ࡱ> q` D0bjbjqPqP $::(>4 AAAh@BTCt nfFdxI@IIIIBLL`$԰h<eIIeeIIȮ(hhheXIIhehhjeIF AeXi2~nJAfd^MRUh[_^M^M^M+hX^M^M^Mneeee   $4D   4    QIEU submission to the Striking the Balance project October, 2005 Queensland Independent Education Union (QIEU) welcomes the opportunity to contribute to the Human Rights and Equal Opportunity Commission project, Striking the Balance. QIEU represents over 13,000 non-government education sector employees including teachers, principals, school officers, services staff, early childhood education staff and employees in the Business, International and ELICOS education sector. QIEU is responsible for negotiating awards and agreements which are central to an employees capacity to balance their work and family commitments. QIEU, like many organisations within the Australian community, is strongly concerned about the crisis of our community in a culture increasingly characterised by work intensification (working longer hours and working harder within each hour spent at work), escalating household debt, social and economic inequity, de-regulation of the underpinning industrial award system and weakening of the social welfare system. QIEU members have identified the struggle to balance work and family commitments, due to work intensification, as posing a threat to the future of our schools and the quality of our lives away from work. While the effects of work intensification are widespread, its consequences are felt very strongly in the education sector. Members have identified a number of changes in schools resulting in work intensification including such elements as the increased content of jobs (often through understaffing), less time for rest breaks, balancing more simultaneous demands, deadline tightening and the concept of working until the job is done and the urgent need to address this problem, given the negative effects on health, family and personal relationships, professional productivity and job satisfaction, if left unchecked. Over the last 18 months, QIEU members have been actively campaigning against this issue, enabling a shared understanding of the nature and scope of the escalating problem of work intensification in the current education workplace environment. The collective consideration of this issue by members has been supported by: OECD data highlighting the international comparison on teaching hours per annum and long working hours of full-time Australian workers in general; research by Dr Cameron Allen of Griffith University into employee attitudes in non-government schools; data from the National Occupational Health and Safety Commission demonstrating the high incidence of stress injuries of education employees relative to other workers; the Senate Inquiry report into the status of teachers A Class Act which acknowledged and explored factors resulting in increased work intensification of Australian teachers; international comparisons with UK teachers revised parameters of duties and responsibilities in response to similar workload issues; and the valuable sharing of members own lived experiences of the problem of work intensification specific to their own positions, schools, sectors and geographical areas. QIEU members are now in the process of identifying strategies to address workload and work intensification for school employees. This process has been assisted by the identification of four CORE principles underpinning the development of practical workplace and sector strategies to address workload and work intensification: Consultation; Organisation to manage workload; Resources and conditions; and the Enhancement of family friendly provisions. Feedback from a work intensification discussion paper published in QIEUs journal, The Independent Voice, in September will be used to develop provisions for negotiation with employers in the next round of enterprise bargaining in Queensland non-government schools. Some negotiations will commence early in 2006 while others are scheduled for later that year. Throughout this process QIEU has been actively educating, informing and engaging our membership on work intensification and the issue of work/life balance through a variety of articles and briefings. These materials form the basis of our submission for the Striking the Balance project. Work intensification and the struggle to balance work and life commitments goes beyond paid work to affect the quality and amount of time our members can spend with our their own families, reduces the time they have to prepare quality programmes as well as their effectiveness in delivering them, and has the capacity to affect the future provision of quality education to students. The promotion of an even better quality of education in our schools can only occur when school employees are able to achieve balance in their lives and are given the time and resources needed to do the quality job all students and school communities need and deserve. QIEU hopes that our contribution adds to the thinking and debate around paid work and family issues,and ultimately enables positive changes to legislation and social policy, cultural change in the workplace, and initiatives to achieve attitudinal change to encourage equality between men and women and the promotion of fairer sharing of unpaid work. TABLE OF CONTENTS  TOC \o "1-1" \p " " \h \z \u  HYPERLINK \l "_Toc117331555" Work intensification the campaign to reclaim a balanced life  PAGEREF _Toc117331555 \h 5  HYPERLINK \l "_Toc117331556" The struggle for decent working hours  PAGEREF _Toc117331556 \h 7  HYPERLINK \l "_Toc117331557" Work intensification time to fight back  PAGEREF _Toc117331557 \h 9  HYPERLINK \l "_Toc117331558" Members positioning to win on work intensification  PAGEREF _Toc117331558 \h 10  HYPERLINK \l "_Toc117331559" Work intensification in Australian schools  PAGEREF _Toc117331559 \h 13  HYPERLINK \l "_Toc117331560" Working harder and working longer -  HYPERLINK \l "_Toc117331561" A snap shot of the comparative experiences of Australian education workers  PAGEREF _Toc117331561 \h 15  HYPERLINK \l "_Toc117331562" Next steps in the campaign against work intensification  PAGEREF _Toc117331562 \h 17  HYPERLINK \l "_Toc117331563" New graduate teachers and work intensification  PAGEREF _Toc117331563 \h 19  HYPERLINK \l "_Toc117331564" How long we work  PAGEREF _Toc117331564 \h 21  HYPERLINK \l "_Toc117331565" An action plan for work intensification  PAGEREF _Toc117331565 \h 23  HYPERLINK \l "_Toc117331566" A practical solution to work intensification  PAGEREF _Toc117331566 \h 24  HYPERLINK \l "_Toc117331567" Job share a better balance for work and life  PAGEREF _Toc117331567 \h 25  HYPERLINK \l "_Toc117331568" Work strain on the rise  PAGEREF _Toc117331568 \h 27  HYPERLINK \l "_Toc117331569" Countering work intensification  PAGEREF _Toc117331569 \h 29  HYPERLINK \l "_Toc117331570" High workload not restricted to teachers  PAGEREF _Toc117331570 \h 30  HYPERLINK \l "_Toc117331571" Quality at the CORE - Work intensification action week  PAGEREF _Toc117331571 \h 32  HYPERLINK \l "_Toc117331572" Addressing work intensification  PAGEREF _Toc117331572 \h 34  HYPERLINK \l "_Toc117331573" Teachers among most stressed professions  PAGEREF _Toc117331573 \h 36  HYPERLINK \l "_Toc117331574" Graduate teacher burnout  PAGEREF _Toc117331574 \h 38  HYPERLINK \l "_Toc117331575" Queensland adopts CORE principles  PAGEREF _Toc117331575 \h 40  HYPERLINK \l "_Toc117331576" Facing increased workload demands tipping the balance  PAGEREF _Toc117331576 \h 43  HYPERLINK \l "_Toc117331577" Work intensification discussion paper  PAGEREF _Toc117331577 \h 49  Work intensification the campaign to reclaim a balanced life The Independent Voice, 2004 Do you feel like you are working longer and harder than you have before? Do you find you are expected to fit more into each hour and there just arent enough hours in your scheduled workday to get everything done? If so, you are probably suffering from work intensification a modern workplace phenomenon which involves both working longer hours and working harder within each hour spent at the workplace. Work intensification goes beyond just working your existing job at a faster pace. It includes the key elements of: job enlargement or broadening through under-staffing (increased content of jobs), reducing idle time (leaving less space for rest breaks and time between tasks), more simultaneous demands (similar to job enlargement), speeding up work (includes deadline tightening as a result of ICT use), shifting remuneration from time-based to results-based criteria (working until the job is done) and extension of the working day. (Source: ACTU Congress 2003 Future of Work Trends and Challenges in Australian Workplaces Issue Paper 3 Increased workloads and work intensification page 59 - 61). So before the non-government education employers duck and weave to avoid responsibility for work intensification in non-government schools with the same tired accusations that it is either just a figment of employees imagination or a deficiency in their time management skills (or both) lets take a reality check. The latest OECD statistics on work intensification in the Australian education sector show that Australia has exceptionally high teaching contact hours compared to other OECD countries. Disturbingly, we have the highest teaching contact hours amongst OECD countries for primary school and the second highest teaching contact hours amongst OECD countries for secondary schools. Australia also has a higher than average intended instruction time hours per year with Australia rating seventh highest amongst OECD countries in this area. With the high number of hours in front of a class teaching and in direct contact with students it is not surprising that teachers increasingly need to spend more and more time after official working hours doing the additional tasks required by schools. These additional tasks remain unresourced by any other means other than the teachers own family or personal time. It is a matter of record that the impact of work intensification negatively effects large numbers of Australian workers and is in no way limited to the education sector. Approximately one third of Australian full-time workers reported performing more than 49 hours per week in 1996, often for no overtime payment. For more than 50 per cent of Australian workers the standard 35-40 hour working week, obtained over years of struggle, is increasingly becoming a thing of the past. However, the fact that work intensification is all too common in our community makes it no less acceptable. Rather, these statistics highlight the community responsibility to challenge the deterioration of quality family time and balance in employees lives. Left unchecked, this deterioration in working conditions leads to greater stress and illness, relationship breakdown, declining reproduction rates, full or part withdrawal from the labour market and other social costs. The Australian Catholic Commission for Employment Relations document, The Catholic Church as an Employer in Australia Today (February 2002) recognises the need for work / life balance: Catholic Social Teaching places significance on the interaction between the family, society and work. Importantly, the principles of the right to rest and the right to a just wage interact to support the formation of strong family and social relationsTherefore, in respecting the individual, there is a need for balance between the time spent at the workplace and the time spent away from the workplace in pursuit of personal and social activities. Such a balance needs to be recognised and encouraged by the employer to fully support, develop and respect the individual employee. The above sentiments are to be applauded and yet these very same sentiments were rejected by Queensland Catholic employing authorities (and other non-governmental education sector employers) in enterprise bargaining negotiations last year. These employers totally dismissed QIEU members practical strategies to reduce work intensification and create better work/life balance for employees in Catholic schools. QIEU members believe the current levels of work intensification experienced by school staff are unsustainable and they are committed to a campaign aimed at finding ways to reduce work intensification and achieve a better work/life balance. This is clearly not just a teacher issue, but a matter of concern for all school employees. The involvement of all members in developing and contributing to this campaign will be needed through Branch networks. Work intensification, through reduced staffing levels and increased work loads has not only driven long hours of work among full time workers, it has also meant that workers are under constant stress in attempting to meet targets and demands, particularly in jobs which involve dealing with the public. This intensification of work gives rise to unsustainable work practices, which harm both the enterprises and workers concerned. Lack of staffing means there is no time for ongoing training of workers which allows them to keep up with the changing demands of their work. The increased pressure at work gives rise to unsafe workplaces. And, the inability of workers to participate in a full non-work life ultimately makes work an unsustainable part of their lives. (Source: ACTU Congress 2003 Background Paper Working hours and work intensification Page 3) Join the QIEU Campaign A better balanced, healthy and happy family life is worth fighting for. The struggle for decent working hours The Independent Voice, 2004 Work intensification is the term used to describe the now all too common workplace phenomenon of both increased work load and changes to context within which work occurs. Essentially, work intensification is about working longer hours and working harder within each hour spent at work. Chronic understaffing, lack of resources, increased number and variety of work tasks, less time for rest breaks and constant interruptions during rest breaks when taken, more simultaneous demands placed on work time (and non-work time), deadline tightening and unreasonable timeframe expectations (partly as a result of ICT use) and the blurring of boundaries between work time and personal time are all manifestations of work intensification in Queensland non-governmental schools that were identified by members at the recent QIEU Delegate Conference. One QIEU member recently described the widespread and far reaching impact of work intensification in schools as the constant .cycle of guilt about what you are or are not doing in your own time as the accountabilities and additional tasks upon education professionals continue to mount without even the attempt at the necessary and complementary resource allocation to meet increasing demands. As QIEU members, you have well identified the negative and significant impact of work intensification issues on: professional productivity (as longer working hours actually decrease productivity, rather than increase it), the quality of lessons that are able to be researched, planned and delivered (given the emphasis on other peripheral duties, rather than the core business of quality classroom practice), a safe workplace (noting that education workers are amongst the most likely in our community to experience stress or psychological work injuries) and striking a fair balance between work and family life. The need to find a better balance between work and family life is of particular importance to QIEU members. As you devote your working lives to the education, care and support of students (and their families) in your own school communities, members are reporting increasing dissatisfaction with intrusions on their ability to devote quality time to further enrich your own personal and family relationships. Our union conference brought together metropolitan and regional Branch representatives of teacher, school officer and services staff members. The purpose of the conference was to provide member representatives with an opportunity to hear academic presentations by Dr Cameron Allan and Dr Barbara Pocock, complemented by a facilitated workshop discussion as to the nature and scope of work intensification experienced by school employees and possible industrial organising strategies to arrest and address this phenomenon. It was also important for conference participants to learn that their own lived experiences of work intensification was not an aberration. Research data by Dr Cameron Allan (Senior Lecturer Department of Industrial Relations, Griffith University Business School) emphasized the dissatisfaction of non-governmental school employees with existing levels of work intensification experienced relative to other Australian workers. 58% of non-government education employees surveyed agreed / strongly agreed that their schools were understaffed in light of work task expectations, compared with 47% of employees in other organizations. 78% of non-government education employees surveyed disagreed / strongly disagreed that they had enough time to rest during meal breaks, compared with 20% of employees in other organizations. Only 49% of non-government employees surveyed were satisfied with the balance between their work and personal life, compared with 59% of employees in other organizations. The responses from non-governmental education employees above are best understood as part of a wider international picture when assessed in relation to the time expectations in comparable OECD nations. The OECD Education Report 2001 reveals that: Australia has the highest teacher contact hours in primary schools and the second highest teacher contact hours in secondary schools amongst OECD countries. Australia has higher than OECD average instruction time hours per year. In summary, the issue of work intensification has emerged as the fundamental challenge to the future provision of quality education and the recruitment and retention of education professionals. Throughout the year, QIEU will be asking for members views as to practical solutions to address the negative impact of work intensification in schools subsequent to Branch level presentations on this important issue. In these terms, our future is a matter of choice, not chance. What we choose to do (or not do) as individuals, Chapters and Branches to support this QIEU members campaign to claw back decent working hours and a balanced life will not only affect our health, quality personal relationships and maintenance of professional classroom practice but will directly impact on the quality of students education and the desirability of teaching as a profession for our future union colleagues. Work intensification time to fight back The Independent Voice, 2004 Does this sound familiar? I am in a constant cycle of guilt about what I am or am not doing in my own time Youll cope. We know you can do it. Im exhausted when I can finally finish work and get home to my own family.If you answered yes, work intensification may be a problem! QIEU members are now engaging with colleagues in Branch-level discussions across Queensland to address the issue of work intensification in non-governmental schools. Work intensification goes beyond working harder for more hours of work per week. The term also expresses increased work pressure, increased content of jobs and less staff than needed to complete the many competing tasks to perform. This important industrial and social issue has the capacity to damage members health, family and personal relationships, professional productivity and job satisfaction if left unchecked. On a larger scale, parents and the broader community have the right to be concerned as to how this phenomenon will threaten the successful recruitment and retention of education professionals directly affecting the future provision of quality education for Australian students. The Branch-level presentations currently being conducted by QIEU Organisers, Branch Executive members and Conference participants provides all QIEU members with your personal opportunity to: Reflect on recent changes in schools; Review key work trends in the education sector; Explore our lived experience of work in schools; Analyse the impact of work intensification on our health and family life; Discuss strategies for positive change. This is a critical time for members to become involved in addressing work intensification, as it directly effects our own situation in the non-governmental education sector. We know that If you keep going in the same direction, you will end up where youre headed. While this is a simple statement, its also rather profound because if we keep accepting a thing without taking action to change it, we shouldnt be surprised when we dont get a different outcome. Dont miss out on the opportunity to make your voice and the voice of your colleagues heard. Members positioning to win on work intensification The Independent Voice, 2004 QIEU members at Branch meetings across the state have overwhelmingly endorsed a campaign to stop work intensification in non-government schools. Members have identified work intensification as a major impediment to current levels of health, personal and family relationships, efficiency and job satisfaction. Members are now selflessly looking forward towards protecting the future quality of education available to students by addressing these important barriers to the attraction and retention of quality teachers and school staff. Building strength to win By the time this edition of your Independent Voice is received, presentations and facilitated discussions on work intensification will have occurred with QIEU members in every Branch across the state. Members experiences in identifying the changes in our schools that have resulted in work intensification have been invaluable additions to the findings of the recent Senate Inquiry into the status of teaching A Class Act, which enables us to achieve a clear picture of the scope of this problem in schools today. These Branch seminars have overwhelmingly endorsed the principles for a QIEU Work Intensification Campaign, authorised commencement of school-level discussions with members on the principles which should underpin any provisions to address the issue of work intensification and foreshadowed a subsequent consultation with members to identify those achievable industrial and professional provisions which will support a better work / life balance and address the issue of work intensification. Forming a common position A draft Position Statement on work intensification has been developed on the basis of feedback from conference participants at the QIEU Member Conference on Work Intensification held on 13 March this year. Your Union Council has endorsed this Position Statement as a basis for consultation with members at Branch and Chapter level. Branches have now engaged in a review of this document (including the principles contained within it) and members at these forums have offered creative campaign strategies to support the progress of this important issue. Creating a positive workplace Essentially, QIEU members have identified that a positive workplace which addresses the issue of work intensification is characterised by the following principles: adequate resources (such as time release, staffing levels, training / skills, equipment), genuine consultation, consideration of the reasons for change, agreement on the parameters of change prior to implementation (including the de-prioritisation of work tasks when new tasks are prioritised) and adequate time frames for the implementation of new changes. Ultimately, a positive workplace is one which has a commitment to diminishing employees current levels of work intensification. You can make a difference! Your colleagues need your ideas and commitment to win real change in the area of work intensification. Together we can make a difference. All Chapters will soon receive a copy of the draft Position Statement and feedback sheet to support school-level responses to this document. Members who wish to revise this material and make comment separately may choose to go to the new Work Intensification Campaign Page on the QIEU Website at www.qieu.asn.au. In addition, your QIEU Organiser will be conducting a school-level version of the work intensification seminar in Term 3 to increase awareness of this issue amongst members and to provide you with the opportunity to share your experiences and ideas. An industry-wide response from members is needed to address work intensification because it is an industry wide problem, affecting all schools and all sectors. We need to resist attempts to categorise work intensification as an individual employee or individual school issue. In fact, the increasingly consumerist approach of non-governmental schools in marketing their individual schools has contributed to work intensification. Increased competition has served as a catalyst for the ever-increasing emphasis on extra-curricular activities and pastoral activities, which would have school staff spend more time with other peoples children than their own if left unchecked. Next steps We can make a start in our schools today by talking to our colleagues about the nature and scope of this problem, speaking to non-members about joining their union and adding their voice to this campaign. We can use our Chapter and Branch networks to get the message out to members one-on-one and attend Branch and school level presentations about this issue to increase our own awareness of the problem. We can keep up with what is happening in the campaign by reading updates in our union journal and on our website. We can mobilise members to take action in support of positive workplace change in the lead up to the next enterprise bargaining campaign to create an impetus for change. This will in turn effect the positive workplace changes that will make a real difference to achieving a better work/life balance for members and creating a better education system into the future. What is Work Intensification? Basically, work intensification means both working longer hours and working harder within each hour spent at work. It goes beyond just working your existing job at a faster pace. All elements of work intensification are increasing problems in Australian schools. Understaffing, the imposition of change without consultation or adequate resourcing, the introduction of new technology with limited training and without appropriate systems operational and functioning are all commonly identified by QIEU members as negatively impacting on their work intensification. However, a primary issue is that of increased content of jobs through the continual (and subjective) expansion of what is deemed to be the core business of schools. This is usually done with limited consultation with staff, or through a cosmetic presentation in which the benefits of a change are presented to staff. Any complementary professional reflection as to why change is needed and whether it can be accommodated within the hours of duty agreement or maximum number of hours regulated and paid is rarely even an after-thought. Commonsense would indicate that whenever additional tasks are prioritised, some existing tasks will need to be de-prioritised in order for equilibrium to be achieved. What we have experienced, though, is that the gifts of time staff have regularly made over long periods have now mutated into an expectation and the other curriculum has become the mainstream curriculum by stealth. How does it affect our lives? Work intensification has a negative effect on our health, family and personal relationships, professional productivity and job satisfaction. Employees in the education sector are nearly four times as likely as someone else in the general community to suffer workplace stress (according to WorkCover data compiled by the National Occupational Health and Safety Commission). Work intensification in Australian schools The Independent Voice, 2004 Work intensification involves working harder and working longer. The fact that this phenomenon has fast become a feature of Australian working life makes it no less acceptable; particularly when we consider the social costs of increasing health problems, breakdown of family and personal relationships, declining reproduction rates, loss of efficiency and productivity. Work intensification also has high costs in terms of diminishing job satisfaction. This is particularly important in the education sector, as this remains the key factor in the attraction and retention of quality staff in our industry. The importance of addressing work intensification as an industrial and social issue is obvious when its impact on staff has real potential to threaten the future provision of quality education to Australian students. OECD comparative data Much statistical evidence can be found to support education employees lived experiences of work intensification. This data (more than reams of anecdotal evidence on the subject) demonstrates to employers, government, parents and ourselves that the negative impacts of work intensification are real and are not symptoms of our imagination, perceived time management skill deficiencies or a host of other reasons routinely trundled out to blame staff, rather than the work contexts and structures they are forced to operate within. The OECDs Education at a Glance Report 2001 provides data and analysis on key areas of work intensification such as annual teacher contact hours, annual instruction time and student / teacher ratios. A visual representation of these OECD comparative statistics on contact hours, instruction time and student / teacher ratios is illustrated beside this article. In summary, this data shows that Australian educators experience very high contact hours, above average instruction time and student / teacher ratios only marginally below average. [Martin, R The OECD Education at a Glance Report 2001 Australian Education Union, June 2001, Page 5] In interpreting the table data, teaching hours means annual contact hours described as a weighted average of all Australian states and territories. The term instruction time refers to intended instruction time based on curricula in countries where a formal policy exists. In countries where such formal policies do not exist, the number of hours was estimated from survey data based on classrooms sessions per year minus public holidays (not including non-compulsory tutoring, homework or private study outside school hours). While the ratio of students to teaching staff is calculated by dividing student numbers in full time equivalents by the number of teaching staff in full time equivalents. In describing the statistics on Australian teachers working time, the interpretation notes contained in the report state teachers have to spend a certain number of hours at school which includes teaching and non-teaching activities, however there are other additionalduties undertaken outside these specific hours(which) are not defined. Therefore, most Australian teachers work longer hours than those reported. [OECD Education at a Glance Report 2001, Annexure 3, Indicator D6 Teaching time and teachers working time, page 97]. The importance of this type of data is that it not only reports our own situation, but describes our experiences in relation to our countries we would compare ourselves with. (So spare a thought for the very different experiences of Primary school educators in Denmark who have one hour of paid preparation time for each hour of scheduled teaching, as opposed to the two hours per week maximum experienced in the vast majority of the Queensland non-government education sector next time youre burning the midnight oil!) [OECD Education at a Glance Report 2001, Annexure 3, Indicator D6 Teaching time and teachers working time, page 97]. Despite all this, Australian educators are continuing to do a magnificent job in very difficult circumstances the question is for how long can this pace be sustained? In addition to reporting Australia as close to the top in all three test areas of reading, mathematical and scientific literacy within 28 OECD countries and four other nations, the OECDs Programme for International Student Assessment (PISA) report in 2000, revealed that Australias score on the teacher support index was one of the highest recorded. (The index was made up of student responses to a series of questions around the amount of help to gain understanding teachers give). [Martin, R and McNamara, F How literate are Australian students? The PISA survey of students reading, mathematical and scientific literacy skills Australian Education Union, March 2002, Page 3] Not surprisingly, the OECDs PISA report also inferred a positive link between teacher input into decision-making and student performance. [Martin, R and McNamara, F How literate are Australian students? The PISA survey of students reading, mathematical and scientific literacy skills Australian Education Union, March 2002, Page 5] This gives credence to QIEU members perceptions that addressing the issue of work intensification in Australian schools must fundamentally be a matter of four core principles: C Consultation O Organisation to manage workload R Resources and conditions E Expansion of family friendly conditions / policies Working harder and working longer A snap shot of the comparative experiences of Australian education workers The Independent Voice, 2004 As member work intensification forums continue in schools across Queensland, an ever increasing number of QIEU members are moving beyond the experience of work intensification to a deeper understanding and articulation of the dimensions of this critical workplace problem. Members are gaining strength from these facilitated opportunities to share concerns with the current imbalance between their work and personal lives. Universal issues emerging include the sense that the other curricular has now become the mainstream curricular, that school activities are always prioritized above family, that the general community has a lack of understanding and appreciation for the role of educators and school staff, and the obligation to spend more time nurturing the academic, emotional and spiritual development of others children before our own - to name but a few key themes. In order to support members campaign for change, QIEU has gone beyond anecdotal evidence to commissioning statistical research which compares the experiences of employees in the Australian non-governmental education sector with those in other workplaces. These findings were presented by Dr Cameron Allan at the QIEU Work Intensification Conference earlier this year. Employee responses in the survey areas pertaining to Workload and Personal Life Balance demonstrated particularly stark comparative experiences of Australian non-governmental education sector employees. The following provides a brief indication of the areas differences revealed: 50 percent of employees in other workplaces either strongly agreed or agreed that working long hours was taken for granted in their organization, compared to 77 percent of non-governmental education employees. 20 percent of employees in other workplaces believed they did not have enough time to rest during meal breaks, compared to 78 percent of non-governmental education employees. 61 percent of employees in other workplaces either strongly agreed or agreed that they left work on time most days, compared to 34 percent of non-governmental education employees. 36 percent of employees in other workplaces either strongly agreed or agreed that they were too tired to properly enjoy time away from work, compared to 63 percent of non-governmental education employees. 25 percent of employees in other workplaces either strongly agreed or agreed that they often took work home, compared to 86 percent of non-governmental education employees. 37 percent of employees in other workplaces either strongly agreed or agreed that they were told at home that they were working too much, compared to 60 percent of non-governmental education employees. Through positive personal communication with colleagues at school level and our co-ordinated member campaign, we need to overcome the ingrained notions that excessive workload is intrinsic to our self-identification as professionals and that excessive work is to be endured if we truly regard our work with children as a vocation. The real story is that work intensification has the real potential to undermine the future provision of quality education by compromising the education sectors ability to attract and retain quality staff through negatively impacting on our health, job satisfaction, professional productivity and family / personal relationships. Ultimately, real change will only occur by developing a collective expectation of our right to reasonable working hours and campaigning with colleagues to achieve it. Footnotes Senior Lecturer, Department of Industrial Relations, Griffith University Business School Supported by statistics and research reported in various Independent Voice articles in 2004. Dr Cameron Allan Employee views of workload (other organizations and private schools) and Employee views of non-work life (other organizations and private schools) Next steps in the campaign against work intensification The Independent Voice, 2005 QIEU members continue to engage colleagues in our campaign against working longer and working harder. Branch, school and area forums have been facilitated to enable a much broader member consideration of emerging trends in the area of working time and work / life balance. QIEU members discussion of the academic research relevant to the contemporary Australian educational landscape, and its comparisons with other OECD countries, has starkly revealed the effect of work intensification on the health and well being of individual teachers, the impact on the teaching profession as a whole and the unavoidable compromise of quality teaching and learning outcomes for students in these circumstances. The article on teacher burnout in this edition of the Independent Voice gives a more personal insight into the story behind the statistics on both the increasingly high level of stress injuries as a proportion of all compensable workers compensation claims and the escalating number of stress injuries as a whole. When coupled with the WorkCover data (as compiled by the National Occupational Health and Safety Commission) which reveals that the incidence of work place stress in the education sector is nearly four times the community average, it is not difficult to see why the potentially severe personal effects of work intensification on teachers is leading to acute difficulties in attracting and retaining quality teachers in the profession. The potential crisis in education as a significant proportion of teachers approach the end of their careers, while interest amongst school leavers for a career in teaching falls way short of projected national need, threatens the future provision of quality education for students if left unchecked. This important global issue is being examined in an OECD Conference Teachers Matter in Amsterdam later this month, which will address a range of specific policy challenges including improving the attractiveness of teaching, developing teachers skills and knowledge, improving teacher effectiveness in schools, involving teachers in policy development and implementation. While the outcomes of the Conference will be a likely inclusion in a future edition of this journal, QIEU members have already identified four CORE principles (Consultation, Organisation to manage workload, Resources and conditions, Expansion of family friendly policies and conditions) to help mitigate the trend of working harder and working longer. The task for Chapter members in Term 1 next year will be to reflect on your experiences of work intensification as it occurs in your particular school and sector, and on the experiences of colleagues shared, to inform the construction of the specific industrial provisions that will have a practical and positive effect on current levels of work intensification. When the campaign formally commenced at the beginning of this year, meetings of members in every QIEU Branch endorsed your Union to begin a member education programme on this important issue at school and area levels and also to reconvene to receive further information from members as to what practical industrial provisions may alleviate the work intensification of members that may form the basis of a claim in the next round of enterprise bargaining. As an example only, members may identify that current levels of work intensification would be reduced by the following indicative list of changes for negotiation in a replacement Agreement: Genuine consultation between staff and management as to what constitutes a schools core business Greater staff input in the implementation of curriculum changes. Decrease the number of competing demands on after school and release time Better allocation of human and financial resources for non-teaching tasks provided as an ancillary service to students that usurp teachers time from developing and delivering quality lessons which engage students in achieving quality learning outcomes Increase in release time provisions Consultation on proposed changes to job content Changes to job content must still be contained within the maximum hours of duty Staffing levels in schools should be assessed Absent employees must be replaced Regulated maximum class sizes Rescheduling the length of the school terms Members initiatives as to what practical industrial provisions will have a genuine impact on the reduction of work intensification at school and sector levels will be a critical next step in the campaign for Term 1 next year. Just as significant will be the importance of members acting collectively to demonstrate the vital importance of this issue to employers, and ultimately the relative negotiating strength we will gain from speaking for as many of your colleagues who are QIEU members as possible. New graduate teachers and work intensification The Independent Voice, 2005 The campaign to claw back a decent work / life balance and reduce work intensification will be the major challenge for members this year in the important period preceding the next round of enterprise bargaining across the non-governmental education sector. Work intensification means both working longer hours and working harder within each hour spent at work. In Australian schools, work intensification can result from understaffing, imposition of change without consultation or adequate resourcing, the introduction of new technology without appropriate supports and increased content of jobs through the expansion of schools core business. The issue is deeply resonating with QIEU members; demonstrated by strong attendances at member forums in 2004 and by positive feedback to union publications which highlight members lived experiences of work intensification. QIEU members will be further engaged in facilitated discussions at Branch and Chapter levels throughout Semester 1. At the commencement of another school year, it is of particular importance that a personal invitation to join our QIEU campaign is extended to all our new graduate teacher colleagues. Work intensification is a matter of critical concern to the next generation of teacher professionals. Commonly, new graduate teachers experience a full teaching load (without any time release additions), increased expectations of extra-curricular involvement (at times achieved through implied pressure at point of recruitment, contrary to the broad recognition of the honorary and voluntary status of gifts of personal time) and less practical assistance than is needed from experienced teachers with lesson planning, engaged delivery and behaviour management strategies (due exclusively to the shared work intensification experiences of senior colleagues). Both the November edition of the Independent Voice and the future edition of the Independent Education journals provide timely reports on a recent study of new graduate teacher burnout conducted by Dr Richard Goddard and Dr Patrick OBrien. In discussing his research with QIEU journalist, Amanda Froude, Dr Goddard stated that 25% of new graduate teachers who participated in the research said that they wouldnt study teaching if they had their time again. With weekly working hours reaching 60 hours and comparatively higher levels of work pressure, the good sense of QIEUs campaign to arrest the downward spiral of health, family life, job satisfaction and productivity is both obvious and worthy of strong support. Faced with an ageing teaching profession, and the real potential for an exodus of new graduate teachers from it, employers rejection of QIEU members calls for the implementation of strategies to reduce work intensification is breathtaking. Members strength in support of this issue will be critical between now and the finalisation of the next round of enterprise bargaining agreements. Not only is the health, positive personal relationships, job satisfaction and productivity of school employees at stake but the failure to win on this important issue has the real potential to seriously compromise the regeneration of the professional and ultimately risk the future quality of education for Australian students. How long we work The Independent Voice, 2005 Recent studies in Britain have pointed to the size of the typical average working week for teachers and principals. As part of an initiative by the British Department of Education and Skills (DfES) a series of surveys were conducted to establish the scale of the issue of teacher workload. Studies were conducted by PriceWaterhouseCoopers (PWC, 2001), the School Teachers Review Body (STRB, 2003) and the University of Birmingham (Thomas et. al., 2004). Table 1 is a collation of those studies made by Thomas et. al., 2003 with updated figures from the STRB 2003 study. The studies show a consistent pattern of teacher and principal workload. While the studies were conducted in the English school context they provide a useful insight and reference point for an assessment of weekly hours of Australian teachers. It must be recognised that the averages disguise a wide variation. For instance, the STRB data found that although primary teachers on average work approximately 52 hours in term time, there were 16 percent who work over 60 hours and around 6 percent under 40 hours per week. Similarly in the secondary schools the STRB survey found that there was some variation in the term time working week with teachers of English averaging 52.2 hours, Maths teachers 50.6 hours and Science teachers 51.0 hours per week. The PWC study identified patterns in the work hours outside of the scheduled school day. Primary teachers carry out 7-9 percent of their work at weekends and secondary teachers 8-11 percent of their work is done at this time. As well, primary teachers carry out 14-17 percent of their work after 6:00 pm or before school starts on weekdays. In the secondary schools the figure is 15-18 percent. The PWC and UoB studies also found teachers and principals work significant hours during holiday breaks with those in senior leadership positions and middle management working the equivalent of many weeks of notional vacation periods. These studies have formed the basis of DfES approved trials to attempt to reduce the size of teacher and principals workload and address the issue of work intensification. Sources: PriceWaterhouseCoopers (PWC) (2001) Teacher Workload Study Interim Report, London: DfES. School Teachers Review Body (STRB) (2003) Report on teachers workloads survey, HMSO: London. Thomas, H., Brown, C., Butt, G., Fielding, A., Foster, J., Gunter, H., Lance, A., Potts, L., Powers, S., Rayner, S., Rutherford, D., Selwood, I. and Szwed, C., (2004) Transforming the School Workforce Pathfinder Evaluation Project, research summary, RBX03-04, Nottingham: DfES. An action plan for work intensification The Independent Voice, 2005 QIEU members have identified four CORE principles to underpin the strategies to address workload and work intensification. Work intensification means both working longer hours and working harder within each hour spent at work. The workload demand upon staff in schools has reached unstainable levels and unsurprisingly recruitment and retention of teachers is posing increasing difficulties to school authorities. The CORE principles point to appropriate responses to the issues of work intensification and increasing workload. Consultation is about providing staff with mechanisms to ensure that some limits are placed around work demands, timeframes and the demands associated with the introduction of change. Organisation of the schools structures and processes will determine whether workloads are increased or diminished. Resources will underpin the strategies identified to address work intensification. Consideration must also be given to the nature and role of various employees in schools and their complementary function. An enhanced role for school officers which is vital to addressing the work intensification of teachers is dependent on additional resource commitment to schools. Enhancement of family friendly policy and provisions recognises the realities of modern life and the need for a work life balance. Family and care responsibilities require that workers have access to a range of entitlements and flexible leave provisions. QIEU members at Branch and Chapter level have endorsed a campaign to address the issues of workload and work intensification. As part of that campaign members will be asked shortly to identify specific matters for negotiation with employers. These matters for negotiation will be well founded in the CORE principals endorsed by members. In the first of a series of discussion documents the CORE principles are considered in light of research and initiatives undertaken in Britain to address the issue of work intensification in schools. Comments and responses may be forwarded to the General Secretary, Terry Burke, at tburke@qieu.asn.au. A practical solution to work intensification The Independent Voice, 2005 As the fight against work intensification continues, one chapter has found a creative way in identifying key strategies to combat its effects while at the same time promoting peer support within their school. Sue Murray, a teacher at St Johns College Nambour, shares with us their I-box initiative: The I-box was an initiative of the St Johns College union chapter executive. The executive identified a need for staff to be able to make comments (which we called I-statements) about issues they perceived contributed to their work intensification. The concept of the I-box was introduced to the chapter after a presentation on work intensification by union organiser, Patrice Glancy and member organiser, Pat Atkinson. The concept also meshed with ideas our principal had previously presented to a staff meeting on the notion of Slow Schools. The idea of the I-box and Slow Schools was to identify those areas of working life that atedisproportionatelyinto our energy levels, thus reducing our levels of job satisfaction and consequentlyquality learning outcomes for our students. Simply by encouraging each other to write I-statements when we found ourselves offloading, we thought we might identify key issues and patterns which would enable us to develop strategies to reduce the intensification process.The I-statementwas, wherepossible, to be issue focused,and weprovided a number of examples modelling the idea of an effective I-statement. After advertising the idea to all staff members, the I-box was left in a prominent position in the staffroom, and promoted, for about a month before the statements were collated thematically. The statements were reported un-edited except where occasionally they drifted beyond issues and into the personal. Typed copies were distributed to all staff members, inclusive of non-union members. Staff members were then encouraged to put practical solutions to any of these identified problems into the I-box. This phase lasted about two weeks before the solutions were collated and then presented to staff. The process was therapeutic and empowering. As our administration was collaborative, some ofthe initiatives have been acted upon and so the process has been productive. Recognising that we were not only individuals under pressure in our work but that others shared our concerns, and even recognising that not all the problems we face could be solved, has been useful. We have also highlighted that in the business of education, staff morale and productivity are important and linked issues. Job share a better balance for work and life The Independent Voice, 2005 A dilemma on the minds of workers right across Australia is how they can better balance work and life commitments. While there is no quick fix to this increasingly tricky situation, the Job Share arrangement is just one of the many family friendly strategies devised to deal with this issue, and as Tracey Williamson tells The Independent Voice, its having positive effects on her home and working life. As a teacher at Clairvaux Mackillop College, Tracey has taken advantage of the Job Share arrangement since the beginning of 2005 following her period of maternity leave last year. According to Tracey, she decided to take advantage of the Job Share arrangement when family became priority as her family went from two to three. I had a child at the beginning of last year and decided full time work wouldnt fit in with home life anymore. Tracey found her Job Share partner, Stephanie, upon returning from her period of maternity leave. Stephanie, who had previously taken time away from work to start her own family, filled the maternity leave position while Tracey was away. The benefits of such an arrangement, explains Tracey, are numerous, with the biggest advantage being the more reasonable balance between work and home time. We really can clock off at the end of the day with this arrangement, we each know where our work begins and where it ends, she says. Under the arrangements of Tracey and Stephanies Job Share, the women do three days one week and two days the next, with Tracey working Thursday and Friday and alternate Wednesdays. We had a look at our timetables and decided which days suited us best according to our strengths in teaching. Im very pleased with this arrangement because everyone is happy at the end of the week every weekend is a long weekend for me, explains Tracey. Tracey argues that the Job Share arrangement gives both her and Stephanie a distinct advantage in the teaching environment. Im given a second opinion in my teaching, where we can bounce off teaching ideas and keep each other fresh, she says. It is so important to stay fresh a partner teaching the lesson you are planning must be able to adapt to the different teaching styles and learn these styles. My planning and teaching style has improved because of this with the whole arrangement preventing our planning and teaching ideas from becoming stale, she says. And although Tracey couldnt identify any problems with her own Job Share arrangement, she maintains that Job Share isnt necessarily for everyone. Stef and I have had no problems with our arrangement so far weve been very fortunate given that we have four Year 8 classes and very flexible kids, she says. This means we dont have to adhere to such a formal planner like in senior where there could be problems with this arrangement. Both Tracey and Stephanie maintain that communication is both the most important and tricky aspect of the Job Share arrangement. There is a struggle to verbalise everything instead of locking an idea away in my mind for the next lesson, you have to write it all out and communicate it with your partner, she says. As a result the whole communication and verbalisation aspect of this arrangement began a bit complicated. In order to keep the lines of communication open and transparent, Tracey and Stephanie share two diaries one is a daily planner and one is a communications diary. The daily planner is used for the subjects the women teach (three each) in which they plan, mark and report their relevant subjects. The communications diary is used to share concerns with students, give information on staff meetings and even school notices. The night before Im due to come in, my partner will email the plan to me so I have time to prepare before the next day, says Tracey. Tracey is so happy with her Job Share arrangement that she hopes to continue sharing her classes with her partner Stephanie well into the future. It certainly helps that we are similar in personality. It does have a profound impact on how well this arrangement will work, she says. Stephanie is super organised, relaxed but good under pressure this is the type of person that suits the Job Share arrangement best. Both Tracey and Stephanie argue that without the help of their family friendly principal, the whole arrangement would have been far more difficult. The principal, Rudy Goosen, really went in to bat for us, particularly since Stephanie wasnt continuing full time, she says. Rudy has been really supportive of the family structure here and has worked hard to ensure we have fantastic family friendly provisions, we cant thank him enough. Work strain on the rise The Independent Voice, 2005 In 2001, more than 76,000 Australian workers received workers compensation for sprain and strain or musculoskeletal injuries, this figure equates to more than 200 per day and two thirds of all claims. The term work strain covers physical and mental work strain and can be adapted to the particular issues in any industry or occupation. In addition to well known manual handling injuries and pain, research has confirmed that there is a strong link between psychosocial hazards (stress) at work and chronic musculoskeletal injuries and pain. Work intensification, dangerous hours, repetitive, monotonous work and unsafe manual tasks are all contributing factors to the large amounts of work strain injuries and pain. While the figures of workers receiving compensation for this issue are startling, it is even more concerning that less than half the people who are injured at work receive any compensation. According to the ACTU (Australian Council of Trade Unions), often those that dont receive compensation are part time, casual and contract/agency workers with some even forced out of the workforce due to their injuries and/or chronic pain. Common identifiers of work strain include; ( painful necks and shoulders ( aching or stabbing pains in arms or wrists ( feelings of pins and needles ( aching legs, knees and feet ( backaches and back injuries ( stress or tension headaches ( continual tiredness / exhaustion According to the ACTU, workplace stress is further enhancing existing work strain conditions and creating new work strain issues under increasing workloads, longer hours, job insecurity, understaffing, stress, bullying, violence, deficient management and poor work organisation, people are feeling mental stress on top of physical work strain. This stress can cause muscle tension, headaches and chronic pain in the neck, shoulders, arms and backs. Stress can also make existing injuries and pain worse. According to the ACTU, more people are likely to be suffering from work strain when workers have little or no say in how work is done, particularly where people feel they have no choice but to keep on working while injured or in pain, the injuries persist and the pain just gets worse. Although there have been health and safety laws in Australian states and territories for more than 15 years which aim to prevent work strain injuries, the ACTU argues that many employers do not follow these requirements and governments are not enforcing them. Despite the huge number of musculoskeletal injuries caused by work strain, less than I % of the employers who caused them have been prosecuted. While there have been many identified solutions to work strain, it is important for employers to focus on prevention. The ACTU has identified a number of employer considerations for dealing with issues surrounding work strain: ( consulting with workers and elected representatives on working conditions and health and safety this should be ongoing ( preventing work strain by eliminating unnecessary lifting, bending, twisting, carrying, repetitive tasks and awkward positions ( ensuring that work stations and equipment are suitable for the tasks and do not cause injuries or pain ( providing sufficient staff and resources for the job ( ensuring that hours of work and workloads do not put workers under constant pressure ( involving workers with decision-making at work The work environment It is vital for employers and employees to work together to ease this preventable issue. For more information, contact QIEU, your state/territory trades and labour council or call the ACTU Hotline on 1300 362 223. Countering work intensification The Independent Voice, 2005 St Edmunds College Ipswich are leading way in the campaign against work intensification. Chapter representative, Maria Heenan, shares with The Independent Voice, their progress in the campaign and their initial ideas for action. In 2004, a joint chapter meeting was held between three schools, including St Edmunds, and a work intensification presentation was given. Members discussed the impact of work intensification on their lives and resolved to take action to address the issue. The St Edmunds College Chapter examined the work of staff and students at the College to gain a greater understanding of our educational aims and outcomes. There was general agreement that it was necessary to identify the core business of the College with reference to our Mission Statement, our obligations to QSA and our hours of duty agreement. It was agreed that there needs to be a better balance between student needs and staff needs in order to maintain a healthy working environment. Our Colleges core business included all classroom activities that were part of regular contact hours. Additionally there were a variety of non-contact hours responsibilities that staff manage including: preparing lessons and assessment, correcting assessment, record keeping and reporting, preparation of QSA submissions and VET material, contact with all parents of homeroom students, camps, pastoral House barbecues and evening liturgies, Parent teacher evenings, Speech Night, staff meetings, departmental meetings, House meetings, playground duty, bus duty, detention duty and professional development. In reality some of these activities extend beyond the hours of duty agreement. Our College also conducts a variety of non-contact hours activities that staff are expected to participate in, these include: paid and unpaid co-curricular activities, sporting trips and excursions, Performing Arts Nights, Musical, Boys in Education evenings, Sports and Activities Evening, Fashion Parade, participation on College Board committees and school committees e.g. WPHS, Boys in Education, Healthy Schools, tutorials, year level activities such as Rights of Passage, Valedictory Dinner, Formal, and Semi-Formal functions. Clearly QIEU members at our school, like members all across Queensland, are working excessive hours. This issue was raised with our Administration along with some suggestions that have been acted on. Some non-core activities have been cancelled and some evening activities have been amalgamated together. When there is an expectation by the College that additional tasks should be added to the non-contact hours responsibilities, it is only reasonable that staff request an evaluation of the current responsibilities to determine which of these should no longer be prioritised. Our common view is that the quality of teacher and student work in the classroom is our primary concern. When staff workload beyond the classroom starts to affect what can be achieved in the classroom then it is in everyones best interests to reduce the demands of non-core activities. In 2005, our chapter plans to use staff meetings, consultative committee meetings, WPHS meetings and industrial forums to address work intensification concerns. The chapter recognises that it is important to maintain a workplace culture where industrial awareness is valued. Dialogue between employers and employees to find solutions to work intensification issues will be judged in the future to be best practice in the education industry. High workload not restricted to teachers The Independent Voice, 2005 The size of the workload in Australian schools has reached crisis point. The fundamental causes of work intensification in the workplace including the proliferation of non-teaching tasks, the loss of non-contact time, ever-present workplace change and poor organisational planning, are all contributing to employers overwhelmed by their work demands. For schools, work intensification has led to the lack of time for employees to reflect on their work, to plan lessons, to develop skills and knowledge and to interact with colleagues. These unacceptably high work demands are placing at risk the quality of education delivered and having a detrimental impact on the non-work lives of employees. Principals, deputy principals and department heads are no exception to this concerning phenomenon which is particularly prominent in the education sector. Recent studies in Britain, as part of an initiative by the British Department of Education and Skills (DfES), established the scale of the issue of workload in the education sector and reveals the size of the typical average working week for principals, assistant principals and those in senior leadership positions. Studies were conducted by PriceWaterhouseCoopers (PWC, 2001), the School Teachers Review Body (STRB, 2003) and the University of Birmingham (Thomas et. al., 2004). While the studies were conducted in Britain, the results have far more reaching implications and reveal a depressing sense of similar reality for the Australian context and serve as a reference point for an assessment of weekly hours of Australian workers. According to the data, Secondary school principals spend on average 60.9 hours per week working while primary school principals spend 55.5 hours. While the significant amount of this time is spent on school/staff management for both groups, a considerable amount of time is also spent on non-teaching contact, general administrative tasks, individual/professional issues and teaching (School Teachers Review Body (STRB) (2003) Report on teachers workloads survey, HMSO: London). Full-time deputy and assistant principals, according to the data, work on average 56.4 hours in primary school and 56.5 hours in secondary school. Considerable allocation of time is spent on school/staff management and teaching, followed by lesson preparation and marking, and non-teaching contact (School Teachers Review Body (STRB) (2003) Report on teachers workloads survey, HMSO: London). The survey also identified the distribution of total hours worked by full-time heads of department in secondary schools of a total 52.7 hours, 34 per cent was spent on teaching, 12.5 on lesson preparation and marking, 14 per cent on non-teaching contact, 11 per cent on school/staff management, nine per cent on general administrative tasks, five per cent on individual/professional issues, and three percent on other activities (School Teachers Review Body (STRB) (2003) Report on teachers workloads survey, HMSO: London). Further data revealed the average hours worked by full-time heads of department in secondary schools with the highest being 23.4 per cent working over 50 hours, followed by 18.7 per cent working over 45 hours up to 50 hours and 13.1 per cent working over 55 hours up to 60 hours (School Teachers Review Body (STRB) (2003) Report on teachers workloads survey, HMSO: London). The PWC study also found teachers and principals work significant hours during holiday breaks with those in senior leadership positions and middle management working the equivalent of many weeks of notional vacation periods. So significant are these studies, that they have formed the basis of DfES approved trials to attempt to reduce the size of teacher and principals workload and address the issue of work intensification. While there is no doubt that work intensification matters affects everyone in an educational setting, finding a solution is not as clear. If schools are to improve then school authorities must address the issues of workload, work/life balance and the related issues of recruitment and retention of quality staff. QIEUs four CORE principles provide the direction and now employing authorities must provide the commitment to address the issues of workload and work intensification. Employers have a responsibility not just to their employees to address the issues but an equally strident responsibility to ensure that students receive a high standard of education. Staff in schools cant provide that standard of education alone. Staff care but they cant care if employers dont care. Sources: PriceWaterhouseCoopers (PWC) (2001) Teacher Workload Study Interim Report, London: DfES. School Teachers Review Body (STRB) (2003) Report on teachers workloads survey, HMSO: London. Quality at the CORE - Work intensification action week The Independent Voice, 2005 Work Intensification Action Week was well underway as The Independent Voice went to print, with Queensland non-government school members acting together across all sectors to highlight the escalating problem of working harder and working longer. Focusing on the theme Quality at the CORE, QIEU members from Tuesday 3 May to Friday 6 May, expressed their professional concerns about the future quality of education for Australian students in the context of mounting additional tasks and responsibilities that all distract from the core task of student learning. Through briefings, activities, posters and stickers, the first days of the Work Intensification Action Week were heralded a success in raising awareness of the problem and enabling members to claim space in the working week to consider the four CORE principles fundamental to developing practical workplace and sector solutions. Each day of the Work Intensification Action Week was designated to highlight one CORE principle consultation; organisation of workload; resources and conditions; enhancement of family friendly provisions, with each days actions designed to raise awareness of the problems and to help start identify possible solutions. According to QIEU Senior Industrial Officer, John Spriggs, the action week is about working together to promote quality education. That can only occur when you are able to achieve balance in your life and are given the time and resources needed to do the quality job we want to do for students. This is a goal worth fighting for. QIEU General Secretary, Terry Burke, argues that the problem of work intensification will become even more acute under the hostile anti-worker legislation being proposed by the Howard government. It is of critical importance that we take this early opportunity to demonstrate to employers the serious impacts of this issue and our resolve to act together to demonstrate our commitment to providing the very best quality education for our students and identifying the time and resources we need in order to do it. It is anticipated that the action week will be a particularly significant step in the campaign to reclaim a fairer work/life balance, in that it will involve all non-government Primary and Secondary schools and Early Childhood Education Sectors across Queensland. For more information, visit our special work intensification campaign web page on  HYPERLINK "http://www.qieu.asn.au" www.qieu.asn.au See the next edition of The Independent Voice for more photos and stories on Work Intensification Action Week WHY WE MUST ACT TO REVERSE WORK INTENSIFICATION Reduce stress injuries, illness and absenteeism Improve the quality of family life and personal relationships Increase in professional productivity and job satisfaction Increase the quality of teaching and learning outcomes Retain a positive continuity of culture through the retention of existing staff Reduce school costs through lower staff turnover and workers compensation premiums Protect the future quality of education for students Support the attraction and retention of quality teachers and school staff Addressing work intensification The Independent Voice, 2005 Work intensification threatens the quality of professional classroom practice and impacts on the quality of students education. If schools are to improve this situation, school authorities must address the issue of working harder and longer within each hour and support teachers to focus on their core task of providing quality education. While little research and analysis has been completed around work intensification in an Australian educational context, the Department for Education and Skills (DfES) pilot project Transforming School Workforce Pathfinder Project goes a way in explaining the positive impacts of reduced work hours on teachers in a broader context. In 2002, the Transforming School Workforce Pathfinder Project (TSW Project) analysed 32 schools and a further 9 comparator schools in the UK. The project aimed primarily to secure significant reductions in the current weekly hours worked by teachers with the outlook of increasing the proportion of teachers working week spent teaching or on tasks directly related to teaching (DfES: 2002). While the project did have an impact in reducing the working hours of teachers, or far more significance perhaps the project led to a change in role boundaries between teachers and other members of the school workforce and made support staff more prominent and effective in schools. Through support and resources provided to schools through the project, classroom teachers across all types of schools reported a reduction in hours worked, ranging from 3.7 hours per week in the primary schools, 3.5 hours in the special schools and 1.2 hours in the secondary schools (DfES2002). Such positive results were achieved, according to post analysis, by supporting change in schools and providing resources to initiate new working practices (DfES: 2002): providing schools with consultancy support (school workforce advisors); training head teachers in change management; allocating funds for employing additional support staff; providing ICT hardware and software; funding the bursarial training of school managers; and providing schools with capital build resources. Importantly, these new working practices have also given way to evidence of a reduction in time devoted to non-core tasks which could be done by others such as teaching assistants and services staff. However, the project found a consistent but week relationship between a fall in hours and a more positive view that teaching assistants could reduce workload (DfES: 2002). This could perhaps be explained by the previous proliferation of non-teaching tasks when there were teaching assistants present, and a misunderstanding by school administration, teachers and support staff of core and non-core duties. Unsurprisingly, an analysis of working hours in primary and secondary schools revealed that a fall in hours worked was significantly correlated with a fall in agreement that there was too much routine clerical work to do (DfES: 2002). It is clear from this research that where a significant reduction in routine clerical tasks and other non-core duties occurs, a decrease in teacher workload and a fall in hours is realistic. For teachers this means more time to reflect on work, plan lessons, develop skills and knowledge and focus on their core task of providing quality education. Department for Education and Skills (DfES) (2002) Transforming the school workforce pathfinder evaluation project  HYPERLINK "http://www.dfes.gov.uk/research/" www.dfes.gov.uk/research/ Accessed .. Teachers among most stressed professions The Independent Voice, 2005 According to a league table of Britains toughest occupations, teachers, police officers and social workers are among the six most stressful jobs in the UK, with paramedics, call centre staff and prison officers completing the list. Compiled by the business psychology company, Robertson Cooper, the premiership of pressure table evaluated 26 occupations in three stress-related areas of physical health, psychological well-being, and job satisfaction. The research suggests the most stressful jobs involve direct contact with the public in emotionally intense situations, where the working environment is governed by strict rules. According to workplace website, CCH Australia, workers in compensation claims for workplace-related psychological injury have jumped in recent years and there is no sign they are on the decline. The total cost of stress in Australia is estimated at $1.2 billion a year and stress-related workers compensation claims have grown by 400 per cent in the last 10 years, says Anne Palmer, director of Zen at Work. Statistics provided by Comcare, insurer for the Commonwealth Government, reveal psychological injuries cost four times as much and take longer to resolve than other workers compensation claims. They can have a negative impact on a workforces productivity, morale, turnover, motivation, absenteeism and relationships, says CCH. Contributing factors to work stress which are having a dramatic impact on individuals and the workplace might include: Controlling management style Poor consultation Blaming culture Unclear job description Inadequate training Poor recruitment techniques Unexplained constant change Intense, fast-paced work Repetitive and boring work Unsupportive work environment Interpersonal conflict Critical Incidents Poor ergonomics Lack of flexibility, poor salaries and poor working conditions (source CCH Business Builder: The high price of psychological injury) According to Bryan Gurry, insurance partner at Deacons who specialises in workplace stress, unlike physical hazards, workplace stress is difficult to identify, measure and monitor and as a result their management is limited and only acted upon when attention is drawn to a situation. The modern pressures of the workplace have led to an increase in employee workloads, extended work hours and increased performance pressures to improve productivity and profitability. These changes have often been at the expense of human issues and consideration of how workplace changes are affecting employees, he said. According to Julie Poate and Leanne Wright both from the Australian Education Union, some of the hazards of workplace stress can be prevented by management ensuring good communication channels, explaining to staff their job roles and responsibilities, assessing individual workloads, providing training to ensure employees have the appropriate skills for the job, and meditation or counselling where appropriate. There are steps employees should also take if they are feeling stresses by their work. Let your principal or another senior staff member know. Otherwise, contact a union representative or counselling organisation. It is better for you and the workplace if it is dealt with before it gets to the point of not being able to face going to work one day, the said. Graduate teacher burnout Independent Education, March 2005 Recent research has revealed that almost a third of graduate teachers intend to leave their employment due to teacher burnout. The results of the new study conducted by Dr. Richard Goddard, Psychologist at the Griffith University School of Human Services and Dr Patrick OBrien from the University of Southern Queenslands faculty of education, come as no surprise to IEU who have been actively campaigning about work intensification, a contributing factor of teacher burnout, for quite some time. Both qualitative and quantitative data were collected from graduate teachers who had been working for less than two years throughout Australia after completing their tertiary course at one of three Queensland universities. A survey was taken of the teachers four times over the ensuing two years. The survey asked teachers to respond to a survey six weeks after they started work and then again seven months later and then again twice more the following year. Initial results suggested graduate teachers were experiencing relatively high levels of work pressure, and increasing frequencies of emotional exhaustion and depersonalising behaviour through the year. As the study progressed teachers also indicated there wasnt the support they were expecting in the early stages of their career, and almost a third of respondents indicated a serious intention to leave their current employment after the first eight months of teaching. This intention to leave, according to the study, was significantly correlated with burnout. With many working up to 60 hours a week including preparation, meeting time and class time graduate teachers are showing clear signs of burnout which include exhaustion, depersonalisation (treating others as objects without personality) and lack of satisfaction. Theres a clear lack of support in an emotionally demanding work environment and perception of high work pressures by them, said Dr Goddard. The graduate teachers consistently reported over the two years significantly higher work pressure than of any other profession with which the work environment scale has been normed. Theres no doubt that graduate teachers are working harder than comparable professions. The standard survey indicated also, that teachers were concerned they didnt have enough skills, such as behavioural management skills to cope in their new working environment. In the subsequent surveys we found that most of the people who were thinking of leaving their current employment were really thinking of swapping schools they werent happy with the school they were in, said Dr Goddard. There was a proportion, of up 25 per cent by the time eight months had gone, that were saying that hypothetically if they could have their time again they wouldnt study teaching. These findings are consistent with calls to implement effective programs to support teachers during their first years of employment with the study revealing survey participants were growingly dissatisfied with the effort they had to put in to the job. 50 per cent now of the people who stayed in the survey said the effort they are putting into the jobs are not meeting the rewards they are getting back, tells Dr Goddard. While the concept of burnout has existed for quite some time, school employing authorities are yet to put into place effective measures to counteract the increasingly apparent situation. The study is saying is that its starting to become a workplace health and safety issue if we keep throwing our graduates in without sufficient support and if we expect them to do the same work as more experienced teachers from day one the results show that they are getting burnt out, theyre not coping, and a quarter of them are so exhausted they want to leave the profession then really were not doing the right thing by our employees. According to Dr Goddard, a graded entry into the workplace and a school climate which allows for innovative teaching should be considered in order to remedy the current situation. One of the most important environmental factors that helps teachers not burn out is their ability to exercise innovation in their work, he says. Teachers who had the opportunity to be innovative in their teaching and didnt feel restricted, but could put into practice the things that theyd learnt at university and actually try things out for themselves these were the people who did not burn out and in fact reported the best health and well being. Dr Goddard and Dr. OBrien have put in a submission to the commonwealth government for a four year research funding program in order to study different programs of support and help so that beginning teachers might survive the experience better. We know that beginning teachers who have the best induction and the best first few years become the best teachers they are more confident in themselves and deliver better results, said Dr Goddard. Queensland adopts CORE principles Independent Education, March 2005 Work intensification, through reduced staffing levels and increased workloads has not only driven long hours of work among full time workers; it has also meant that workers are under constant stress in attempting to meet targets and demands, particularly in jobs which involve dealing with the public. This intensification of work gives rise to unsustainable work practices, which harm both the enterprises and workers concerned. Lack of staffing means there is no time for ongoing training of workers which allows them to keep up with the changing demands of their work. The increased pressure at work gives rise to unsafe workplaces. And, the inability of workers to participate in a full non-work life ultimately makes work an unsustainable part of their lives. ACTU Congress 2003 Working Hours And Work intensification Background Paper Issue 12 Work intensification has become a pervasive trend in schools across the country, as employees increasingly find themselves struggling to cope with unrealistic tasks which are added on to already excessive workloads. Staff are working longer hours and working harder within each hour, often having to fulfil duties which are not directly related to teaching students. It comes as no surprise then, that workers are finding it difficult to balance their work and life commitments as issues like under-staffing, longer hours, curriculum restructuring and mounting expectations gain increasing momentum in our work places. Work intensification has manifested itself in work routine; binding employees to their work, affecting their health, family and friend relationships, professional standards and productivity and job satisfaction, as well as impacting on the quality of education that is provided. With employees in the education sector now four times more likely than the general community to suffer workplace stress (source work cover data), QIEU members decided it was time to reclaim the balance between work and family life. QIEU members at branch meetings and through facilitated discussions across the state overwhelmingly endorsed a campaign to address the issue of work intensification in Queensland non-government schools. As a result of this campaign, QIEU identified a program of CORE principles which, in essence, seek to guide and underpin any meaningful resolution of work intensification at a school level: C Consultation O Organisation to manage workloads R Resources and conditions E Enhancement of family friendly policies/conditions 1. Consultation The increased content of jobs through the continual (and subjective) expansion of what is deemed to be the core business of schools is usually done through limited consultation with staff, or through a cosmetic presentation in which the benefits of a particular change are presented to staff. There is a real need for facilitated discussion by persons affected by changing work demands on how to identify intensification issues and solutions and better manage work load changes. The Consultation principle would see genuine discussion take place surrounding the issues of work intensification and recognise the need for a democratic workplace which encourages more collegial collaboration and welcomes the professional input of all staff. Proposed changes should be subject to significant reflection and consultation with staff where the parameters of the implementation are defined in advance. The processes of decision making are to be transparent and open. Staff and employer must have common understandings of reasonable work hours and work expectations ultimately it may be impossible to introduce changes without real steps being taken to support employees and to provide additional resources. Organisation to manage workloads There needs to be consideration of the organisational structures that are needed to manage these changes. Currently there is a lack of consideration of workload patterns that are generated within schools (e.g. the time teachers have between exams, the length of time between lessons, the time given to complete particular tasks, the opportunities to leave classrooms for professional development.) There needs to be agreement on the parameters of workload change prior to implementation, including the de-prioritisation of work tasks where new tasks are prioritised, and adequate time frames for the implementation of new changes. Staff must be able to work more efficiently, there must be complementary de-prioritised work tasks when changes are made to ensure the maximum hours of duty or number of paid hours of work are not exceeded. Adequate resources such as appropriate time release, staffing levels, training/skills, and equipment are clearly essential to create an optimal workplace and better manage work load changes. Resources and conditions There is a clear need to increase resources and conditions for employees given the current lack of additional staffing to address class sizes; the range, state and training of technology and other equipment; and the limited support, training and professional development available to employees. The inclusion of special needs students into mainstream classes means there must be adequate levels of staffing to assist student learning. It is now common for teachers to be called on to meet the educational needs of students, such as those with physical disabilities, learning impairments and behavioural problems without adequate resources or staff support. The Resources and Conditions principle would see the work of staff in schools adequately resourced to appropriate levels with regard to time release, training and skills, equipment and resources. The working lives of all staff would be enhanced through improved work conditions, job security, career path and structure, and workplace health and safety. Enhancement of family friendly policies/conditions The enhancement of family friendly policies/conditions principle considers the pattern of modern family life and that of the workforce structure, including time release for family commitments and maternity leave. This principle would enable staff to seek a better balance between their work and family lives by decreasing the number of competing demands on after school commitments and release time. Family friendly provisions such as job share; part-time positions; and leave without pay, must be considered to ensure this balance. The parents and the broader community should be made aware of the implications of enhanced curriculum delivery, pastoral care and provision of extra-curricular on the workload of staff. Work intensification is an issue that not only affects all employees in non-government schools but threatens the quality of education in the future and the desirability of teaching as a profession. The need to find a better and fairer balance between work and family life is of paramount importance to union members. The four CORE principles identified by QIEU work to achieve practical industrial and professional provisions to support a better work / life balance, address the issue of work intensification, and to once again rebalance the scales in favour of family. Facing increased workload demands tipping the balance Independent Education, March 2005 There is to be no doubt that the changing dynamics within current workplaces are having dramatic effects on the life of individuals and of society. Work intensification, a key element in workplace change, has become so pervasive that much research has been conducted in an attempt to better understand its influence. With current studies clearly finding that many employees are negatively affected by working both longer hours and working harder within each hour spent at work, it is widely acknowledged that work intensification is increasingly confronting Australian employees as they struggle to achieve a balance between work and family1. As a result, workers and unions are seeking to counter the negative ramifications of contemporary work patterns on workers, their families and their communities. THE SITUATION IN EDUCATION Over the past ten years the nature of teaching has changed considerably with changes in teaching practices, curriculum, accountability, role diversification and increased workload2. The dramatic workload changes faced by teachers include: Overcrowded curriculum and curriculum changes without consultation or adequate time Large class sizes An increasing need for technology and other resources Growth in extra-curricular expectations on teachers An increase in non-core tasks and more simultaneous demands An enlargement in the job through understaffing A speeding up of work deadlines A shift in remuneration from time-based to results-based criteria An extension of the working day According to one study in the area the role of a teacher is becoming so broad and the responsibilities so great that it is hard to imagine not cracking under the pressure.3 Teachers are feeling the effects of the unrealistic expectations set up by parents, employers and institutional bodies. According to Dr Barbara Pocock, Research Fellow at the University of Adelaide School of Social Sciences, Australians are talking about work, time and all kinds of household pressure more than in the past, reflecting a range of changes in how we live and work4. Pocock argues that while many Australian workers are deeply affected by financial pressures, time and work pressures are of particular concern and affect a variety of household arrangements, not simply those who live in the traditional families that politicians often imply that we all live in 5. It is becoming apparent that the structure of family units are changing, as is the dynamics of individuals within their local communities, and their nature of work. The composition of families have also evolved. There are now more sole parents, more blended families because of higher incidences of divorce and remarriage, more men with family responsibilities, more single person households, more couples-only dwellings and more people responsible for aging relatives. (QLD Government Department of Industrial Relations, 2004: 1) BEYOND THE CALL OF DUTY With so many non-work related responsibilities, teachers are struggling to keep up with the increase in work tasks, particularly the increase in hours which require attendance at parent teacher nights, staff meetings, evening or weekend functions as well as often coordinating extra curricula activities for students. According to the Australia Institute, Australians are working the longest hours in the developed world. Australia has the fourth highest proportion of people working more than 50 hours per week and the number of Australians working these hours has grown faster than in any other industrialised country7. Institute Director, Clive Hamilton, claims that Australian employees work an average of 1855 hours each year compared to the developed country average of only 16438. Pocock argues that for many Australians, work has not only increased in hours and travel demands, or in household density; it has also increased in intensity9. In the 1995 Australian Workplace Industrial Relations Survey, over half of employees (58 per cent) said that their work effort had increased over the previous twelve months, 49 per cent said that stress was higher, and 46 per cent said that the pace of work was faster. (Pocock, 2004: 1) People faced with intensive work tasks are managed by high levels of stress and they in turn manage by working harder and working longer hours.14 Respondents to a study conducted by Dr Pocock revealed work intensification was resulting in longer working hours, and the experience of trying to hold it all together was exacerbating the uneven distribution of domestic work and was impacting on relationships and the time spent with their children11. Dr Richard Denniss, Deputy Director of the Australia Institute, argues that the vast majority of people who worked long hours believed they had to get the job done. Employees seem afraid of the workplace consequences of not getting the job done or the personal consequences (even though they might have less support and a work environment that is not as efficient as it used to be)12. According to Denniss, the first step to addressing the problem of overwork is to get people to recognise they are working longer hours. Certainly, in the education sector at least, it seems that people are becoming more aware of the difficulties that longer and more intensive hours are playing on their out of school responsibilities. Pocock argues people are making the connection between longer working hours and the breakdown of personal and family relationships13. CANT GET NO SATISFACTION While the effects of work intensification are widespread, its consequences are felt even more strongly in the education sector. Research conducted by Dr Cameron Allen, a Senior IR Lecturer in Griffith Universitys Business School, goes a way in explaining the dissatisfaction of non-governmental school employees with existing levels of work intensification experienced relative to other workers. According to the research15: ( 58 per cent of non-government education employees surveyed agreed or strongly agreed that their schools were understaffed in light of work task expectations, compared with 47 per cent of employees in other organisations. ( 78 per cent of non-government education employees surveyed disagreed or strongly disagreed that they had enough time to rest during meal breaks, compared with 20 per cent of employees in other organisations. ( Only 49 per cent of non-government employees surveyed were satisfied with the balance between their work and personal life, compared with 59 per cent of employees in other organisations. According to Julian Howe, an Honours researcher with Griffith Universitys Department of IR, the growing dissatisfaction by education employees to their workloads is a very important issue in the modern workplace. As a result of changes like an increase in stress and tiredness, longer recovery periods from work, and decreased time for hobbies, interests and families the majority of teachers indicated that their satisfaction with work-life balance had decreased19. The workload of teachers is of significant concern, which when coupled with inadequate compensation, a lack of resources and low professional status, is forcing reachers out of the profession. A forecast of teacher shortage within the decade renders workload issues among the most important of those facing teachers in the modern workplace. (Howe, 2004: 18) Howe notes that while there has been an increase in the volume and complexity of work required of teachers, the increase is consistent with a broadening of the range of tasks a teacher is expected to perform. The outcome has been an increased workload.18 EASING THE BURDEN Reconciling work and family commitments is an issue that affects all Australians at some stage in their life. As a consequence, it also affects business, the economy and the broader community. While work and family have always been an important policy issue, major demographic and labour market changes mean that more people than ever before are facing the pressure of juggling work and family responsibilities20. While there is no clear solution to a phenomenon that is becoming firmly embedded in work culture, there is an obvious need for institutional change and a solution to a work practice that is increasingly disallowing an even balance between work and care responsibilities. Unfortunately they cannot be fixed through a boost to family payments or a cut in taxes. In fact, the latter might exacerbate these pressures if it means a cut in staffing levels in places like schools, universities and hospitals. Dealing with the work/life collision and work and time pressure will take an increase in staffing in schools, on hospital wards and in many other places. Without it, work will continue to intensify with very significant implications for workers, their partners, their households and the larger community perhaps even the birth rate. (Pocock, 2004: 2) Work intensification is proving costly on the lives of individuals, relationships and society as a whole. Australia and other developing countries are facing a unique challenge to find new strategies to aid employees find a better balance between work and home commitments. Australian organisations like unions, churches, school communities and other civic structures are well acquainted with this effect, struggling to find enough people to do the jobs and sustain organisations.22 There is a need for educational institutions and employers to assist staff in balancing their work and home commitments by including initiatives such as reducing class sizes, limiting the amount of face to face teaching, setting reasonable limits on co-curricular and other school based events, improving access to specialist support and providing opportunities to professionally develop the already valuable expertise that staff bring with them to their role23. There is also a need for school decision makers to match staff work practice preferences with work, task and business needs. It is important for employees and employers to recognise the situation and be more honest about what they expect from their partnership and what they are willing to provide; there is a need for better conversation24. FAMILY FRIENDLY PRACTICES A key initiative for reducing the ramifications of work intensification is establishing realistic family friendly work practices and policies to meet the needs of employers, employees and the broader community. Establishing such policies can increase worker satisfaction and could lead to a reduction in recruitment costs and staff turnover. Family friendly measures include part-time work, career break schemes (up to several years away from a job with the guarantee of work on return), working from home, parental leave, pre-natal leave, subsidised or provided child care, family leave, pooling of leave entitlements, flexible work practices, averaging hours across a week, time off in lieu, job sharing arrangements, income support and tax benefits30. An ACTU test case application lodged with the Australian Industrial Relations Commission last year reflects the importance of such policies. It seeks new rights for working parents by introducing flexibility and balance into their lives; a discussion on the proposals is anticipated this year. The Work and Family Test Case application seeks the following changes to federal industrial awards: Give full-time employees returning from parental leave a right to part-time work; Allow employees to buy up to 6 weeks extra leave through salary adjustments; Give employees the right to request more flexible hours; Give employees the right to emergency family leave; Extend the current unpaid parental leave period from 12 months to 2431. An increase in family friendly responsibilities and appropriate policy responses will not only assist workers and their families, but will deliver significant economic and social benefits, by increasing labour market participation rates and the overall labour supply. At an organisational level, work and family balance initiatives will improve staff retention and attendance and as such reduce costs. (State and Territories Initiative, 2004: 54) INTENSIFYING AWARENESS Work intensification is not only in issue that affects the individual; its effects are felt more widely in the general community and more profoundly within the home and family. Steps must be taken to ease the burden faced by an increasing number of workers in our society in order to reclaim a time when family life was priority. It is imperative that this problem given maximum awareness to ensure that that responsibility lies not only with the individual but also employing bodies and institutional organisations. Individually we can do nothing. The only way to deal with this issue is collectively. It is a shared problem and we need to drag it out of the wardrobe take it out of the private realm and into the public arena where it belongs.27 There must be a democratic workplace that encourages more collegial collaboration and welcomes professional input of all staff. Changes should occur through this proper consultation and include adequate family friendly measures, resources, staffing and equipment. There must be changes to improve the future quality of education, through an increased ability to attract and retain quality teachers and better organise employees. At the moment, managers in a lot of organisations seem to think their jobs end with defining what outcomes should be. Looking at the processes to achieve those outcomes is a very important role for management. If that means a little bit of flexibility and creativity on their part in thinking about new ways to organise employees, then we could all benefit from that. (Benchmarking HR, 2004: 3) And finally, staff must be enabled to work more efficiently, not just longer hours, and bring about a fairer balance between their work and family lives and avoid the erosion of common family time. Staff not stressed by conflicting work and family responsibilities are more productive, more committed, have fewer unplanned absences and fewer accidents. All of this has the potential to lower workers compensation costs. They are less likely to resign, reducing potential recruitment costs, retaining corporate knowledge and increasing the return on the investment in training costs. (Queensland Govt. Dept of IR, 2004: 2) As the effects of work intensification are felt increasingly in our non-work lives, there is fundamental need to counter a trend that is having quite profound effects on the individual, the family situation, and society as a whole. Positive and tangible outcomes can only be achieved through recognition of the situation, genuine and transparent discussion, and the setting of achievable goals such as family friendly policies. More importantly, this change can only be implemented through the actions on a united front, including individuals, employers, community bodies and members of your union. REFERENCES 1/20/25. Work and Family test case 2004 - Contentions of the State and Territory Government, (2004) State and Territories Initiative 2/3. Moran, W., Long, J., Nettle, T (2002) Changing teacher education for a changing world, Catholic Schools Studies, vol. 75 No. 2, October, 28-31. 4/11/27. Pocock, B (2004) Personal Interview September. 5/9/10/13/14/21/22. Pocock, B (2004) Work Pressures and Australian Workers, research article for QIEU, December. 6/29. Balancing work and family work, family, sport, leisure, community involvement, (2004) Queensland Government Department of Industrial Relations brochure. 7. Denniss, R (2004) Take-the-Rest-of-the-Year-Off Day, The Australia Institute, November 8. n.p (2004) Take-the-Rest-of-the-Year-Off Day Media Release, The Australia Institute, 20 November. 12/24/28. Benchmarking HR (2004), Vol 13 no 301 pg 3, November 24. 15. Allen, C (2004) Moving the boundaries: reclaiming the work/life balance Conference, Brisbane 2004 16/17/18/19. Howe, J (2004) Nine till three? Not likely! a study of teachers workload, QTU Professional Magazine, vol. 20, November, 18-21. 23. n.p (2003) Work, family and finding the balance, Independent Teacher, vol. 19, issue 1, April, 24-25. 30. CPD News (2002) Work-family balance: searching for answers, Workplace Intelligence, Sept 2002, pg 5-6 Work intensification discussion paper The Independent Voice, 2005 The purpose of this discussion paper is to initiate detailed identification of strategies to address workload and work intensification for school employees. Your feedback from this discussion paper will be used to develop provisions for negotiation with employers in the next round of enterprise bargaining in Queensland non-government schools. Some negotiations will commence early in the new year (e.g. Catholic Sector) while others are scheduled for later in 2006. QIEU members have consistently identified four CORE principles to address workload and work intensification: Consultation Organisation to manage workload Resources and conditions Enhancement of family friendly provisions. 1. Consultation Consultation ensures that there are mechanisms to place limits around work demands, timeframes and other resources for the introduction of change. Employers must face the reality that there is a limit to what can be asked of employees and within those limits, consultation can identify what can be achieved. It is acknowledged that schools are places of constant change; however, poor consultation regarding that change escalates work intensification. Some key characteristics of effective consultation are: Consultation is a genuine and inclusive professional discussion, rather than a presentation to employees as to what is to now occur. There is a democratic workplace that encourages collegial collaboration and welcomes the professional input of all employees. Proposed changes have been subject to significant reflection and consultation with employees and the parameters of implementation are defined in advance. The introduction of new initiatives involves a complementary consideration of how existing tasks and responsibilities may be resourced or what needs not to be done anymore. There are common understandings of reasonable working hours and work expectations. Members have identified a set of pressure points in our schools and sectors which must be addressed by changes in consultative structures and processes: Issue 1 Consultation to Manage Workload Members have identified a number of areas that may be addressed by genuine consultation prior to the introduction of new initiatives: Identification of the matters to be implemented Clarification of the process of implementation The resource support to be provided (e.g. professional development; support staff; non-contact provisions; external support services) The timeframe for implementation Identification of the short-term and on-going impact on workload Identification of the technology hardware, software and associated professional development. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 2 Consultation to Develop Fair-minded Policy Policies and procedures to address issues that arise in schools from time to time such as parental complaints, work performance issues and bullying in a straightforward and time efficient way that provides natural justice to affected staff can do much to reduce work pressure. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 3 Consultation to Manage Parental Expectations Parental expectations of schools and school staff have increased over the past decade; in the context of longer working hours, increased accountabilities and more aggressive marketing of schools to attract student enrolments. Education professionals acknowledge that parents are valued partners essential to good learning outcomes. However, where parents either hold or are encouraged to form unreasonable expectations about teachers availability to provide additional information about an individual childs learning and socialisation without prior appointment and outside reasonable hours, imposition on teachers time contributes to longer working hours or increased work pressure and becomes unreasonable. QIEU members seek assistance from employers in educating parents about the nature of their work and competing demands on their time, rather than heightening expectations about school employees availability for interviews, telephone calls or email responses. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? 2. Organisation to manage workload Workload can be better managed by organisational changes and different school structures and processes. Administrative tasks, covering classes, extra-curricular activities and the like need to be reconsidered in terms of their effect on the quality of education given the limited number of hours available in a reasonable working week. Schools need to be organised differently and the allocation of employees time better considered if work intensification is to be successfully addressed. If teaching, and the preparation for teaching, are the priorities for the delivery of quality education in schools then serious judgments need to be made about mounting requirements to undertake numerous other tasks. Employers will also have to consider structures and processes such as class allocations, curriculum and behaviour management structures, the school timetable and lesson durations that may relieve work pressure currently experienced by school employees. Members have identified a set of pressure points in our schools and sectors which must be addressed by changes to work organisation; Issue 4 Organisation to Manage Extra Curricular Activities The growth in non-core tasks school employees are routinely expected to undertake has arisen largely from an acceptance by schools of responsibilities performed by families. The gift of personal time by employees in excess of the maximum hours of duty has emerged as the new standard upon which a new set of expectations are now placed. Schools are increasingly producing lists of extra curricular activities undertaken in previous years, adding new initiatives and placing implied pressure on staff to nominate for any two (or other number) of activities; rather than expressly stating that any extra curricular involvement of staff outside paid hours of work is honorary and voluntary under most industrial agreements. The weight of extra curricular duties outside paid hours of duty is continuing to compromise teachers health, personal relationships, job satisfaction and productivity. QIEU members have recognized that this situation is unsustainable and consideration should be given to the employment of paid staff to perform these functions ancillary to the educational process or provide for some time off in lieu arrangement or additional payment. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 5 Organisation to Manage Working Hours School staff argue that there is too much work to do and not enough time to do it. This has resulted in excessive working hours for teachers and other staff with teachers typically working in excess of 50 hours per week. A study by Melbournes Institute of Applied Economic and Social Research The Persistence of Long Work Hours released in August 2005 found that the 22% of Australian workers persistently working in excess of 50 hours per week included teachers, academics, lawyers, broadcasters, journalists and pilots. A clearer definition between paid work time and unpaid personal time is needed to enable education professionals to attend to their family responsibilities while maintaining a high level of commitment to their duties. QIEU members have identified the need to provide for the following in hours of duty provisions: Time for the planning, setting, delivery and evaluating learning outcomes within current hours of duty; Time for administrative tasks arising out of the implementation of curriculum within the current hours of duty; Time for the planning, setting, delivery and evaluation of specialist curriculum within current hours of duty; Time for uninterrupted rest pauses; Specific arrangements for emerging curriculum and timetable structures; Specific arrangements for the administration of non-contact time in the primary school; Consideration of the impact of undertaking voluntary co-curricular and extra-curricular activities. Members note that the scheduling of school activities is not always family friendly and can become excessive and intrusive throughout the school year. Better forward planning and consultation with staff as to the timing of activities in the school calendar could help avoid unnecessary excessive workloads at particular times of the year. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 6 Organisation to Manage Administrative Tasks and Meetings An assessment of the nature of tasks that are to be done by teachers is long overdue. Many tasks can become the responsibilities of other professional school officers with appropriate training and support. Some tasks need no longer be performed at all being mindful of the limited number of paid hours during which work may be directed. The level of administrative tasks and other duties performed by teachers threatens to compromise their ability to focus on developing and delivering quality learning activities for students. Members have also made specific reference to problems with the length, format, efficient conduct, purpose and timing of these meetings e.g. the use of meeting to provide advice on decisions already taken, rather than forums for genuine consultation and opportunities to discuss issues of immediate relevance to school employees work. There is also a lack of clarity from employers as to what meetings and administrative tasks are to be attended within paid work hours and which are voluntary. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 7 Organisation to Manage the Structure of the School Year QIEU members have identified particular work pressures caused by the structure of the school year. Better organisation of workload may be achieved through the standardisation of the length of school terms and expanding the short break at Easter to two weeks vacation period to enable staff an opportunity to refresh prior to the commencement of the next school term. The allocation of student free days for preparation and planning of the curriculum also merits consideration. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 8 Organisation to Manage Assessment and Reporting Reporting timelines, format and frequency are a major cause of workload and work intensification in schools; often exacerbated by unreasonable timeframes set between the conclusion of exams and deadlines for reports necessitating excessive working hours at nights and weekends for teachers at certain times of the year. Employers in the non-government sector have signed up for a regime of assessment and reporting requirements under the current federal government school funding arrangements. The extensive nature of the written reports required and frequency of personal interviews offered by schools will place increasing demands on employees private time outside work hours. QIEU members have provided feedback to streamline profiling, recording and reporting procedures and to designate additional release time in reporting periods for marking purposes. A need for the employment of additional school officers, properly trained, to assist in various administrative tasks associated with assessment and reporting has also been identified. While specialist teachers are also expected to report on student progress and meet with parents, paid hours may not adequately provide for these tasks. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 9 Organisation to Manage Flexible Teaching and Learning Approaches There is an increasing expectation for teachers to differentiate programs to meet the specific needs of individual students as part of flexible teaching and learning approaches. This is particularly problematic in large classes or in composite classes, where there are students with behavioural problems or special needs without adequate teacher aide support. Issue 10 Organisation to Manage the Workload of Services staff Work pressures on services staff members (such as grounds staff, kitchen hands and cooks, janitors and boarding house supervisors) are compounded by the increasing tasks, responsibilities and performance expectations in the absence of sufficient staffing and employed time. Better consultation and planning as to special tasks that may be required at particular times of the year can better enable employees to manage their workload and provide feedback to employers as to reasonable timeframes for completion of tasks, other resources and professional development requirements. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 11 Organisation to Manage the Workload of School Officers School officers now have a classification structure that provides a vehicle for better recognition of their professional skills. There is a need for the assessment of the tasks and responsibilities teachers are expected to undertake, in consideration of what is possible within a limited number of paid hours. Consideration should then be given as to those tasks and responsibilities which may be performed by professional school officers within paid time and with appropriate recognition of the classification level of that designated work. Additional reliance on the professional skills of school officers would also necessitate consideration of the adequacy of the number of weeks in the school year of their engagement and the translocation from fixed term to permanent work, in order to alleviate stress, promote good morale and support employees capacity to meet the expectations of their employer. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 12 Organisation to Manage the Use of Technology Increased use of computer websites to publish curriculum and syllabus resources and the unavailability of hard copies of these documents, becomes a work pressure for teachers in schools without adequate computer work stations or in those areas without broadband connections. Similarly, the introduction of new reporting initiatives using computer technology for teaching staff without ensuring enough computer terminals for staff use, provision of professional development and reasonable timelines for completion of reports causes work intensification for the same reasons. School officers have noted that the systemic use of various computer management programs (e.g. RM Curriculum Manager and Maze) requires full consideration of adequate time, resourcing, technical support or professional development for the programs efficient use. Provision of both the physical resource and ongoing professional development in paid time for staff becomes a necessity in the face of rapidly changing technology in schools. The publication of staff email addresses and encouragement of parents use of this form of communication has further heightened the expectations on teachers. This has been reported as a particular problem where appropriate consultation with staff has not first occurred and insufficient and accessible computer work stations have not been provided. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? 3. Resources and conditions The Senate Inquiry into the status of teaching A Class Act concluded that on the basis of evidence it received, that it is appropriate to reassess what teachers do and what they (employers) want teachers to do. If it is expected that teachers are to continue to perform the multiple roles they now undertake, they must be resourced accordingly. They must remunerate teachers and provide additional support staff. Resources are central to enabling all school employees to best carry out our roles in providing quality education for students. Additional resources are necessary if workloads are to be reduced. This will create the benefit for teachers of freeing time to undertake higher level planning, assessment and to concentrate on the preparation and delivery of quality lessons. A clearer definition of the nature of teachers work is needed, alongside a consideration of what tasks and responsibilities can be carried out by our professional, skilled and committed school support staff. Members have identified a set of pressure points in our schools and sectors which must be addressed by changes to the provision of resources and enhancement of conditions: Issue 13 Resources to Support Curriculum Content and Changes Diverse and rapid transformations in the area of curriculum have combined to place enormous workload and work pressure on teachers struggling to meet QSA, systemic and school-level requirements within imposed timelines. Teachers have reported new QSA requirements as a major cause of workload and find the overcrowded curriculum and new syllabus documents simply overwhelming. They are then caught between the planning burden of outcomes based units of work which may then be delivered less effectively due to time constraints. Issue 14 Resources to Support Remote Area schools Employees in remote area locations provide quality education with limited resource support and professional development opportunities. More realistic time frames have been sought by smaller schools to enable implementation of syllabus with enhanced resource support. The division of all necessary tasks and responsibilities amongst a small number of staff exacerbates workload through the increased content of jobs, irrespective of whether it is required for 100 students or 500 students. Travel time to professional development becomes an extra burden on an employees personal time. Issue 15 Resources to Support a Reduction in Class Sizes Large class sizes contributes to increased teacher workload in areas such as assessment, reporting, consultations with parents, behaviour management issues and the need to tailor lesson delivery to a wider range of learning abilities in the class. The impact of class sizes on workload and work pressure is further exacerbated in composite classes. Class sizes also impact on student learning outcomes and teachers health and welfare. Specific recommendations on class size targets are contained in the Ahern Parliamentary Committee Report on Education in Queensland (1979). These recommendations are: Years P 3, 11 and 12 Maximum of 25 students in a class Years 4 10 Maximum of 30 students in a class These class size regulations are applicable (other than in exceptional circumstances subject to consultation) in Education Queensland schools at this time; with a further commitment to reduce the size of Years 4 10 classes to 28 by February 2007. QIEU members have identified reduced class sizes as a major resource issue required to address work intensification. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 16 Resources to Support Professional Development The provision of quality professional development is fundamental to maintaining and enhancing the skills of employees. However, all too often professional development is piecemeal and where provided by employers is inflexible in its timing and nature. Members have identified the need for more control and self-direction in their professional development activities as well as clear commitments from their employers to support the costs of professional development. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 17 Resources to Support New Graduate Teachers Properly resourced induction and support is needed to ensure new graduate teachers have a smooth transition into competent practice, to ensure positive learning outcomes for students and to support the attraction and retention of good teachers in our profession. Very few schools allocate paid time for experienced teachers to mentor new graduate teachers and provide them with meaningful professional support. Too often, this important opportunity to support the future of the profession is simply unresourced by schools and is just one more task that must be squeezed into the working week. Failure to adequately resource this area of professional development leads to significant workloads and work pressures for new graduate teachers in developing the necessary lesson plans and resource materials. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 18 Resources to Support Time Release for PAR and Senior Administrators Senior Administrators and holders of Positions of Added Responsibility in schools need more control over their working hours in the form of adequate time allowance in conjunction with appropriate remuneration. These staff are struggling within the current time provisions to co-ordinate curriculum change, to implement and monitor curriculum and manage pastoral initiatives. The rapid changes in curriculum, onerous accountability requirements and increasing demands for pastoral care compound the work pressures. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 19 Resources to Support Vocational Education Implementation of Vocational Education initiatives requires effective management of professional development and significant human resources. Adequate time must be provided to do the job both at school and in workplaces and recognition given to the work out of hours needed to meet VET expectations. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? Issue 20 Resources to Support the Inclusive Classroom Teachers are now commonly called upon to meet the educational needs of students with physical disabilities, learning impairments and behaviour problems. Work demands are intense where insufficient teacher aide time is allocated to support these students classroom learning. QIEU members have identified an acute need for adequate resources to support teaching and learning outcomes: special needs aide time, specialist assistance as required, withdrawal classes for intensive work with small groups and release time to meet with other professionals including medical practitioners as well as the parents. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? 4. Enhancement of family friendly provisions Enhancement of family friendly provisions recognises the need for a better work life balance, so the people we care about are not disadvantaged or disappointed because of our jobs. Employers must recognise that while employees spend the majority of the working week developing and caring for students, employees own personal and family relationships also require time and attention to be positively nurtured. Some key considerations identified under enhancement of family friendly conditions and policies are: Employees are able to have a better balance between their work and family lives by decreasing the number of competing demands on out of school time and designated non-contact time. Parents and the broader community are made aware of the implications of enhanced curriculum delivery, pastoral care and the provision of extra-curricular activities on the workload of employees. Members have identified a set of pressure points in our schools and sectors which must be addressed by changes to family friendly policies and enhancement of provisions: Issue 21 Provisions for Family Responsibilities Persistently long working hours for education professionals intrudes on their personal and family time. Further support for employees with family responsibilities has been identified by QIEU members seeking practical provisions which can deliver a better work / life balance at important times such as: an increase in paid maternity leave to 12 weeks; an increase in the period of maternity / family leave available from 1 year to 2 years; the ability to work part time until their child reaches school age; expansion of job share facility for employees; the separation of sick leave and special responsibility leave allocations so as not to discriminate against employees with families; more paid paternity leave for new fathers; and provisions which enable care of elderly family members. QIEU members have also identified the benefits of accessing pro rata long service leave accruals after seven years service and the facility to access accrued long service leave in blocks of time less than four weeks as tangible ways to assist school employees to claim personal time when needed to respond to emergent situations. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification? MEMBER ACTION Work intensification means working longer hours and working harder within each hour spent at work. The 2004 QIEU member conference considered and then endorsed a broad education campaign to highlight the impact of work intensification in schools. Chapter and Branch level member forums then occurred across Queensland in the succeeding 18 months to enable QIEU members to develop a shared understanding of the nature and scope of the escalating problem of work intensification in the current education workplace environment. The collective consideration of this issue by members has been supported by: OECD data highlighting the international comparison on teaching hours per annum and long working hours of full time Australian workers in general research by Dr Cameron Allen of Griffith University into employee attitudes in non-government schools data from the National Occupational Health and Safety Commission demonstrating the high incidence of stress injuries of education employees relative to other workers the Senate Inquiry report into the status of teachers A Class Act which acknowledged and explored factors resulting in increased work intensification of Australian teachers international comparisons with UK teachers revised parameters of duties and responsibilities in response to similar workload issues, and the valuable sharing of members own lived experiences of the problem of work intensification specific to their own positions, schools, sectors and geographical areas. Work Intensification Action Week in May 2005 was a critical step for members to begin to move beyond the problem analysis and to begin to identify strategies that might address workload and work intensification. This process was assisted by the identification of four CORE principles underpinning the development of practical workplace and sector strategies to address workload and work intensification: Consultation Organisation to manage workload Resources and conditions, and the Enhancement of family friendly provisions. Your input is vital to the success of the enterprise bargaining negotiations.Not all issues raised in this document will be directly relevant to you. However, the impact of increasing workloads and the issue of work intensification does affect us all and we would like to hear your comments and suggestions about provisions which should be negotiated in the next round of enterprise bargaining. Please forward additional comments on a separate sheet of paper. Issue Number: .. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification?  Issue Number: .. How does this issue impact upon you and your colleagues? What provisions would you like to see negotiated in the next round of enterprise bargaining to address this issue associated with workload and work intensification?  What have we missed in this commentary? Please tell us about other issues relating to work intensification you would like to see addressed in the enterprise bargaining negotiations.  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