Roles within learning in Revenue and Customs

This section expands on the various roles in learning within revenue and customs.

Regional learning co-ordinator

Branch learning co-ordinator

This will be expanded as the roles change and evolve.

Regional Learning co-ordinator

Support Role

  • Giving support and encouragement to ULRs and BLCs to develop learning in their workplaces
  • Making sure that you keep in contact by email, telephone and meet with all BLCs (and as many ULRs as possible) regularly
  • Providing support and guidance to GEC as required, assisting in negotiation on learning matters under the direction of the GEC.

Communication

  • Arranging regular (quarterly)meetings of BLCs to take verbal reports and to raise issues of interest
  • Being the point of contact for any unresolved issues between the BLC and management, using the escalation form as necessary
  • Acting as the 'middle man' between the BLCs and the BULO, RLSO. Ensuring BLCs are kept up to date with information from the BULO and RLSO and vice versa. That way the RLC is able to make a difference- feeding both up and down
  • Helping to develop learning within the region, making and maintaining contact with other learning personnel e.g. DWP RLCs, RLSO, Unionlearn and providers. Keeping up to date with what is happening in the region and co-ordinating learning activities
  • Supporting regional ULR networks with other unions and sharing best practices
  • Representing R&C by attending learning meetings in the region e.g. learning committees
  • Acting as a champion for learning across the region and ensuring that learning activity is embedded in the work of branches

Reporting

  • Making a monthly regional report to the BULO and RLSO, keeping them informed of what's happening on the learning front
  • Quarterly stats - compiling quarterly stats from each BLC, collating them to a regional report, sending copies to both the BULO and RLSO
  • Communicating details and information received from BULO, other RLCs, PCS officers, providers etc. to BLCs and ULRs
  • Maintaining contact with the BULO and other RLCs, attending national meetings as and when required
  • Encouraging BLCs to submit case studies on activities in their branches to publicise successes and share best practice.

Development

  • Developing yourself and the role of the RLC, increase competences and confidence. This may include becoming a lay tutor, personal case worker, attending national negotiations, keeping learning knowledge up to date, networking with other groups and unions, encouraging and supporting ULR networks
  • Encourage, communicate, support, be approachable and develop negotiation skills
  • Giving support and encouragement so that ULRs develop their own skills and potential. Maintain a database of ULRs in the region with details of training received
  • Never stop learning and learn how to multi-task. Accept that you cannot please all the people all of the time - particularly management. Learn from each other.

Branch Learning Coordinator

Branch Learning Coordinators are accredited trade union representatives who are responsible for promoting learning and training and assisting ULRs in their branch.

ULRs work within the context of the PCS Branch structure, they are nominated by the branch and cannot exist without branch support. BLCs provide the link between the branch and the ULR. Their role will include:-

  • attending the PCS branch committee, reporting Branch ULR activity, making recommendations about future ULR activity in the branch and taking direction from the branch committee.
  • discussing proposals and exchanging ideas with managers for learning and ULR activity within the branch.
  • assisting ULRs in presenting cases to managers regarding learning issues or presenting a proposal to undertake a specific project or activity in accordance with the terms of this agreement.
  • leading the PCS team at regular meetings with managers from all businesses involved to discuss how the ULR priorities will be implemented at a local level.
  • talking to members who are considering taking up ULR responsibilities, ensuring that they are aware of their responsibilities as a ULR.
  • encouraging R&C employees to get more involved with learning.
  • providing an induction for new ULRs which will include the scope of their responsibilities, arrangements for ULRs in R&C, an introduction to the branch, including management structures and the current learning priorities.
  • organise a suitable training course for new ULRs and release from official duties in agreement with line management, the ULR and the union.
  • prior to formal training, ensure that sufficient support is available to encourage active involvement of ULRs at an early stage.
  • notify the appropriate person of the name and contact details of new ULRs and also of any ULRs who resign/withdraw.
  • manage ULR activities on a continuous basis by individual discussions or meetings of ULRs involving local managers as and when appropriate.
  • supporting applications for further ULR training.
  • collate and provide regular reports of ULR activity and achievements.
  • collating and receiving reports from ULRs to ensure all activity is captured for the purpose of reporting and that ULRs are providing regular information about their activity to their Regional Learning Officer.
  • ensure that instructions from the group are carried out in terms of learning activity.

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