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

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8 TRAINING AND DEVELOPMENT8.1 Success for All policy states that learners must be taught by thosecompetent to teach. Subject knowledge should be demonstrated by aLevel 4 qualification or by substantial sector or occupational experiencealongside other related qualifications.8.2 The research highlights a generally strong culture of training anddevelopment in the post-16 sector. This section covers issues relatingto:• general involvement in training and professional development;• subject specific training;• qualifications.General Involvement in Training and ProfessionalDevelopment8.3 Respondents were asked a range of questions relating to training anddevelopment within their job role (Figure 8.1):• the vast majority of respondents reported that they have a regularperformance review or appraisal (89%);• 84% of respondents reported that they have a written set ofdevelopment objectives or a written development plan;• 82% of respondents reported they are engaged in a programme ofcontinuous professional development (CPD);• 80% of respondents reported that they have participated in peermentoring during the last year, such as lesson observations ordiscussions of teaching practices with peers;• 48% of respondents reported that they have non-contact time setaside for continuous professional development.73
Figure 8.1: Respondents engaged in training/developmentactivities100%90%89%84% 82% 80%80%70%60%50%48%40%30%20%10%0%Performancereview/appraisalDevelopmentobjectives/planProgramme ofCPDPeermentoringNon-contacttime for CPDBase: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20058.4 Respondents with non-contact time were asked to specify the number ofnon-contact hours set aside per month. The majority of respondentsreported they have nine hours or less non-contact time per month (45%).Approximately three quarters of respondents (77%) indicated that thenon-contact time is individually planned rather than dictated by employeror professional association.8.5 HR Managers indicated in almost all cases (99%) that a training budgetexists and that the institution has a business plan (98%). Slightly fewerHR Managers (90%) indicated that a clear training plan exists for theirorganisation.8.6 The proportion of staff receiving an annual performance review is in linewith that suggested by staff above. 84% of HR Managers reported thatbetween 90% and 100% of their staff received an annual performancereview.8.7 Many of the qualitative comments in relation to training and developmentwere made in the context of the changing requirements expected ofteaching staff in relation to minimum levels of teaching qualifications. Inmany cases the respondent was not clear on exactly what theserequirements are, how they are being implemented and the implicationsfor them.74
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RESEARCHRecruitment and Retention i
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ContentsPage1 INTRODUCTION ........
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of respondents), closely followed b
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32. Key concerns where resources we
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52. The most common qualification h
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Definitions1.5 A number of terms ha
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• at what point in their career t
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1.16 Key question areas relevant to
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2 METHODOLOGY AND PROFILE OF RESPON
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2.13 Prior to the main survey, a fu
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Ethnic Background2.22 Nine out of t
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Types of Provision2.26 In addition
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Table 2.10: What are the main subje
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• HR Managers views on the reason
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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
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 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
Page 118 and 119: • 5- less than 10• 10- less tha
Page 120 and 121: • 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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