The ‘Skill‐oriented’ Strategies of German Trade Unions: Their Impact on Efficiency and Equality Objectives

Abstract

In the present debate about options for the modernization of trade unions, the predominant argument being propounded is that trade unions and workers' representatives at plant level should take more ‘responsibility’ for the competitiveness of the firms. Among other things, they are advised to enter into ‘alliances’ with management at the level of qualification politics. This paper considers some important collective bargaining arrangements which the German trade unions have negotiated over the last few years in order to improve mutually beneficial further training decisions within German firms. The emphasis is on the potential of different agreements for achieving efficiency and equality objectives in the context of contemporary changes in production and restructuring processes.

Training and Labour Market Flexibility: Is There a Trade‐off?

“…Moreover, there is evidence that some unions may be attempting to introduce training on to a new bargaining agenda in which both wage rates and training are the subject for negotiation (see e.g. Mahnkopf 1992 andStreeck 1989).…”

Partnership Approaches to Learning: A Seven-country Study

“…Phillimore, for example, drawing heavily on Mahnkopf (1992) and Streeck (1992), argues that trade union strategies towards skill formation can be divided between a 'skill-capture' model, where unions strive to defend the skills of specific sections of the workforce, typically in line with craft traditions, and an 'inclusive' model, where unions develop 'strategy built around broad-based skills for all workers ' (1997: 34). But how applicable are these strategies to the different types of learning partnerships being developed?…”

The Political Economy of Corporate Governance in Germany

“…These trends posed a formidable challenge to the unions' "skill-oriented" strategies (Mahnkopf, 1991). To be in a position to do more than merely ratify managerial decisions about investments in skill formation, they had to go beyond their traditional channels of representation.…”