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

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10 CONCLUSIONS10.1 Recruitment and retention within the post-16 learning and skills sectorhas many complex dimensions. Not least of these are the subtle andhistoric differences between the three main forms of provision whichconstitute this sector. Each has its own tradition and distinctivecharacteristics in terms of recruitment and retention of staff. Importantinfluencing factors include; job role, subject specialism and length ofservice in the sector. In addition, there are many personalcharacteristics, such as age, ethnicity and gender combined with amyriad of individual circumstances such as those with children and thosenearing retirement.10.2 Having noted this range of complexity it is remarkable how consistentsome of the main findings are as a result of this research. The mostsignificant being the high level of satisfaction, indicated through bothquantitative and qualitative research, felt by many members of staff. Thisis balanced by a clear critique of working in the sector relating toworkload, paperwork, resources and pay. For most the negatives do notoutweigh the positives although there are specific instances whereproblems may be occurring as a result of some of these negatives. Inparticular, this may be affecting morale in the further education sectorand recruitment in specific subject areas such as construction.10.3 The structure of this concluding section is based around the keyresearch questions driving the study. Under each heading we drawtogether the key findings and provide analysis and recommendationswhere appropriate.What Motivates those who Teach or Train to Join the Sector?10.4 The two overriding motivations for joining the sector are wanting to helppeople develop and wanting a change in career path. For mostrespondents there is a strong desire to work in the sector through asense of vocation; involving a desire to give something back to society,work with more diverse people or learners or simply wanting to be ateacher/trainer.10.5 A wide range of personal circumstances also influence the motivation tojoin the sector. This can be about family circumstances, personaldevelopment and in some cases a chance opportunity.85
10.6 Another motivation, for fewer staff, relates to their own background orhistory. This is particularly the case where family members or closefriends work within the sector and encourage or recommend anindividual to join.10.7 The positive side to this range of motivations is that people ‘join for theright reasons’. However, this may not always include a realisticunderstanding or assessment of the wider range of responsibilitiesrelating to teaching and training in the present day. Thus, creating adivide between individual expectations and the reality ofteaching/training.At What Point in their Career do People Join the Sector?10.8 It is clear that most people who have joined the sector did not set out ata very early stage to specifically work in the post 16 Learning and Skillsarena. Most staff had previously worked in other industry sectors withsmaller numbers coming from working as a school teacher or after fulltimeeducation.10.9 Many entrants from other sectors had experience of training orassessment. For this group reasons for not pursuing teaching provide aninteresting insight. School teaching was discounted for three reasons.Firstly qualifications; they were not suitably qualified and did not want tostudy full-time for a PGCE. Secondly, the post-16 sector has a lowerqualification requirement and provides training and support towardsteaching qualifications on the job. Thirdly, they had less desire to teachyoung people and felt more drawn to those aged over 16.10.10 Factors influencing school teachers to join the post 16 sector include; adesire for a more flexible and autonomous working environment, adifferent client group (including more motivated learners) and a desireto be challenged for greater personal rewards.Main Barriers to Entering the Sector10.11 The major barrier to entry is simply awareness of the sector and theopportunities that exist within it. Other problems identified as barriers byexisting staff include the difficulty of finding suitable contracts (for thoseseeking full-time permanent opportunities), lengthy recruitment periods,the requirement for minimum teaching qualification and perceived lowpay within the sector.86
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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
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2.44 A total of 113 in-depth interv
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3 MOTIVATION TO JOIN THE SECTOR3.1
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Entrants from Teaching3.13 Responde
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Vocational Reasons3.21 This is the
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• “I met one of the managers at
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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 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 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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