MOVING MEMBERS TO ACTION
FACILITATOR’S GUIDE
MOVING MEMBERS TO ACTION
FACILITATOR’S GUIDE
TRAINING OBJECTIVES: As a result of this training, participants will be able to:
• To practice and gain confidence in a) communicating one‐on‐one with members b) moving members to action • To mobilize stewards to join PEOPLE. TIME:
1 HOUR 10 MIN
TECHNIQUES:
Group Discussions
Role Plays
MATERIALS:
HANDOUT #10: FIVE STEPS OF ONE-ON-ONE
COMMUNICATION
PEOPLE folders
Large (3x5) Post-it notes
Hat or basket
FACILITATOR’S GUIDE:
Note: In this section, participants will be practicing one-on-one
communication where the goal is to move a worker to take part in a
collective action. The action will be engaging members in the PEOPLE
program.
1.
2011 Refer to the “Three Steps To Building Union Power” flip chart page
from a previous section that is posted on the wall; make these
observations:
AFSCME Education Department 2 A.
We’ve just spent some time doing the first two steps:
identifying an issue and developing an action plan.
B.
Now we will practice the third step: mobilizing the members to
take collective action.
C.
Action doesn’t just happen; stewards have to make it happen.
This is done in one-on-one conversations where the goal is to
move the worker to take part in collective actions that will lead
to solving the problem.
2.
Distribute and review the contents of HANDOUT #10: “FIVE STEPS
OF ONE-ON-ONE COMMUNICATION.”
3.
In addition, for reference during the upcoming exercises, have the
“Five Steps” written on a flip chart page prepared ahead of time.
FIVE STEPS OF ONE-ON-ONE COMMUNICATION
1. Introduce yourself and explain why you’re talking with
workers today.
2. Listen to the worker’s concerns and agitate around the
problem.
3. Educate about the union and what can be done.
4. Ask the worker to participate.
5. Get a specific commitment.
NOTE: the class will discuss one-on-one communication using the
PEOPLE program as an example.
4.
Distribute 3x5 post-it notes to participants. Ask them to list the
reason(s) they hear most often for not joining the PEOPLE program.
Place the post-it notes on the flip chart. Place post-it notes with
“duplicate” ideas on top of post-it notes with identical (or virtually
identical) answers. Then discuss each response.
Typical responses (and counter-arguments) include:
2011 AFSCME Education Department 3 I already pay union dues: [Explain that federal law prohibits unions
from using dues money for most political contributions. Explain the
importance of PEOPLE contributions to counteract massive corporate
donations to politicians.]
The union only supports Democrats: [Explain that AFSCME supports
candidates based on their record on worker issues, not based on
party affiliation, and that we do endorse Republicans in virtually every
election cycle.]
I feel strongly about a particular issue (e.g., gun control) and
AFSCME-endorsed candidates might not share my views: [Point out
that the NRA doesn’t endorse candidates based on their worker rights
record, but on their NRA record. We have the same obligation to
endorse candidates based on our issue: the well being of working
families.]
We shouldn’t be involved in politics: Distribute PEOPLE packets and
ask participants to fill out the survey in the packet. After participants
have completed the survey, make the point that every single item that
is a priority for our members depends on political action.
All politicians are going to stick it to us anyway: [Point out that even if
we have been disappointed or betrayed by a few candidates we have
endorsed, politicians are still going to decide our working conditions,
wages and benefits. We can’t leave our fate in their hands; we need
to be involved aggressively in politics at every level to force them to
do the right thing.]
I don’t know anything about PEOPLE: [Review the three basic
elements of the PEOPLE program:]
i. Lobbying elected officials: Council 31 legislative staff,
reinforced by members sending letters, emails, faxes;
placing phone calls; and conducting office visits and
accountability sessions.
2011 AFSCME Education Department 4 ii. Working to elect candidates who will act in the interest of
AFSCME members and their families.
•
Area PEOPLE meetings: questionnaires, interviews and
voting records on working family issues. [Refer to voting
records of current legislators in packets.]
•
Statewide PEOPLE conference: Presidents and
PEOPLE chairs vote on area recommendations
iii. Making voluntary contributions that fund the union’s political
program: phone banks, mailings, voter registration drives,
etc. [MVP card is in their packets.]
5.
2011 Two instructors now model a one-on-one conversation that will be
based on one excuse for not contributing to the PEOPLE program.
Participants are instructed to observe and offer a critique when the
role play concludes (very important: prepare for your roles ahead
of time).
A.
One instructor plays the role of the steward trying to convince a
member to become an MVP member; the other instructor plays
the role of the member.
B.
The conversation should follow the five basic principles listed
on the flip chart.
C.
Inform participants that the goal of the steward is to move the
member to participate in the PEOPLE program at the MVP
level.
D.
The instructor playing the member should articulate a typical
reluctance to contributing to PEOPLE.
E.
The steward should address the concern and agitate to gain the
member’s participation in the PEOPLE program.
F.
This role play should last about 5 or 6 minutes.
AFSCME Education Department 5 6.
When the “model” role play concludes, lead a brief general group
discussion about the conversation. Ask participants if the five steps
of one-on-one communication (those listed on the flip chart) were
covered.
7.
Introduce the next exercise. Instruct participants that they will now
practice a one-on-one conversation where the goal is the same as
that just demonstrated by the two instructors – that is, the “steward”
will agitate the “member” to take part in the PEOPLE program.
8.
Break into groups of two for one-on-one role plays. One participant
plays the role of the steward trying to convince a member to become
an MVP member; the other participant plays the role of the member.
“Members” select one “excuse” or “reason” from the post-it notes
about why he/she didn’t want to contribute to PEOPLE.
Allow 4-5 minutes for the conversation. Try to make the simulation so
real that participants who do not currently contribute to PEOPLE will
actually be persuaded to do so at this training session.
9.
Briefly (no more than 2 minutes) review the conversation with the
group:
• Ask questions such as “What went well?” “What could have
been done differently?” or “What else could have been
tried?”
• Also provide feedback, making sure to include any positive
observations along with suggestions for improvement.
10.
2011 Repeat with participants switching steward and member roles.
AFSCME Education Department 6 SUMMARY POINTS:
ƒ REMEMBER: Members are the source of the union’s power.
ƒ Also remember, the stewards main responsibility is to develop an
organized, active and involved membership
ƒ Stewards can move members to action by agitating and mobilizing
around the issues.
ƒ To reach all members in the bargaining unit, stewards can use the
one-on-one communication structure that we talked about earlier.
ƒ Everyone should contribute to the PEOPLE Program.
2011 AFSCME Education Department 7