Recruitment and Retention in the Post-16 Learning and Skills Sector

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Report Structure1.18 The balance between aspects of recruitment and retention is indicated inFigure 1.2.The diagram illustrates that some issues are focusedprimarily on one of the two key themes, although others such as workingin the sector may influence both aspects.Figure 1.2: Issues to be ExploredRecruitment• Motivation to Join the Sector• Entry to the Sector• Vacancies and Hard to Fill Vacancies• Working in the Sector• Satisfaction Benefits and DrawbacksRetention• Training and Development• Government Strategy1.19 The report is set out in the following sections• section 2 outlines the methodology and profile of respondents;• section 3 focuses on what motivates staff to join the sector;• section 4 reports on the experiences of staff on entry to the sector;• section 5 covers turnover, vacancies and hard to fill vacancies;• section 6 considers issues relating to working in the sector;• section 7 reports on levels on satisfaction, benefits anddrawbacks;• section 8 reports on training and development issues;• section 9 covers staff perceptions of government strategy;• section 10 draws together conclusions as a result of this research.7
2 METHODOLOGY AND PROFILE OF RESPONDENTSIntroduction2.1 In this section we outline the respondent profile across the differentelements of this study. In addition we mention key methodologicalissues relevant to each element, which are important for interpretation offindings. The four aspects of the study are covered, namely:(i)(ii)(iii)(iv)quantitative telephone survey across learning and skills sector;quantitative telephone survey of HR Managers in further education;qualitative face to face interviews with teaching and learning staff;qualitative telephone interviews with dissatisfied teaching andlearning staff.2.2 Prior to undertaking these research elements a number of earlyconsultations were held with a range of representative organisationsincluding the Association of Colleges (AoC), the Association of LearningProviders (ALP), the National Network of Local Authority Learning(LEAFEA) and the Centre for Excellence in Leadership (CEL).(i) Quantitative Telephone Survey across Learning andSkills Sector2.3 The key methodological elements relevant to this study are outlinedbelow 2 . The survey comprised three elements; a quantitative pilotphase; recruitment of learning and skills organisations in order togenerate individual staff leads, and the staff survey.2.4 Both the recruitment and interview methodologies were piloted withinstitutions and individual respondents. Forty institutions were sentletters about the research, along with a reply faxback form to indicatewhether they were willing to participate. Letters were addressed to theChief Executive/ Principal of each organisation.2.5 The pilot confirmed that a ‘cap’ of 30 leads should be applied in therecruitment phase, as beyond this, the process for most organisationsbecame too much of an administrative burden (i.e. providers should beasked for a maximum of 30 leads). Minor amendments to both therecruitment and questionnaire were made as a result of the pilot.2 Further details can be found in the Technical Report8
Page 1 and 2: RESEARCHRecruitment and Retention i
Page 3 and 4: ContentsPage1 INTRODUCTION ........
Page 5 and 6: of respondents), closely followed b
Page 7 and 8: 32. Key concerns where resources we
Page 9 and 10: 52. The most common qualification h
Page 11 and 12: Definitions1.5 A number of terms ha
Page 13 and 14: • at what point in their career t
Page 15: 1.16 Key question areas relevant to
Page 19 and 20: 2.13 Prior to the main survey, a fu
Page 21 and 22: Ethnic Background2.22 Nine out of t
Page 23 and 24: Types of Provision2.26 In addition
Page 25 and 26: Table 2.10: What are the main subje
Page 27 and 28: • HR Managers views on the reason
Page 29 and 30: Table 2.15: Total StaffStatus ‘Oc
Page 31 and 32: 2.44 A total of 113 in-depth interv
Page 33 and 34: 3 MOTIVATION TO JOIN THE SECTOR3.1
Page 35 and 36: Entrants from Teaching3.13 Responde
Page 37 and 38: Vocational Reasons3.21 This is the
Page 39 and 40: • “I met one of the managers at
Page 41 and 42: Perceptions of Entry Routes4.6 A ma
Page 43 and 44: 4.13 In terms of finding suitable c
Page 45 and 46: 5 TURNOVER, VACANCIES AND HARD TO F
Page 47 and 48: 5.11 The major reason given for vac
Page 49 and 50: 5.16 Generally HR Managers did not
Page 51 and 52: Maths and Science• “there are i
Page 53 and 54: 5.27 Teacher/trainer respondents we
Page 55 and 56: Table 5.7: What could your organisa
Page 57 and 58: • “there is a shortage of maths
Page 59 and 60: 6 WORKING IN THE SECTOR6.1 This sec
Page 62 and 63: 6.9 Respondents working in further
Page 64 and 65: Figure 6.4: Respondents satisfied w
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Staff Who Have Considered Leaving6.
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Figure 6.7: Respondents who have ap
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• levels of satisfaction with the
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Figure 7.1: Respondents satisfied w
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Staff Attitudes7.8 Respondents were
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7.14 Younger employees aged 18 to 3
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Personal Problems7.20 Respondents w
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• lack of administrative support.
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8 TRAINING AND DEVELOPMENT8.1 Succe
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8.8 Issues relating to involvement
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• quality. A minority of responde
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Table 8.2: Which Teaching Qualifica
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9 GOVERNMENT STRATEGY9.1 Research t
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Table 9.3: To what extent do you ag
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10 CONCLUSIONS10.1 Recruitment and
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Main Benefits and Drawbacks of Work
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ANNEX AQUESTIONNAIRES
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Section A: Background informationAS
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6) Have any teaching posts been fil
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CATI NOTE: routing from Q10 has bee
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Q16a) And what is the main reason,
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22) In which subjects are teaching
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ASK IF YES AT Q25 A) OR C), OTHERS
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33) To what extent do you agree or
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DfES Recruitment and Retention Surv
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8. Are your standard weekly working
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• 5- less than 10• 10- less tha
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• Any other training (please spec
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28. What motivates you personally t
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ASK ALL32. How satisfied or dissati
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ASK ALL CODES 1-7 AT Q41, OTHERS (N
Page 128 and 129:
49. To which of the following group
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