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

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Response to Recruitment Difficulties5.24 Table 5.4 shows the measures institutions report having taken in orderto cover hard to fill vacancies, these have been arranged in descendingorder of frequency. Over half of the sample report using staff within theorganisation to cover, with slightly less (42%) using agency staff tocover. One fifth have employed staff members on fixed term contracts.Responses also show that very few institution have had to drop coursesbecause of hard to fill vacancies, or have raised pay in order to try andfill a vacancy. 37% of institutions reported using a wide variety ofadvertising mediums to try and fill a vacancy.Table 5.4 Measures to cover hard to fill vacanciesMeasures to cover hard to fillvacanciesNo.Institutions% ofrespondentsUse staff from within theorganisation to cover 94 52%Use agency staff to cover 77 42%Multiple advertising means 67 37%Employ fixed term contract staff 36 20%Employ part time staff 33 18%Increase pay offered for job 15 8%Dropped courses 7 4%‘Headhunt' from other organisationsSource: YCL/MORI quantitative survey of FE HR managers, 20056 3%5.25 Responses to questions on the impact of hard to fill vacancies suggestthat institutions cope relatively well with hard to fill vacancies. 85% ofHR managers indicated that the measures they had taken to cover hardto fill vacancies were either very effective or fairly effective. However, itis important to recognise that HR Managers are most likely to be thearchitects of such strategies.5.26 Respondents also indicated that whilst hard to fill vacancies do have animpact, this had not been overly negative. Only 4% of HR managersreported that hard to fill vacancies had impacted on the institution a greatdeal. Slightly less that a third reported that hard to fill vacancies had hadan impact to some extent. 63% reported that hard to fill vacancies hadhad very little or no impact on the institution.43
5.27 Teacher/trainer respondents were asked to specify what measures, ifany, their organisation had taken to cover vacancies when recruitmenthad not been successful (Table 5.5). The most common response citedwas to use other staff from within the organisation to cover the job role(24%). 11% of respondents cited agency cover and different advertisingmediums.Table 5.5: What measures has your organisation taken to cover vacancieswhen recruitment has not been successful?%Use other staff from within the organisation to cover 24Dropped courses 2Employ someone on fixed-term contract 6Use agency cover 11Use all sorts of different advertising mediums 11‘Headhunt’ staff from other organisations 2Increase pay offered for the job 3No specific measures taken 8Not applicable – situation never arisen 21Other 7Don’t Know 22Base: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20055.28 Just over one half of respondents (51%) said that the measures taken bytheir organisation to cover vacancies when recruitment had not beensuccessful were very or fairly effective (Table 5.6). Approximately onethird of respondents (31%) said the measures were fairly or veryineffective. Qualitative findings support these results with staff regularlymentioning that they have to cover unfilled posts when recruitment isunsuccessful.Table 5.6: How effective or ineffective are these measures to covervacancies when recruitment has not been successful?%Very effective 13Fairly effective 38Neither effective nor ineffective 12Fairly ineffective 21Very ineffective 10Don’t know 5Base: 2725 respondents, identifying measures to cover vacanciesSource: YCL/MORI quantitative survey of teaching/training staff, 20055.29 Teachers/trainers of science (46%), English (49%) and maths (49%)were least likely to agree that recruitment measures were effective(Figure 5.3).44
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 and 16: 1.16 Key question areas relevant to
Page 17 and 18: 2 METHODOLOGY AND PROFILE OF RESPON
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: Maths and Science• “there are i
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
Page 66 and 67: Staff Who Have Considered Leaving6.
Page 68 and 69: Figure 6.7: Respondents who have ap
Page 70 and 71: • levels of satisfaction with the
Page 72 and 73: Figure 7.1: Respondents satisfied w
Page 74 and 75: Staff Attitudes7.8 Respondents were
Page 76 and 77: 7.14 Younger employees aged 18 to 3
Page 78 and 79: Personal Problems7.20 Respondents w
Page 80 and 81: • lack of administrative support.
Page 82 and 83: 8 TRAINING AND DEVELOPMENT8.1 Succe
Page 84 and 85: 8.8 Issues relating to involvement
Page 86 and 87: • quality. A minority of responde
Page 88 and 89: Table 8.2: Which Teaching Qualifica
Page 90 and 91: 9 GOVERNMENT STRATEGY9.1 Research t
Page 92 and 93: Table 9.3: To what extent do you ag
Page 94 and 95: 10 CONCLUSIONS10.1 Recruitment and
Page 96 and 97: Main Benefits and Drawbacks of Work
Page 98 and 99: ANNEX AQUESTIONNAIRES
Page 100 and 101: Section A: Background informationAS
Page 102 and 103:
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
Page 126 and 127:
ASK ALL CODES 1-7 AT Q41, OTHERS (N
Page 128 and 129:
49. To which of the following group
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Recruitment and Retention in the Post-16 Learning and Skills Sector

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