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

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Figure 5.3: Recruitment measures effective, by subject areataught80%70%60%50%40%30%20%10%0%73%67%63%57% 56% 55%52% 52%50% 49% 49%46%ManufacturingHair/beautyRetailTechnologyEngineeringBusiness adminHealth/socialICTBasic skillsMathsEnglishScienceBase: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 2005Factors Causing Hard to Fill Vacancies5.30 Teacher/trainers were asked what could be done to minimise recruitmentdifficulties in their organisation (Table 5.7). One quarter of respondents(25%) thought better pay/pay increases would minimise recruitmentdifficulties and 10% of respondents thought that improved advertisingwould be beneficial.45
Table 5.7: What could your organisation do to minimise recruitment difficulties?%Better pay/rises 25Better/earlier advertisement/search more widely 10Improve the terms and conditions 4Better training/offer more training to develop more staff 4Need to retain staff better 2Reduce the workload 2Offer more full-time positions 2Hire/employ more staff 2Value staff more/the work they do 2Better communication/more face to face contact 2More incentives/rewards 2Improved funding 1Should be more support offered 1Better/reduced working hours/more flexibility with hours 1Reduce amount of paperwork/bureaucracy 1Improve working environment 1Keep staff happy/improve staff morale 1Better/more forward planning 1Better promotion opportunities/prospects 1Lack of qualified staff on the market 1Improve management 1Be more pro-active 1Should have bank/database of people 1Other 6Don’t know 37None/nothing/no difficulties in recruiting 6Base: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20055.31 Qualitative responses from face to face interviews confirmed some clearfactors and also highlighted others, including:• low pay – salaries are perceived to be higher in schools with manyfurther education staff feeling underpaid, “all of us in FE feel thatwe are certainly undervalued financially, and that comes acrosswhen we look at recruitment” [Further Education];• job insecurity – the issue of job insecurity was particularly evidentacross the adult and community learning sub-sector. Issueshighlighted included: casual hours, lack of permanent contracts andpay dependency on courses having sufficient numbers of learnersenrolled in order to start. This is highlighted by the response fromone individual, “the recruitment problems are because we are incommunity education and individuals only get paid for the hoursthat they deliver” [Adult and Community Learning];46
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 and 52: Maths and Science• “there are i
Page 53: 5.27 Teacher/trainer respondents we
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
Page 104 and 105:
CATI NOTE: routing from Q10 has bee
Page 106 and 107:
Q16a) And what is the main reason,
Page 108 and 109:
22) In which subjects are teaching
Page 110 and 111:
ASK IF YES AT Q25 A) OR C), OTHERS
Page 112 and 113:
33) To what extent do you agree or
Page 114 and 115:
DfES Recruitment and Retention Surv
Page 116 and 117:
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
Page 122 and 123:
28. What motivates you personally t
Page 124 and 125:
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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