YouR People Strategy
In my previous article, I outlined the ‘moments of truth’ that help staff decide to join your school or trust, and stay there. How these moments of truth are handled will determine how well you are able to attract and keep staff, and are also seen in the long term results for your school or schools.
I also outlined the first stage in the ‘life cycle’ of a staff member; the current culture and leadership behaviours in your school or Trust. If you don’t get this stage right, none of the other seven stages will work properly.
In this article, I briefly consider what you can do at every subsequent stage, from attracting new staff, to developing them, all the way to bidding them farewell. This scratches the surface and do get in touch if you would like to find out more.
This is all about generating interest in your school or MAT and sharing why they are great places to work. Shout about the culture and share the positive experiences of staff.
Identify routes and ways to get your message out and reach ideal candidates and give them reasons to engage with you, even when you have no vacancies. This might include providing CPD opportunities beyond your school or MAT providing flexible working or part-time roles.
It involves much more than generating good news stories in the local press. Remember the best ambassadors and recruiters you have are those already working with you.
You are recruiting in a highly competitive market with a shortage of qualified candidates.
Preparing a job description, person specification, application form and job advert are hygiene factors. Job interviews and selection days are just part of a process. Ask the question, “What would the best Trust or school in the world do?”
Focus on attitude and cultural fit, and not just skills and experience. You should also offer feedback to every candidate. Your time is tight and in demand, but taking time to deliver brief feedback will set you apart from other schools and MATs.
As well as being future candidates, they share their experience with others. Imagine the goodwill generated even where they don’t get the job.
I use this title quite deliberately to move away from the idea of induction. We are helping staff to be their best self within the culture we have created.
It cannot be just about their first hour, day or even week. It should start as soon as they are appointed and it is then about the ongoing support and challenge that is provided. We may be desperate to get them in the classroom on day one because they’re in such high demand, but week one should include so much more.
It should involve meeting the CEO, Principal or Headteacher and other senior leaders; having lunch with a group of teachers; and spending quality time with their department manager. They should have a personal plan to cover the coming months; regular 1:1 time; coaching; feedback; training; regular two-way reviews; a first career conversation and more.
Managing the performance of individual staff members is not just important to delivering strong results, it is also a big part of staff wellbeing. When poor performance or behaviour is not tackled early, it can lead to resentment and dips in the performance of others (consciously or unconsciously).
Line managers often perceive dealing with this and other staff issues as ‘difficult’. It is one area that generates a lot of requests for training.
I always see it as a conversation. All it needs is good preparation, the collection of evidence, being able to ask questions, listening skills and the ability to diarise and follow up.
It is also about making sure there is ongoing dialogue and 1:1s rather than a single annual (or even bi-annual) review. While it takes time, particularly at the beginning, it will save significant time in the long run.
Providing development opportunities and ensuring these are linked to the staff members interests and agenda, as well as the school or MATs is key. It links to what intrinsically motivates them, as do many of the other moments of truth.
This cannot simply be about short twilight sessions, 15-minute briefings, inset days and workshop merry-go-rounds. It is about career conversations, an agreed long and short-term plan and making sure this is highly relevant.
Everything we are covering strongly influences your chances of retaining great staff.
Identify and manage talented staff early, build your succession plan, know what roles are at risk and have candidates ready and able to step into them. You should also create alternative career paths.
Not everyone is cut out to be a leader and strong classroom performers need to be rewarded without having to progress along a leadership path (if it is something they don’t want or will not be good at).
Big MATs, such as ARK and Outwood Grange Trust, are able to tackle this with cluster, regional and national roles, and you may need to be creative. Embracing flexible working, and for MATs Trust contracts, as well as having clear plans to retain those going on maternity leave also need to strongly feature.
It’s inevitable that some staff will move on. They may not be meeting expectations, despite the support given, or perhaps teaching really isn’t for them. In this case you can help them to depart in a prompt and professional way and in a way that enhances your reputation when they tell others.
They may be ready for promotion and you do not have an opportunity for them within the school or MAT, or there are others ahead of them in the ‘queue’. How they leave is important, and you should proactively support them to find the role they want, even when this is external.
While you may be disappointed to lose them, if they join other schools and tell all they meet what a fantastic place they came from, it builds your reputation as an employer of choice.
Putting it all together
School leaders are time-poor, and many schools are financially constrained. Delivering an effective and long-term people strategy won’t be easy and takes focus and hard work.
If recruiting staff from a diminishing labour market and keeping more of them for longer is important to you, then you have little choice. Start by prioritising everyday behaviours of leaders and improving staff wellbeing, so your school or MAT really is a great place to work. Then work through each of the other stages, prioritise and take small and continuing steps.
Tackling this is not a time or financial cost, even though you will have to spend both. It is an investment that will have a significant return attached to it. Work out what this is likely to be in the form of future management time savings (opportunity costs), impact on results and substantially lower staff costs.
There are tools and resources available that will help you build your strategy and identify, track and support staff across your MAT and school or schools. Despite education being a unique industry, it can learn lessons from bigger corporate businesses that have been using these tools effectively for years.
I am happy to share them with you if you have an interest and just get in touch.
Introducing the Acceleration Academy
Are you interested in:
- A fast track process that helps line managers put staff first and raises student outcomes?
- An evidence backed way to measure staff wellbeing and focus on those things that have the biggest impact in your school?
- Supporting line managers so they understand those behaviours and competencies that have been proven to reduce staff stress and improve their wellbeing and performance?
- Reducing costs and spending more of your stretched budget on the things that matter to you?
Answering yes means the Acceleration Academy is for you. It’s an on-line platform with wellbeing measurement and a growing resource base, designed to make it easier for schools and Trusts to tackle this important area.
You can find out more, register for a free account or invest in an affordable solution.