Committees and other types of partnerships usually decide what roles are possible in their work environment. For instance, if workers do not have access to computers, then other committee members will do the paperwork required for the process. Workers have more access to employees so their role is crucial in outreach, promotion and involvement among their co-workers.

Confidence and full participation of members with less experience is an important concern. Some unions are tackling this issue by trying to give their workers education and development opportunities for joint committee work. Growth in this area is incremental and each experience builds knowledge and skills. As educators, we may be in positions to offer focused help to members with less experience and less confidence. For instance, we could offer feedback on a dry run for an upcoming presentation to employees. We could also ensure that our facilitation opens up spaces for members to contribute what they know best and encourages their perspective on issues to hear voices that would not otherwise be heard.

Flexibility and Variety in Delivery

Good practice in delivery focuses on meeting the varied learning styles of the participants within the options afforded by the workplace. In theory, these options for education could be numerous: tutoring or coaching individuals, self-paced or group learning, computer-assisted instruction, on-the- job learning, team teaching basic skills with a job trainer, distance education or the familiar classroom based model. In practice, the work environment and the preferences of the participants would determine which ones or which combinations would actually be possible and successful. With any model, flexibility requires that educators try to provide the most supportive environment with the human and material resources available.