Setting expectations to improve effectiveness from recruitment to line management and performance management

1. Support staff
Aisla Nicholls – HR Manager #BJHR15
Setting expectations to improve effectiveness from recruitment
to line management and performance management
HR and employment conference for
school leaders 2015

2. Content

3. How do I measure effectiveness in support staff?
• National consultation in late 2014 by Coalition on standards
for TAs (long grass?) – still have the old NOS, however…
Quick show of hands:
• how many of you are still using the NOS for Supporting
Teaching and Learning as a guide to developing your non-
teaching staff?
• how many of you have a career progression framework or
pathway in place for support staff?
• how many of you use competencies or behavioural
statements in your school/academy?

4. Expectations at recruitment stage: getting
off to a good start

5. Recruitment
… can be an expensive business
The CIPD estimates the average cost of recruiting
the wrong person is £8,200 - rising to £12,000 for
senior managers/directors.
If using recruitment agencies for hard-to-fill roles it
could cost you even more.
Would the EFA think this is a good use of money?

6. How can you prevent costly mistakes?
Job Description
(Task)
Person
Specification
(Skills,
Competencies)
Interview
(Questions and
Assessments)
Be clear on the role and what you need/want from a
candidate so expectations are clear from the very
beginning of the relationship.

7. Fail to prepare, prepare to fail
• when someone leaves, ensure that the JD/PS is up to date –
are there any changes to the role as it has evolved?
• is this an opportunity to re-design the role depending on
curriculum/operational needs?
• ensure questions address the areas of the PS that you need
to assess at interview and identify some key responses
you’re seeking to assist you during the process
• create an assessment that requires candidates to show you
how they can demonstrate the skills you seek based on real-
life scenarios that could easily occur in the course of the
role.

8. Probation: getting it right
• ensure an induction programme is devised and in place
before the appointee starts
• include activities/tasks to support the employee in getting
started in their new role
• include a schedule of regular supervision/reviews by their
line manager – feedback is critical for success
• mid-way review to ensure all on track – formal meeting
• successful completion – move into the normal appraisal
cycle.

9. Probation – this isn’t working…
Early intervention is the key – don’t just leave something alone
in the hope it will right itself
Mid-way review – potential to extend probation
What to do:
• explain what is not up to standard/isn’t good enough
• ask the employee for suggestions on how they could improve
• state the improvement required
• set clear success criteria against SMART objectives
• identify and provide additional support where required
• ensure timely reviews – don’t leave it until the last minute.

10. Behavioural competencies – what are they?
• they are more than just knowledge and skills
• competency is the sum total of skills, knowledge and
attitudes, manifested in the employee's behaviour
• they encompass knowledge, skills, attitudes, and actions
that distinguish excellent performers
• you create the definitions for your school/academy/group
• you can use these in all aspects of management –
recruitment, appraisal etc. for measuring and assessing
effectiveness.

11. What do they do?
• they provide the employee with an indication or map of
the behaviours and actions that will be valued,
recognised and in some organisations rewarded
• competencies can represent the language of
performance in an organisation.

12. What can they include?
Typical titles found in employer competency frameworks
include:
• communication skills
• people management
• team skills
• customer service skills
• results-orientation
• problem-solving.
CIPD, 2015

13. Benefits of a competency framework
It’s not about the person – it’s about the
behaviour/skill
Competency indicators - and contra-
indicators - help you to define and share
what is good and what isn’t – people know
up front what it is you’re looking for

14. How are they used?
Employers most commonly use competency frameworks with
the aim of achieving the following goals:
• underpinning of employee reviews/appraisal
• enhanced employee effectiveness
• greater organisational effectiveness
• better analysis of training needs
• enhanced career management
CIPD, 2015

15. Have I missed the boat?
• no - there is nothing to stop you from seeking to implement
a framework for your school/academy
• got values? Use these as a starting point
• create engagement and buy-in through involving your teams
in the process of defining a framework – collaborate
• involve others in the school/academy community as
appropriate.

16. Quick case study: The NHS and values-based recruitment
• post-Francis enquiry – creating a culture of compassion
within the NHS
• VBR is an approach which attracts and recruits
students, trainees and employees on the basis that
their individual values and behaviours align with the
values of the NHS Constitution
• used as part of existing recruitment processes which
assess aptitude and skills - built into appraisal
assessments etc. too.

17. Line management: getting the best out of
your people

18. People management
• What do we
expect of line
managers?What?
• How do you
know if you’ve
got a good one?How?

19. Not everyone is a born people manager
Recognise that for some this is
an area of development
Everyone needs to keep their
toolkit in good working order
Enable critical review of skills in
this area

20. Tackling issues in line management
Audit of leadership
and management
skills
Gaps analysed and
opportunities for
development
identified
Coaching
Mentoring
Development
Define expectations
Demonstrable
improvement?
Keep under
review -
accountability

21. Performance management for support
staff: motivation and effectiveness

22. What is performance management?
“A strategy which relates to every activity
of the organisation set in the context of
its human resource policies, culture,
style and communications systems.”
Armstrong and Baron, 2004

23. How do you manage support staff performance in your school?
ProcessProcedure
Timescale
Pay and
Reward
FormatWho

24. What should it incorporate?
Performance
Improvement
• throughout the school, in respect of individual, team
and school effectiveness
Development
• unless there is continuous development of individuals
and teams, performance will not improve
Managing
behaviour
• ensuring that individuals are encouraged to behave in a
way that allows and fosters better working relationships

25. Inconsistent application
of process
Lack of timely feedback
Lack of understanding
of what PM is / isn’t
Common issues that can affect effectiveness
Why?

26. How do you define good performance?
• teacher standards for teaching staff are
effectively a competency framework
• some schools port across the relevant TS that
are generic into their performance
management frameworks
• what can/can’t be measured and for what
can/can’t support staff be held accountable.

27. How to make a framework effective
1. Communicate the purpose
2. Identify key themes
3. Get conditions right
4. Tackle the root cause
5. Keep it simple
6. Train.

28. What really motivates people at work?
https://youtu.be/u6XAPnuFjJc

29. How do you achieve greatness – stretch goals
Stretch goals can push people to new heights and inspire
them – use them wisely…
1. Are they right for the situation?
2. Use small wins to drive progress
3. Intrinsic rewards that link to values / emotional needs
(think back to Dan Pink)
4. Don’t punish failure
5. Provide support
6. Anticipate resistance.

30. Any questions?

31. www.education-advisors.com

32. Aisla Nicholls | 0115 976 6564
aisla.nicholls@brownejacobson.com
Please note
The information contained in these notes is based on the position at October
2015. It does, of course, only represent a summary of the subject matter covered
and is not intended to be a substitute for detailed advice. If you would like to
discuss any of the matters covered in further detail, our team would be happy to
do so.
© Browne Jacobson LLP 2015. Browne Jacobson LLP is a limited liability
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