity to understand and discuss how a calendar might be used by the union in the future.

25. Calendar form ACTIVITY: Sunday Monday Tuesday Wednesday Thursday
Friday
Saturday
Print one copy of this activity slide for each small group.

26. Don’t over-plan
If you are spending more time planning than implementing your plans, find out why:
Fear of taking action
Not able to do the amount of work
Not enough time and resources
Lack of capacity or skill
Stop planning and take action.
Planning is a way to help us organise, not an end in itself.
You might want to ask participants if they are concerned about their union over-planning.

27. Anything else to discuss regarding benchmarks and work plans?
Ask participants if there is anything else we need to discuss or if there are any questions about benchmarks and work plans.