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

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more likely to be aware of recruitment difficulties (50%) thanrespondents in all other organisations.21. Subjects where staff/HR Managers feel recruitment difficulties are mostacute include health/social care and public services, engineering,construction, business administration.22. The most common response to recruitment difficulties was to use stafffrom within the organisation to cover the job role. In a smaller numberof cases, respondents indicated the use of agency cover and differentadvertising mediums.23. Just over half of staff respondents (51%) felt that the measures takenby the organisation to cover vacancies when recruitment had not beensuccessful were very or fairly effective. Teachers of science, Englishand maths were least likely to agree that recruitment measures hadbeen effective.24. The majority of HR Managers (86%) believe that measures to coverhard to fill vacancies have been effective.25. A quarter of staff respondents felt that better pay would minimiserecruitment difficulties with one in ten suggesting improvements inadvertising would be beneficial.26. Other factors mentioned by staff which might cause recruitmentdifficulties included job insecurity, difficulties of recruiting young staff,lack of suitable applicants and the negative view of the sector.27. Specific recruitment problems in relation to maths and sciencevacancies included low numbers of applicants, a lack of ‘quality’candidates, competition from the school sector and difficulties inrecruiting part-time staff.Key points relating to working in the sector are as follows:28. One in ten members of the workforce has multiple jobs. Of these,nearly three quarters (72%) have one additional job.29. Nearly half of staff (47%) have more than ten years experience in thelearning and skills sector. Over a quarter of respondents (28%) havemore than ten years experience in their current organisation.30. Levels of satisfaction with the amount and quality of resources andfacilities available to staff is very high (69% and 76% respectively). Aminority of staff indicated dissatisfaction with the amount and quality ofresources and facilities available (21% and 15% respectively).31. In terms of subjects, teachers/trainers of science, English andengineering reported lower levels of satisfaction with the amount andquality of resources compared with other subject areas.iii
32. Key concerns where resources were not satisfactory, related to ITfacilities being poor or lacking, poor working conditions and lack ofequipment/up to date equipment.33. Just over two fifths of respondents (42%) reported that they hadconsidered leaving their current employment during the last six months.A greater proportion of those working in further education colleges(48%) had considered leaving their job compared with all other types oforganisations. Those undertaking in-house training for an employerwere least likely to have considered leaving their job in the last sixmonths (37%).34. Of those respondents who had considered leaving their present job,one third (33%) said they had applied for other jobs during the previoussix months. Overall this represents 14% of the learning and skillsworkforce.35. Respondents who had actively applied for other jobs were more likelyto be dissatisfied with their current job, to be younger and to be fromblack and minority ethnic groups.36. Well over half of respondents (57%) who had applied for other jobsindicated that they were pursuing a job in a related sector withineducation. Just over a third of respondents (34%) had sought a job ina completely different sector.37. The majority of respondents (83%) agreed that they intend to beworking for their organisation in one year’s time.38. Three fifths of respondents felt they had too much work to do, whileover a third (37%) reported that they had the right amount of work todo. Managers were much more likely to indicate that they had toomuch work to do compared with other types of staff. Similarly, staffworking in further education colleges and science subjects were muchmore likely to feel they had too much work to do.39. Aspects of this perceived excessive workload indicated by staffincluded too much paperwork, bureaucracy and lack of administrativesupport.Key issues raised in this section relating to satisfaction, benefits anddrawbacks are as follows:40. A vast majority of respondents (82%) reported that they were eitherfairly or very satisfied with their present job. Only 10% indicatedexplicit dissatisfaction with their job. Learning support workers andassessors indicated the highest level of satisfaction compared withmanagers and teachers/trainers.iv
Page 1 and 2: RESEARCHRecruitment and Retention i
Page 3 and 4: ContentsPage1 INTRODUCTION ........
Page 5: of respondents), closely followed b
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 and 54: 5.27 Teacher/trainer respondents we
Page 55 and 56: Table 5.7: What could your organisa
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• “there is a shortage of maths
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6 WORKING IN THE SECTOR6.1 This sec
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6.9 Respondents working in further
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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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Recruitment and Retention in the Post-16 Learning and Skills Sector

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