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Work/life balance workshop. Spring 2006. Objectives of today’s event. To introduce and discuss approaches and techniques that schools could employ in assessing and addressing work-life balance needs

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Objectives of today s event l.jpg
Objectives of today’s event

  • To introduce and discuss approaches and techniques that schools could employ in assessing and addressing work-life balance needs

  • To give participants the opportunity to consider approaches and actions for tackling work-life balance within their school

  • To identify links with the range of activities available within Staffordshire to support the well-being of staff

  • To identify ways in which adopting effective work-life balance strategies can support the sustainability of the national Agreement and the wider remodelling agenda


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Introductions and your Expectations from this event

  • Take a moment to introduce yourselves to each other on your table

  • At your table over the next 5 mins discuss your expectations of the event

  • We will note your expectations on a flipchart


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Stage two

Stage one

Stage three

Setting the scene

Making the strategy work

Approaching work/life balance in your schools

Getting started

Identifying the key issues

Understanding the challenge

Developing strategies

Action planning

Content of today’s workshop


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There are some significant early signs of success from remodelling

  • The 2005 Office of Manpower Economics (OME) survey, published in August, indicates that the contractual changes are beginning to have impact.

    Primary Schools

  • the average total hours worked by Headteachers, Deputy Heads and classroom teachers has decreased since 2003

    Secondary Schools

  • the average total hours worked by classroom teachers and Heads of Department has decreased since 2003, though the hours of Headteachers and Deputy Heads has increased

    Special Schools

  • the average total hours worked by classroom teachers have decreased since 2003


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What is meant by work/life balance? remodelling

  • The National Agreement defines work/life balance as being about helping teachers combine work with their personal interests outside work, and cites hours worked and workload as key elements of this

  • Although the focus of the National Agreement is on teaching staff, schools should ensure that all their staff, both teachers and support staff enjoy a reasonable work/life balance. The provision of reasonable work/life balance to teachers should not be at the cost of appropriate balance for other school staff

  • The National Agreement gives governors responsibility for headteacher well-being


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Improving work/life balance in schools is time crucial and critical to the profession

Situation

Impact

School staff still working too many non contracted hours

Conflicting priorities

High levels of stress

Ageing profile of teachers

Subject shortfalls

Little time for outside interests

Work/life balance of increasing importance to the younger workforce

High levels of absenteeism

Increasing turnover between schools

School staff leaving the profession

Losing lots of experience

High turnover costs

High support staff costs

It is vital to address whole school work/life balance


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Hours worked critical to the profession

Physical wellbeing support

Control

Personal fulfilment

Emotional care

Career development

Flexibility

Employee ownership

Employer attitude

In reality, work/life balance means different things to different people


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Stage one critical to the profession

Stage two

Setting the scene

Approaching work/life balance in your schools

Getting started

Identifying the key issues

Understanding the challenge

Developing strategies

Action planning

Approaching work/life balance in your schools – an overview

Stage three

Making the strategy work

Stage Two is composed of several steps:


First step getting started l.jpg

Stage one critical to the profession

Setting the scene

First step: Getting started

Stage two

Stage three

Approaching work/life balance in your schools

Making the strategy work

Getting started

Identifying the key issues

Understanding the challenge

Developing strategies

Action planning

Objective:

  • Provide clarity to interested parties, particularly staff, over the objectives and plans for the programme such that all school staff understand what it is seeking to achieve, its potential impact and their involvement in it

    Approach:

  • Set the context for addressing work/life balance within the school

  • Agree the objectives of the programme and how it will operate; how, when, why, what, where. The logistics of a work/life balance programme are best evolved through discussion with all staff, or representatives of all staff groups

  • Agree how staff representatives or staff groups will be involved and will input to the programme

  • Ensure that all stakeholders are briefed and that there is a clear line of communication for any concerns or queries


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Stage one critical to the profession

Setting the scene

Second step: Identifying the key issues

Stage two

Stage three

Approaching work/life balance in your schools

Making the strategy work

Identifying the key issues

Getting started

Understanding the challenge

Developing strategies

Action planning

Objective:

  • To clarify the issues that most need to be considered within the work/life balance programme

    Approach:

    • Card sort – identifying statements or beliefs that most ring true regarding a school or a team’s current attitude towards work/life balance

    • Day in the Life of (DILO) – consider the way time is currently spent, identifying issues that need to be addressed


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A Day in the Life of critical to the profession

  • Consider any aspects of your own working day that you are dissatisfied with. Do you have enough personal time? If not, what is eating into it the most?

  • Working in small groups, consider your analyses. What are the areas that appear to need addressing? Please consider particularly:

    • activities that require significant hours outside the normal working day

    • non teaching activities that require significant hours effort

    • do any variations between responses indicate different approaches?

    • are there any low scores for control, flexibility or level of support? – are these worth exploring further

    • are there any low scores for fulfilment?


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Remember, there is a natural emotional curve that will take a dip before the school’s motivation picks up …

Getting

started

Identifying

The key issues

Understanding

The challenge

Developing

strategies

Action

planning

… and

sustain!

Confidence

+ve

  • We have a plan to success

  • We have an answer

Emotional State

  • Made the right decision

  • We have some news

We have a solution

  • There is a solution

  • We have some options

  • It’s difficult

  • It is not the best news

  • Not sure how to solve

  • It looks like this….

-ve


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Stage one a dip before the school’s motivation picks up …

Setting the scene

Third step: Understanding the challenge

Stage two

Stage three

Approaching work/life balance in your schools

Making the strategy work

Under-standing the challenge

Objectives

  • To develop a better understanding of the issues and their root causes, thereby identifying whether there are any ‘hidden’ issues that need resolving

  • To prioritise those issues or causes that need immediate attention

    Approach

  • Five whys – investigating why a particular issue exists and the factors that are leading to the current situation – identifying any ‘hidden’ issues

  • Prioritisation – once a full understanding of the issues has been reached, a matrix is used to identify the most appropriate prioritisation for addressing them

Getting started

Identifying the key issues

Developing strategies

Action planning


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The Five Whys a dip before the school’s motivation picks up …


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Stage two a dip before the school’s motivation picks up …

Stage three

Approaching work/life balance in your schools

Making the strategy work

Stage one

Developing strategies

Setting the scene

Getting started

Identifying the key issues

Understanding the challenge

Action planning

Fourth step: Developing strategies

Objectives:

  • To identify actions that could be undertaken to tackle priority issues

  • To build consensus and commitment to those actions

    Approach:

  • Problem Solving, Team Building (PSTB) – an inclusive, short, sharp and structured way of identifying possible work/life balance solutions, selecting the most appropriate and developing a high-level implementation plan with a defined and agreed timeframe


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Problem Solving Team Building a dip before the school’s motivation picks up …

The process has 7 steps for the team to work through

30 min example

Problem

Statement

5 mins

Background

Idea

Generation

10 mins

Idea

Selection

Benefits/

Concerns

Analysis

10 mins

Work

Critical

Concerns

Action

Plan

5 mins


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Fifth step: Action planning a dip before the school’s motivation picks up …

Stage one

Stage two

Stage three

Setting the scene

Approaching work/life balance in your schools

Making the strategy work

Objectives:

  • To bring together the implementation strands in a single and coherent plan that delivers the target benefits within appropriate timeframes

  • Through this, to demonstrate the technique so that delegates feel confident using it in their own schools

    Approach:

  • To work together to develop a brown paper plan, plotting actions within implementation strands, phases and timeframes

Action planning

Getting started

Identifying the key issues

Understanding the challenge

Developing strategies


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Using Brown Paper to plan a dip before the school’s motivation picks up …


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Local work/life balance experience and support a dip before the school’s motivation picks up …

  • Work/Life Balance workshops

  • Well-Being Programme

  • Stress Management – half day programme for headteachers (May 06)

  • 24 hour helpline for headteachers (Employee Assistance Programme) (from 24th April)

  • Publication of the Staffordshire C.C. Stress management Policy (April-May 06) + training to follow

  • More focussed localised working from local authority advisers (information to schools in Summer term 06)

  • Clearer information about support mechanisms available within the county (April 06 onwards)

  • “Leading Change” forums (Summer 06)


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The exercises in the workshop follow the remodelling approach

Discover

Deepen

Develop

Deliver

Mobilise

Prioritisation matrix

Problem solving / team building

Brown Paper plan

Context setting

Card sort

Week in the life of

Five whys

Change management tools, techniques and skills

Common ground

Commitment

Clarity

Openness

Trust

Clarity of understanding of work/life balance issues across the school

Trust across the school in applying agreed work/life balance principles for the benefit of all

Common ground between members of the school change team

Openness around work/life balance needs and parameters of solutions

Commitment of the whole school to the potential benefits

Increased levels of openness and trust


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Work/life balance is a philosophy, not a “one off” issue approach

  • Schools need to commit to work/life balance as a philosophy, embedding the culture within the school. This will mean continuing to re-visit the staff and school needs to ensure that work/life balance approaches are adopted in all the workings of the school as the norm


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Time for personal reflection approach

Please use the provided template to capture:

  • three characteristics you would like to see demonstrated within your school that would suggest to you and others that the school has an embedded work/life balance culture

  • any thoughts around your own work/life balance that today’s activities have sparked