Judicious use of ICT Information and communications technologies (ICT) and the working conditions of professional and managerial staff (P&MS) GUIDELINES

Research group in Ergonomics and Work Psychology (GREPSYT)

This document is published with the support of the European Communities. It reflects the views of its authors, and the European Commission takes no responsibility for the information contained therein. September 2014

Judicious use of ICT Information and communications technologies (ICT) and the working conditions of professional and managerial staff (P&MS)

requested by Eurocadres written by Marc-Eric BOBILLIER CHAUMON Bruno CUVILLIER Philippe SARNIN Salima BODY-BEKKADJA

Table of content Foreword.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1. Purpose of this guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2. I mplications and issues related to technologies in the workplace: operating experience from trade union representatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 3. A  s part of my professional and/or trade union activities, how should I approach and address issues relating to the deployment and use of ICT? . . . . . . 17 4. Synopsis: At what negotiation levels and on what issues should demands be focused? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 5. References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Appendix .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

JUDICIOUS USE OF ICT

Foreword

W

hy produce Eurocadres ICT guidelines? Because information and communications technologies have crept into the way work activities are carried out and organised. These are often resources that are embraced by employees and particularly by professional and managerial staff (P&MS), but their personal and collective use should be controlled and communally discussed. If used inappropriately (things are not all negative, far from it), ICT can impact working conditions and work-life balance, sometimes turning into mechanisms that generate pressure and isolation. We are being bombarded with emails, intranet, social networks and numerous other sources of information, and are suffering from information obesity. This is exemplified by work intensification, increased monitoring (by tools or through reporting) and time constraints (requirement to be ultra-available via shared diaries and instant messaging). Electronic mail illustrates this best: it is an essential tool for professional and managerial staff (P&MS), who handle an average of one hundred messages a day but at a cost of two to three hours of their time, which contributes significantly to an overall sense of exhaustion and stress. P&MS are interrupted every four minutes on average!

Workloads, work environments and communications technologies interact to erase the boundaries of place and time that govern relationships with companies and workgroups. These new correlations between work time and work space coexist increasingly but do so without eradicating more traditional and conventional relationships. How can work-life balance be combined while still recognizing the unique requirements associated with the particular features of the company or administration? How can trade union organisations intervene to help P&MS? Eurocadres was fully aware of these issues and, with support from the European Commission, decided to set up a European project to train a number of P&MS tasked with driving forward an initiative to develop a working tool for our members. Thanks to the contribution of our experts and of these P&MS, these sessions were significant learning opportunities and resulted in these guidelines, which we hope will prove useful to our members, and access to which in PDF format should ensure wide dissemination. Patricia Blancard Eurocadres Vice-President Deputy General Secretary of CFDT-Cadres 3

Introduction

I

nformation and communications technologies (ICT) are being rolled out on a large scale across all levels and areas within organisations. They are radically changing the activities of employees and of professionals and managers (P&MS) in particular. Against this backdrop, trade union representatives are fully aware of the issues and challenges raised by the use of these tools. Nonetheless, it is not always easy to determine clearly what types of demands to suggest or where action should be taken. Accordingly, in an effort to make progress with these matters, Eurocadres has launched an overall reflection on this topic, drawing on both input from researchers who are expert in the field and on the individual experiences of staff representatives. These guidelines bring into play the insights of European managerial staff representatives gleaned during training sessions led by experts. Overall, close to a hundred persons 1 belonging to 25 different trade union organisations across 7 European countries took part in these sessions (see Approach & Methods Used in Appendix, p. 20). The training sought to: : 1 Provide an overview of the way in which employees, and professional and managerial staff (P&MS) in particular, use and generally apply ICT; 2 Open discussions on the impact of ICT on work activities and occupations (on health, working conditions, the organisation, the workforce, etc.); 3 Provide the groundwork for drafting good practices to control over-use or misuse of ICT; 4 Develop guidance on the judicious use of ICT for implementation by trade union officials. These guidelines are primarily aimed at P&MS female and male2 representatives across Europe but may also be of interest to users, managers, employees and decision-makers of organisations facing technological developments. 1 Most of these trade union representatives are professional and managerial staff (P&MS) within their organisations 2 The text in these guidelines uses the generic ‘he’ but refers to both women and men.

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The guidelines set out ways of analysing the impact technologies have on professional activities and suggest means of taking action. Readers can pull ideas on possible courses of action or negotiation that can be adapted to particular occupations, cultural backgrounds or business sectors. It should therefore prove useful not only to the target group of trade union representatives but to all P&MS. The document is divided into three main sections: a A reminder of the background and a statement of the project’s objectives; b A diagnosis of the impact of ICT on professional activities; C An overview of proposed demands, categorised into different courses of action.

1 Purpose of this guide 1.1 Information and communications technologies (ICT) and the professional world 1.1.1 Definition Information and communications technologies (ICT) include the different technologies used to communicate, capture, collect, store, analyse and distribute the information needed by organisations to conduct their work activities. There is a clear distinction between tools used to carry out work remotely, audio and video conferencing, social media, tools to support knowledge management, electronic data management, project management, integrated software, etc. ICT are now part of the tools used on a daily basis by employees and especially by P&MS. Nonetheless, the use of these technologies raises many questions around working conditions and the manner in which technology has become embedded in organisations. 1.1.2 ICT and working conditions These technologies are increasingly central to our professional activities. But their roll-out is not without implications. They reconfigure the way we think, act, 5

organise, collaborate, think and more generally how we live at work or live and experience our work. These digital environments have as much impact on activities carried out as part of a job (the nature and content of these activities, how they are implemented, regulated and coordinated), as on peripheral activities that underpin work (activities that are more associated with relationships, or organisational and managerial aspects) or on activities that take place beyond conventional company boundaries (geographical mobility, home-office, home, etc.). The contribution of these technologies also varies. Some make it easier for individuals to carry out work activities, add value to work and pave the way for further employee development, while others reduce the ability of individuals to take action and divest them of autonomy and competence. Researchers have pointed out, for example, various possible consequences of these ICT on working conditions: ■■

■■ ■■

■■ ■■ ■■

■■

■■

Work intensification and overload caused by ICT in the workplace (stress and other occupational health hazards: for example, email management, etc.); Spillover from professional to private life; Monitoring and oversight of work output and of employees (via emails, tracking software, etc.); Isolation of individuals and deterioration of teamwork; Skills obsolescence linked to technological development; Reorganisation of work processes involving ICT and organisational restructuring (redundancies, redistribution of work and skills, etc.); Misuse of ICT to deliberately undermine working conditions and harm employees (cyberstalking, for example); And so on...

1.1.3 Professional and managerial staff (P&MS), and ICT One category of employee that is particularly affected by the spread of these new digital environments is that of P&MS. The latter are certainly big users of such systems (more than ten systems over a 4 ½ to 7 hour period, every day, see APEC, 2011; CAS, 2012). These tools exert constant demands and burdens on them, not only at work but also outside of the strict working hours assigned to their occupational activities – reflecting a blurring of private and professional life, and therefore an impact on social and family life. In addition, the activities undertaken by P&MS are becoming more administrative and more fragmented; for some, this also means less 6

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autonomy, and a loss of meaning or of control regarding their work. Nonetheless, in certain conditions, P&MS can also draw benefit from these types of environments by forging for themselves a degree of autonomy and enhanced flexibility in their daily activities. In effect, this wide range of uses varies with positions held, the individual profiles of P&MS, and different organisations and national cultures. Consequently, it seems necessary to put forward a baseline of suggestions for P&MS or possible demands by trade union representatives in order to promote a judicious use of ICT and improve how they are put into service in the workplace. 1.1.4 Trade union officials and ICT ICT represent a significant input to the working conditions of employees and it therefore makes sense to speak about them and discuss them within organisations. More specifically, the choice of technologies, the methods for implementing them, the support provided to employees so that they can learn to use them, and how they might be used, are all topics that can be included in these exchanges of views. There is a great deal of scope to influence these aspects, and consultation with employees as close to the field as possible could well resolve many of the issues. It would be difficult to “go back” on our use of ICT but their rapid turnover means being attentive to the impact they might have on working conditions.  

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2 Implications and issues related to technologies in the workplace: operating experience from trade union representatives

T

100% rade union representatives are approached by employees regarding 80% different issues relating to the selection, distribution and use of tech100% 60% nologies in their work activities and80%outside of work. 40% 60% 20% 40% 0%

As regards difficulties associated with ICT usage, you are contacted (n = 167):

100%

80%

100%

60%

80% 100% 60% 80% 40%

40% 100% 20% 80% 0% 60% 40%

27 %

32 %

31 % 9%

20% 100% 0% 80% 60% 40% 100% 20% 80% 0% 60%

1 to 2 times a week

1 to 2 1 to 2 times Never times a year a month

How long have you been receiving queries about ICT usage? (n=167)

40%

60% 20% 40% 0% 0%

100% 1 out 80% of 10

100% 60%times 80% 40%

80%

60%

100% 60% 80% 40%

40% 100% 20% 80% 0% 60% 40% 100% 20% 80% 0% 60%

16 %

7%

less than between between between more 1 year 1 and 3 4 and 7 8 and 15 than years years years 15 years

2%

2%

Approx Approx. total half ¾

40%

0% 80%

22 %

1 out of 4 times

15 %

60%

0% 100%

19 %

28 %

that ICT-related issues are likely 60% 20%Do you think 100% to80%grow in the coming years? 40% 0% 20%

36 %

53 %

20%

20% 100%

40% 100% 20% 80% 0% 60%

8

20%

Ratio of enquiries to the trade union regarding 0% ICT in particular (n=167)

60% 20% 40% 0% 20% 0%

20%

82 %

0% 100% 80% 60% 40% 20% 0%

yes, progressing

10 % no, diminishing

8% stagnation

JUDICIOUS USE OF ICT

2.1 Unequal access to technology in different companies and countries A first observation stands out: the nature and magnitude of the impact differs according to the sector (service, industrial, technological, etc.), the size and type of business (public or private), the profile of P&MS (experts, supervisors, senior managers), and even the material and technological resources available to the companies, as well as the country in which the technological changes are taking place. Some countries and firms are further ahead than others due to their greater experience and command of more innovative tools: such is the case, for instance, of remote collaborative work by dispersed and multi-sited teams, shared workspaces and corporate digital social networks, all of which can be found in some organisations and countries more than others. Others find themselves faced with more straightforward difficulties associated with acquiring sustainable, conventional technical solutions: for example, by having to juggle with free versions of word-processing software because of its purchase price, or by trying to obtain a more up-to-date version of an operating system in order to carry out activities. On this basis, issues can arise “out of sync” in different countries or even in different organisations within the same country. This depends on the means (financial, technological) available, on corporate organisational maturity and on the cultural contexts within which these technologies are used.

2.2 The roots of technological change The factors behind technological changes in organisations are numerous. They include: ■■ Strategic corporate choices aimed at reorganising and streamlining the operations and organisation of the structure. Technology is then seen as an instrument for organisational and economic performance. ■■ Recent technological innovations that drive organisations towards tools that are likely to be more efficient and better adapted, and are therefore expected to contribute to the improvement of work processes. ■■ An increasingly globalised market, where technologies make it possible to roll out professional networks that cross geographical and physical borders, and time zones. 9

■■

■■

■■

■■

Increasing consolidation and closeness between firms (mergers/acquisitions), whereby some companies, without prior discussion or analysis, choose to arbitrarily impose their own technologies on the companies they take over. Direct requests from employees for more appropriate tools that allow them to work more effectively or give value to their occupation. This phenomenon, called BYOD (Bring Your Own Device), is particularly well illustrated by private social networks making their way into companies, at the initiative of employees. A willingness to build on the company’s experience, knowledge and intangible assets in computerised environments with the aim of enhancing them and making them available to all employees. The objective is then to stimulate intellectual productivity within the organisation by not replicating what is already in place, avoiding mistakes, innovating what exists already rather than inventing something else, etc. This approach fits in with a move towards more cross-divisional work teams (decompartmentalisation of departments and of the company as a whole) and sharing of professional experience and practices. And so on.

2.3 Issues associated with technological change: the numerous effects on business activity and employees The pace of technological change in the workplace is growing because of increasing innovation and roll-out of technical solutions. Implementation of these new devices at best implies straightforward transfer of usage and transfer of knowledge into training (sustaining technologies), and at worst generates real interruption of usage (the term “disruptive technologies” is used) and a rethinking of what can be called the “user experience”, all of which exposes employees to failure or makes their work more difficult. New organisational and social-professional models are needed since these devices require new ways of thinking, doing and collaborating at work. The advent of new technologies coincides therefore with social and professional changes, transformations and developments that can in some cases be harmful for employees. Indeed, should they fail to enhance the efficiency of employees and the performance of the core business, these technologies can – perhaps not cause deep breakdown or in-depth restructuring of working practices – but at 10

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least reveal or even deepen existing ones. The issues generally faced by trade union representatives, and which are raised by executive employees, revolve around three main themes: ■■ New or different ways of working; ■■ The impact on P&MS and their work; ■■ P&MS who are minimally involved in the selection and implementation of these technologies. 2.3.1 NEW AND DIFFERENT WAYS OF WORKING

➔ Growth in work “without borders”, with less rigid and less clear-cut reference points For organisations, technologies are a way of removing or breaking free of: ■■ time barriers: the hours spent at work and outside work are no longer impediments to the activities of employees: technological devices ensure that individuals are more or less permanently accessible and available (permanent connection, electronic mail, smartphones, etc.), ■■ geographical barriers: work spills over outside the office and the company: nomadic working, tele-working. By alternating workplaces and environments (in the office, at a client’s premises, at home, in subsidiaries, in hotels, on public transport, in waiting rooms, etc.), employees are equipped with mobile technologies that ensure they can be reached anywhere and at any time. Work is being increasingly performed outside the site where it was originally to take place. Technologies support and intensify this physical and virtual migration of activities. This is also known as “mobiquity” (mobility and ubiquity), or “mobile office” and “office-in-a-pocket” solutions. ■■ Organisational barriers: technologies contribute to the decompartmentalisation of services, the cross-functional nature of organisations and the splintering of work teams across several geographical locations, including overseas. This entails new ways of collaborating, as well as remote management, but also imposes new work constraints such as difficulties synchronizing teams (the need to work at the same pace and within the same timeframes, despite time differences, or “follow the sun”) and cooperating (forging links across different cultural codes, evaluating individuals from a distance). ICT blur temporal, geographical and functional points of reference. Work is no longer carried out in one place and at one time, as one single and clearly-defined activity. It 11

extends beyond traditional frameworks and can be spread out to suit needs (part-time and variable work schedules, involving players that were not necessarily in contact). This requires a rethink of the nature, conditions and ways of performing work.

➔ Biased and incomplete methods of evaluating work output and employees “Thanks” to technology, organisations are able to use a whole range of indicators to measure very precisely what each individual does and produces, and who he works with: who is doing what, with whom, at which point in time and how quickly (pace of work and responsiveness). This practice of keeping track of work performed can create a feeling of unease amongst employees. The latter are not always informed of the presence of these tools for monitoring their work, or of the way in which they have been designed. What is even more problematic is that these systems do not give an accurate indication of the real work that gets done: what was actually achieved and what the objective was, but also all the preparation work, the trial and error, all of which are needed to complete a task. There is often no prior discussion or negotiation with social partners and employees regarding these technical “spies”. Furthermore, by providing the means of evaluating individual performance, these systems contribute to creating fiercer competition between individuals. And this could ultimately weaken existing work groups.

2.3.2 THE IMPACT ON P&MS AND THEIR WORK

➔ Employees that are increasingly isolated in their work  Not only do certain technologies push employees to compete with each other but they also subdivide work activities and bring about an individualisation of work. Though work is increasingly collaborative through technology (email exchanges, audio/videoconferencing discussions, pooling of operating experience and practices via social networks), it is alone, in front of a computer, that these “collective” actions are performed. Work groups disappear and are replaced by clusters of individuals, at risk of isolation.

➔ Embrittlement of work A vastly expanded workload and growing pace of work are spurred on by the management (messages, information, requests, etc.) of ever-growing and increasingly varied data pouring out of technologies. The latter involve additional tasks 12

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that are often unplanned and call for very swift response times, leading to greater work fragmentation and dispersion: in the end, workers are left with the feeling that their performance was lower because they spent less time on each task, and were less attentive and diligent. The intensification of work is also reflected by the fact that individuals have a feeling of losing control of their work (“what they have to do”) and of workflow (“how they have to do it”). Their work is increasingly guided, paced and structured by directives and by the demands placed on them by technologies in the form of email, reporting systems, shared diaries, instant messaging, notifications from collaborative workspaces, etc.

➔ The spillover of work into personal life Technologies make possible a spillover of work overload from the professional to the private sphere, with unacknowledged and unaccounted overtime as a consequence. Technologies clear the way for this permanent connection between the two spheres and turn P&MS into “self-service” employees that are available on-demand, leaving them with more work than they can handle. The question then becomes: what margins for manoeuvre do employees have to control and resist these intrusions into their private lives? How much additional work does this represent? To what extent is it necessary to impose general and unilateral rules and charters for users in order to limit access to technologies outside of work (without consulting employees)? And how effective are these charters in improving the quality of life of employees? The underlying question concerns the right to disconnect for P&MS, who often believe that to some degree they must permanently represent and maintain contact with their company.

➔ A feeling amongst some employees of being dispossessed of their work and losing responsibility The autonomy, competence and expertise of employees in their work can also be increasingly challenged and weakened, with a consequent shift towards a type of omnipresent and omnipotent technological regulatory authority. These mechanisms (such as ERP, Workflow, reporting systems, etc.) apply throughout the work process. They determine the sequences of actions to take, check information that is logged, prioritise and schedule tasks, request data updates and ultimately give employees the impression that they are serving these technologies and not vice versa. Technology must support work activities and assist individuals in their work, rather than replace them and their know-how. Negotiations and discussions should take place along those lines. 13

➔ Greater autonomy and accountability for others Technologies provide an environment and significant resources for performing work. It is down to individuals to assess the courses and frameworks of action needed to carry out their work effectively - with whom, on what subject and when they should work - while making more evident their own efficiency and responsiveness in the activity. This means greater autonomy but also additional pressure on individuals, who feel they have to produce better results (be more reactive, creative, productive, communicative) because they have the use of more efficient tools.

2.3.3 P&MS WHO ARE MINIMALLY INVOLVED IN THE SELECTION AND IMPLEMENTATION OF THESE TECHNOLOGIES

➔ Employees that are marginally involved in the development of ICT ICT are often implemented directly on work stations, without prior agreement or even consultation. The rapid propagation and advancement of these mechanisms entails continuous unlearning and relearning, which proves reasonably exhausting mentally and very disruptive professionally because of the high degree to which work practices and work rules are intertwined with the use of these tools. From then on, expertise in ICT becomes a necessary condition for continued employment and recognition of skills. This is particularly problematic for older persons.

➔ Skills obsolescence not taken into account or managed by the organisation Older employees are often neglected or even abandoned during change management projects because they are perceived as less “pliable” or less able to adapt to new working methods, or even as incapable of moving on to these new technologies. These older employees should in fact be seen as repositories of work experience that can be of use, particularly in designing technologies that are suited to the business. Moreover, they are able to master these technical tools if the organisation provides the right support framework. It is therefore appropriate to involve them more in projects.

➔ Unadapted or ill-timed training Employees often raise the issue of lack of training. Training is often delivered too 14

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soon or too late relative to implementation of the technology. It is sometimes not adapted or only very partially adapted to employees’ real needs because of being too far removed from their day-to-day activities and working practices. As a result, employees are unable to master the technology or to develop any real operational know-how.

➔ Lack of support and acknowledgement by management Employees consider that management are relatively uninvolved in supporting teams facing technological change, which can be disruptive and destabilising. These P&MS must therefore be better able to anticipate and identify problems that staff might have becoming proficient in the use of technology, in order to ensure that they are there to provide support.

➔ Technologies that are not always usable or adapted to the occupation or the business

The scale-up of workstation technologies calls for very different approaches to using them. In switching from one to the other, employees are worn down by trying to understand how the systems operate and by constantly adjusting the man-machine interface. These technologies may also prove incompatible with each other, with the requirements of the business or with the particularities of each occupation. Some, for example, offer an interface in a foreign language related to the culture of the country, which makes it more difficult to use them. In such cases, errors to do with data entry, reading or courses of action, become more frequent and the risks to the business can be serious (loss of data, inappropriate instruction). The workload is also affected, as employees attempt to make inappropriate technology work and to avoid mistakes (or at least, recover from mistakes), all to the detriment of efficient and effective work execution. This constant adaptation and this pressure from technologies are very exacting and undermine employees.

➔ The inadequacy of charters for the use of technologies Existing charters for the use of ICT only very partially fit business realities and constraints and are often removed from the practices of different occupations. They usually come in the form of a guide that is applicable to the whole organisation and to all its members. Yet usage and its implications can vary from one task to another, one department to another, one occupation to another. Targeted diagnoses should therefore be initiated and put on the negotiation agenda.

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➔ Loss of motivation and of a sense of involvement in contributing to change management projects

We also observe that a number of employees have become disillusioned, bitter, and more and more reluctant to participate in the process of technological change, given disappointing past experience of corporate promises that were never delivered. Changing a technological environment most often leads to a multitude of other changes (in practices, rules, reference standards, working networks, methods) that should also be identified and supported during the switch in technology.

➔ Economic choices that dictate technological choices Carrying out good quality work requires access to reliable and appropriate technologies and infrastructures. In some countries, the problem is to have the use of adequate technologies that are sustainable, operable and properly licensed. In those cases, it is the technologies that tend to be obsolete rather than the employee skills. Working conditions deteriorate in the absence of suitable work tools. P&MS are therefore forced to make do with fragile and outdated systems in order to be able to work (for example, by having to reinstall trial versions of software that are due to expire, because of the too high cost of licences). Similarly, the transition to a free operating system (more affordable for certain public bodies) also impacts on the work of employees, who have to switch to new working environments but do so usually without any support.

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3 As part of my professional and/or trade union activities, how should I approach and address issues relating to the deployment and use of ICT?

Foreword: The trade union negotiations that have to be initiated must take into consideration different factors such as the particularities of each occupation, the business sector, previously available and upcoming infrastructures/technologies, the size of the company and its international presence. Indeed, the issues associated with ICT are not the same across all companies and can hinge on these different variables. The bases for negotiation and involvement by trade union representatives regarding management of technological projects and employee support can cover five major topics: ■■ Skills obsolescence; ■■ Work intensification; ■■ Spillover of work into non-working hours; ■■ Monitoring and evaluation of work activities; ■■ Appropriate support for ICT projects.

3.1 How can trade union representatives take action to limit the effects of skills obsolescence? Case study: An employee contacts a trade union representative regarding personal difficulties resulting from the introduction of a new computer application in his department. This individual is having trouble completing tasks that he used to be proficient in, but also perceives himself as slowing down overall output. Previously seen by his peers 17

as a competent staff member, he is gradually losing his self-esteem. The trade union representative makes contact with his line manager to arrange for a work colleague who knows about the subject to provide support. In turn, this person can benefit from the experience of his colleague. The trade union representative could ask for the following: a.  Develop two-way mentoring between the person who has technological knowledge (often a junior employee) and the more senior person (with professional expertise). b. Set up forward-looking management of jobs to help employees facing technological changes that are abrupt or at odds with existing practices: the employer is responsible for employee upskilling and career paths. c. Set aside push-button training, which is too technical and traps individuals in the manufacturer’s logic, and move towards training that is adapted, more qualification-based, and will better safeguard career paths and enhance mobility. Training is not restricted simply to presenting a technical manual but must promote new uses, ensure an understanding of the rationale for the tool (thereby encouraging adoption of the tool and possibly its adaptation to the local conditions in which the work activities are carried out). d. Ensure that training mirrors technological changes. e. Free up time during training so that employees can exchange views on the difficulties they are having getting started, and also swap tips. f. Depending on the vocational context, as far as possible, avoid any training that is solely based on e-learning, which can further isolate and burden employees. g. Ensure that training is properly synchronised with the period during which the technological change is implemented.

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h. Give priority to training that is adapted to the context of use (difficulties and requirements associated with the job) and user profiles (skills level, seniority, experience, motivation) in order to best adjust it to the needs and expectations of the employees and the company. i. Merge the user guides for different ICT. These tools must also accumulate user experience and make it accessible to as many people as possible (Forum, F.A.Q, Wiki, etc.). j. Weigh up the advantages of monitoring the systematic development of new versions of software. The race for “constant upgrades” produces financial and adaptation outlays that may not be cost effective for the company. Conversely, working with old software versions that are no longer updated or covered by technical support services may also cause working conditions to deteriorate. Case study: During an annual performance appraisal, a manager offers his colleague an ICT training course. Having completed the training, the individual continues to have great difficulty using the tool. He explains to his manager: “The training was very general and not that relevant to my work. Also, I got back to my desk and found myself at a loss and unable to find solutions to my problems. This training should come with some support to get you started.” The manager asks the training coordinator to organise sessions that are more in tune with employees’ day-to-day work, with regular follow-up until each employee is self-sufficient. Case study: Robert talks to Brigitte, his union representative, about how he finds it difficult to carry out his job with the new enterprise resource planning system. He has to enter information into the software according to a rationale and using vocabulary that mark a total departure from the way he is accustomed to work. This is a placing a considerable strain on him and leading to hours of overtime. Brigitte presents this problem to the works council, which establishes that this problem is common to many employees. In view of the delays and potential loss of productivity caused by implementation of this new tool, management agree to set up more suitable training and to opt for a configuration that gives employees greater flexibility. 19

3.2 How can trade union representatives take action to prevent work intensification and increasing workloads associated with ICT? The trade union representative could ask for the following:

a. Incorporate the results highlighted by the study of the impact of ICT into the risk evaluation and prevention process, together with the other risks (industrial, safety, psycho-social).

b. Deliver training on the management of risks associated with implementation of ICT in order to provide better diagnosis and backup of the requests for help made by employees who are having difficulties or experiencing hardship.

c. A choice of open, configurable and flexible ICT that adapt to changes and uncertainties within the business, and are therefore easier to come to terms with.

d. Training results in responsible and sustainable use by employees of technologies that do not disrupt their work, or harm or impair the work of others. Training content and objectives can focus on different levels of demands: ■

■

■

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R  aise awareness amongst employees and leadership (supervisors, P&MS, senior managers) of the consequences and excessive uses of ICT: provide information and warnings of the impact of misuse on themselves and others; point them towards resources that they can use (relevant internal departments, user forums, champions, online document resources, etc.). T rain employees to better manage and organise work arrangements that have changed because of ICT: for example, through coordination of remote and multicultural project-teams; ownership of activities that are computerised, dispersed and fragmented; reconciliation of work and private life. D  eliver training to promote better use of everyday information technologies in order to make the best possible use of these technologies and limit the workload associated with inappropriate or inefficient usage. For example: automatic email sorting, management of spam and mailing lists, control of visibility settings in instant messaging accounts, etc.

JUDICIOUS USE OF ICT

e. Prior to full deployment of technological projects, foster localised and clearly-defined pilot tests within a designated work area in order to measure the actual impact of these tools on employee workloads.

f. Put in place the resources needed to cope with technical failures (breakdowns, bugs, malicious acts) by setting up systems and/or procedures that would allow continued operation throughout.

3.3 How can trade union representatives take action to limit the spillover of ICT-usage into private life? Case study: An e-learning course is offered to the employees of a company. This training, accessible on the company intranet, should help trainees improve their English. However, the course has to be completed outside of office hours (during lunch breaks or after work). The employees find it genuinely difficult to commit themselves fully to the course and results are disappointing. Management free up time for training, by teaming it up with group sessions likely to improve employee motivation. Case study: M. Smith has acted as line manager for several months. In this new post, he receives a lot of emails, which he does not have time to reply to during working hours. He has got into the habit of extending his workday by working from home, which has created tension between himself and his wife. He also feels that he is neglecting his team, which is keen to see him more present in the field. He is questioning his ability to get organised effectively in order to meet his new responsibilities. Having established contact with the trade union official, he finds out that many others are facing the same problems. The union official offers to intervene with management to discuss the workload and issue a reminder of the working time regulations governing the use of electronic messaging. During negotiations, the subject of “indiscriminate” use of email at work is also raised. Work is undertaken to set up a framework to control its use both within the workplace and beyond.

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The trade union representative could ask for the following: From a practical point of view:

g. As far as possible, establish common working hours for joint activities, through audio and videoconference meetings held between dispersed teams located in different countries and/or organisations, with a view to synchronizing working hours, and

h. avoid or even prohibit meetings that take place too early or too late, which disrupt lifestyles and the pace of living.

i. Assess the impact of ICT use on private life. j. Give P&MS the opportunity to share their thoughts on their working practices From a regulatory point of view

k. Negotiate agreements governing the regulation of ICT usage for remote work by firms or teams spread across countries with different legislation or practices.

l. Inform and train first line managers on the impact of ICT (e.g. use of email outside of work, spillover of work into life outside the office, risks inherent in failing to comply with regulations), particularly by working alongside the works council. Encourage the development of relevant courses in the company’s training schedule.

m. As close to the grass roots as possible (locally, within the company or branch, at national or international level), negotiate the right to be unavailable at certain times and the right to disconnect, factoring in the specific characteristics of different occupations in order to support the right to rest.

n. Negotiate and set up on-call rotas for “company contact points” and pay them for their duty shifts.

o. Ensure that the right to rest is complied with and that disconnection from work does not lead to discrimination or retribution (punishment). 22

JUDICIOUS USE OF ICT

3.4 How can trade union representatives take action to ensure that organisations empower and restore autonomy to employees working in ICT environments? Case study: The relocation of production to different sites has forced production managers to use ICT to review problems of quality. Meetings on one single site to discuss these quality failures are therefore replaced by email and videoconferencing, which complicates interactions between participants. These remote conversations are not successful in team-building. Participants express concern that these exchanges are dehumanising and reduce work efficiency. They almost unanimously state: “by getting to know each other better, we are able to build relationships of trust that make it possible for us to work much more effectively.” In joint agreement with trade union organisations, management suggest face-to-face meetings between different P&MS with a view to providing human contact and improving work efficiency. Case study: A Swedish manager is in charge of a team of individuals operating in different countries. Since he is rarely in the field in these different locations, he keeps contact with his staff by telephone or videoconferencing. His remoteness from site operations makes it difficult for him to define criteria for measuring the efficiency of individuals. His assessments are made entirely on the basis of what each person tells him. Such limited exchanges with staff are also hindering his efforts to create a team. Even if it means losing some time, the manager decides to gather his team more often in one location, thereby building a more efficient team over the long term. The trade union representative could take action at different levels: On transparency:

a. As far as is possible, ensure that employees can control the dissemination of b.

personal or professional information, guaranteeing the “right to be forgotten”, for example by deleting such data “on demand”. Inform employees (as per the law in some countries) of the presence of performance indicators (associated with ICT) and of how the collected data is used. It is also important to start a debate beforehand and think collectively 23

about the merits and applicability of such evaluation mechanisms to employees and their work. On task reconfiguration

c. Discuss the relevance of monitoring and evaluation tools, in light of new forms of work activity associated with ICT (geographic mobility, telework, etc.).

d. Re-examine the roles and functions of various players in the organisation that may have undergone changes due to technical developments (in terms of authority, responsibilities, duties and qualifications). Encourage reflection and stock-taking of the changes in activity brought on by ICT.

e. Give authorisation for new uses of ICT invented by employees, provided they do not jeopardise corporate safety and reliability. This “re-routing” of uses can be seen as a sign of innovation and ownership. Furthermore, the aim is to question such practices as soon as they highlight malfunction or weaknesses in the design of technologies. On involvement in technological choices

f. Participate in project-monitoring committees and bodies (stewardship committee, monitoring committee) to support incorporation of technological solutions.

3.5 How can trade union representatives take action to raise awareness across the work organisation and its bodies of the responsible dissemination and development of ICT? Case study: A new production management application is implemented in an industrial plant. But the employees, who were not consulted or trained, are having difficulty using it to ensure production. The operators turn to management for help but the latter feel unable to handle this organisational change. The new technology is creating tension between individuals at different reporting levels. The trade union examines different options for action. Faced with the issues highlighted 24

JUDICIOUS USE OF ICT

by the trade union, management suggests creating a think-tank with a remit to review the difficulties that are being raised. The think-tank is fully open to production employees. Its aim is to come up with concrete proposals, taking into consideration feedback from workers in the field. It should not be forgotten that in many countries, there is an obligation to consult the works council beforehand. The trade union representative could ask for the following:

a. Enhance the management of computer systems through multidisciplinary skills, particularly those focused on taking into account human factors in technological change (specialists in ergonomics, occupational psychology and sociology of applications).

b. Raise awareness amongst members of the executive, management and trade union representatives themselves, of the necessity for responsible use of ICT, through leadership by example. One approach would be to focus on P&MS that are trade union members.

c. Set a level of negotiation (local, branch, national/international) according to the types of issues identified in the field.

d. Thanks to training on methodologies for analysing work activity, provide trade union representatives with a better understanding of various occupations and of how ICT fit in with work activities. By better understanding the requirements and specificities of occupations, union representatives could for example inform project leads of the difficulties experienced by employees. This, in turn, could contribute to the next item.

e. Participate in the selection of technological solutions by taking into account the first-hand knowledge and experience of trade union representatives.

f. Ensure that the introduction of technologies is undertaken using a more gradual and inclusive approach, a more experimental approach even, with better planning, to avoid doubling the workload because of the need for knowledge transfer (from old to new systems) and new patterns of work organisation.

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g. Assist in the development of a set of rules for ICT usage (at work and outside of work) for each occupation and work activity. These rules should not be enforced in too general a manner. They should be discussed and negotiated collectively, with employees and social partners, and not unilaterally set by management or by a particular company department. All this should take place as close as possible to grassroots level in order to ensure that actual work carried out is taken into consideration.

h. Make sure to establish forums for discussions on technological projects, thereby ensuring that each player (employee, designer, decision-maker) can voice his views on technical or organisational choices, and clarify work constraints or job requirements. The trade union representative can put forward and negotiate these windows of time for brainstorming and discussion.

i. Enhance the trade union representative’s role as mediator in order to facilitate dialogue between the different players involved in managing ICT projects.

j. Ensure that links exist between ongoing ICT agreements and negotiations and those that are already in place in the company (quality of life at work, working conditions, working time, hardship at work, etc.), and avoid addressing the two separately.

k. Appoint an “ICT champion” trade union representative selected from the trade union organisation and/or the company, whom employees can turn to for support when in difficulty.

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JUDICIOUS USE OF ICT

4 Synopsis: At what negotiation levels and on what issues should demands be focused? The following table aims to summarise and broaden the scope of demands put forward in the document. These demands are listed: ■■ on the one hand, by key focus areas: skills obsolescence, employee monitoring, work intensification, spillover of work into non-working hours, and meaningful support of ICT projects; ■■ on the other hand, according to different possible levels of negotiation.

TOPIC OF LEVEL OF NEGOTIATIONS… NEGOTIATION: Organisation Organisation: and/or Organisation, sector and/ professional sector or country/Europe Skills obsolescence

- Cross-mentoring - Training based on analysis of real work activities - Training includes case studies of “critical workplace situations”, and participants receive support until they are self-sufficient

- Training organised by the professional sector - Endorsement of the role of mentor - Endorsement of the role of ICT champion: his role will be to provide support with diagnosis and to perform coaching

- Encourage schools to introduce lessons on computer reasoning so that users have a greater understanding of how ICT work - Help demystify technological tools by presenting their strengths and limitations - Develop a culture of critique of ICT in order to promote their “rational and responsible” use

Employee monitoring

- Performance indicators for - Rules must be adapeach job should be designed ted to each professional sector by those carrying out the tasks to ensure a link with the actual quality of work - Evaluations will therefore be more meaningful because indicators reflect conditions in the field

- Promote the “right to be forgotten” - Negotiate what information to keep or destroy, or set clear timeframes for different data

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Work intensification

- Carry out a diagnosis during the introduction of new technology - Bring in an outside party or an ICT champion to assist with the reorganisation - The involvement of employees is essential and must be underpinned by analysis of the real work that is carried out; experts should be called in where appropriate - Pay attention with workload transfers: a reduced workload for some might lead to a larger one for others

- Encourage vocational learning within the professional sector - Develop training on analysis of each work activity to understand in detail the overall impact on real work - Avoid prompting general solutions that are supposed to be deployable in any kind of environment, but focus on those that were developed from analysis of the work activity and, furthermore, are open

- Implementation of ICT must be undertaken while giving due consideration to indicators that are sometimes neglected (quality of life, occupational health), and must focus on longer term advantages

Work-life balance

- Consider the rules for ICT use for each occupation - Raise awareness of the issue amongst P&MS, whose role ultimately is to ensure employees strike a balance between working life and family life

- Clarify the rules for each occupation - Identify positions that warrant an on-call rota

- Set up an information campaign to remind employees of the importance of disconnecting themselves from work, for their own wellbeing and ultimately to increase company performance - Initiate a prevention campaign on the impact of ICT usage on employee health - Develop the “right to disconnect”: an employee cannot be penalised for not responding to an email or text message outside working hours

Sensible support to ICT projects

- Promote cross-functional negotiations: any negotiation is an opportunity to review ICT

- Use of ICT varies between different occupations - An approach based on occupations makes it possible to fine-tune the system, while taking into account links with the outside

- During negotiations, systematically bear in mind the linkages between ICT and other topics - Break away from the idea of technology as “neutral”, characteristic of a “technocentric” approach

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5 References ■ Arlinghaus, A. & Nachreiner, F. (2014). Health effects of supplemental work from

home in the European Union. Chronobiology International, 1-8. ■ Aronsson

G, Gustafsson K. Mellner C. (2011). Sickness presenteeism, sickness absenteeism and self-rated health in the Swedish working population. International Journal of Workplace Health Management, 4(3), 228-243. ■ Bobillier

Chaumon, M.E. (2014). Les nouvelles Technologies du travail : Quelles conséquences pour la santé au travail. In P. Zawieja & F. Guarnieri (Eds). In Dictionnaire des Risques Psychososociaux. Paris : Seuil, pp 511-517.

■ Bobillier Chaumon, M.E. (Coord.) (2011). L’impact des technologies de communication sur les cadres. Rapport de recherche GRePS pour l’APEC. Disponible sur : http://cadres.apec.fr/Emploi/content/download/370537/866967/version/1/file/ Les+cadres+et+les+TIC.pdf ■ Bobillier

Chaumon, M.E., Brangier, E. & Fadier E. (2014). Usage des technologies de l’information et bien-être au travail. In E. Fadier (Ed). Pathologie professionnelle et de l’environnement. Paris : Editions Elsevier Masson. (À Paraître)

■ Bobillier

Chaumon, M.E, Cuvillier, B., Sarnin P. & Vacherand-Revel, J. (2013). Le développement de l’expérience professionnelle des cadres dans un environnement médiatisé. Education Permanente, 197(4), 61-70. d’analyse stratégique (2012) L’impact des TIC sur les conditions de travail. Direction Générale du travail. Disponible sur http://www.strategie.gouv.fr/content/rapport-l%E2%80%99impact-des-tic-sur-les-conditions-de-travail ■ Centre

■ Centre d’Etude de l’Emploi (2006). Enquête Changements Organisationnels et Informatisation (COI). Disponible sur : http://enquetecoi.net/ ■ Chesley,

N. (2014). Information and communication technology use, work intensification and employee strain and distress. Work Employment & Society, 28(4), 589-610.

Commission (2009). The increasing use of portable computing and communication devices and its impact on the health of EU workers. Disponible sur  : http://bookshop.europa.eu/en/the-increasing-use-of-portable-computingand-communication-devices-and-its-impact-on-the-health-of-eu-workers-pbKE3010325/

■ European

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■ Jauréguiberry, F. (Coord (2014). Déconnexions (numériques). Numéro spécial de la revue Réseau. 186(4). Disponible sur : http://www.cairn.info/revue-reseaux-2014-4.htm . ■ Mellner, C., Peters, P. & Toivanen S. ( submitted, Community, Work & Family). Inter-domain transitions and work-life balance among full-time employed professionals: The potential moderating roles of desire for segmentation and boundary control. ■ OECD: http://www.oecdbetterlifeindex.org/countries/sweden/ ■ Vendramin, P. & Valenduc, G. (2002). Nouvelles technologies de l’information et de la communication, emploi et qualité du travail. Disponible sur : http://www.ftu-namur.org/publications/publi-3.html

 

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Appendix Approach and methods used A) THE CONTENT AND ORGANISATION OF TRAINING Broadly speaking, the objective of this training/action was to reflect with our different European partners on the way in which new digital work environments contribute to developments in the occupations and professional practices of P&MS. The project was implemented as follows: December 2013

Stewardship committee (experts, national trade union representatives and the Eurocadres team)

December 2013/January 2014

Pre-enquiry on ICT practices in each country (operating experience from participants)

February to July 2014

Six 1 ½ day training sessions: France Hungary Spain Germany and Austria Belgium Sweden

July to October 2014

Completion of guidelines for “Responsible use of ICT”

December 2014

Stewardship committee (Brussels)

In practical terms, the training/initiative was organised around 3 consecutive halfday sessions, with groups of approximately 15 participants. A questionnaire on the issue was sent out beforehand and the feedback contributed to deliberations during training. ■■

■■

First half-day: presentation of the context (discussions on ICT, P&MS and activities impacted); Second half-day: experience feedback from participants, testimonies and discussions focused on four main focal areas (skills obsolescence, monitoring and oversight of performance, blurring of professional and personal lives, increasingly heavy workloads). 31

■■

Third half-day: experience feedback from participants, testimonies and discussions focused on four main focal areas (skills obsolescence, monitoring and oversight of performance, blurring of professional and personal lives, increasingly heavy workloads).

The sharing of operating experience between different European countries provided an opportunity to compare European practices regarding the use of ICT, and to develop a shared approach within a common framework for discussion. These guidelines set out a summary of the outcomes of these different discussions. B) LIST OF PARTICIPATING COUNTRIES AND TRADE UNIONS Overall, close to one hundred persons from 25 trade union organisations across 7 European countries took part in these sessions. COUNTRY (TOWN)

TRADE UNIONS REPRESENTED

France (Paris) Hungary (Budapest) Spain (Madrid)

CFTC-cadres, CFDT-Cadres, Ugict-CGT ÉSZT, FDSZ, OSZSZ, TBDSZ, TUDOSZ ATC-MCA, UGT-Asturias, UGT-FES, UGT-FITAG, UGT-MCA, UGT-TCM, UGT-UTC, GPA-Djp /Ver.Di ACV-Transcom, CGSLB, GNC-CNE, LBC-NVK, LBC-CNE, SETCA-BBTK, UNI-EUROPA, Unionen

Austria (Salzburg)*(+ Germany) Belgium (Brussels) Sweden (Stockholm)

Who responded to the questionnaire? What business sector or sphere do you belong to?

4%

3% 2% ■ Construction ■ Services

15%

■ Production

76%

■ transports and logistics ■

research and development

70% of respondents were not full-time staff Representatives 32

Boulevard du Roi Albert II, 5 - B - 1210 Bruxelles Tel : +32 2 224 0730 - Fax : +32 2 224 07 33 E-mail: [email protected]