Work life balance workshop
Download
1 / 33

- PowerPoint PPT Presentation


  • 163 Views
  • Updated On :

Work/life balance workshop. May 2006. Reasons to consider Work Life Balance. Lloyds TSB January 2005 – said “Two thirds of British workers would rather have a better work life balance than either a promotion or more money” A Study commissioned by DFES 2003 - said

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about '' - lilly


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Reasons to consider work life balance l.jpg
Reasons to consider Work Life Balance

Lloyds TSB January 2005 – said

“Two thirds of British workers would rather have a better work life balance than either a promotion or more money”

A Study commissioned by DFES 2003 - said

“During 2002, workload was by far the most important factor influencing teachers decisions to both join and leave the profession”

  • One balloon too many!!


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

  • To explore the importance and benefits of tackling school staff work/life balance

  • 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 your schools


Introductions and your expectations from this event l.jpg
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 share your idea of work life balance


Content of today s workshop l.jpg

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


Stage one setting the scene l.jpg

Stage one

Setting the scene

Getting started

Identifying the key issues

Understanding the challenge

Developing strategies

Action planning

Stage One – Setting the scene

Stage two

Stage three

Approaching work/life balance in your schools

Making the strategy work

Objective

  • To set the context of work/life balance in schools

  • To explore actual and/or perceived challenges involved in tackling work/life balance

  • To consider the benefits that embedding work/life balance in schools could bring

Approach

  • Discuss the context of work/life balance within the National Agreement

  • Perform a card sort exercise to consider the challenges

  • Vision what a school that has successfully embraced whole staff work/life balance would be like


A report published by price waterhouse coopers in december 2001 revealed workload issues l.jpg
A report published by Price Waterhouse Coopers in December 2001 revealed workload issues

  • Key findings of the report:

    • Teachers were working around 52 hours each week during term-time

    • Teachers and headteachers worked more intensive weeks than other comparable managers and professionals

    • Teachers undertook tasks which they did not believe were necessary to support learning

    • The pace and manner of change was working against achieving high standards


Slide8 l.jpg
The National Agreement was a direct response 2001 revealed workload issuesto schools’ needs that were highlighted in the PWC report

The National Agreement was signed by Government, employers and school workforce unions on 15th January 2003. It introduced three phases of contractual change:

  • September 2003:

    • Administrative and clerical work

    • Work/life balance

    • Leadership and management time

  • September 2004:

    • Limit on cover for absent teachers (initially 38 hours/year)

  • September 2005:

    • 10% guaranteed time for Planning, Preparation and Assessment (PPA)

    • Dedicated headship time

    • Exam invigilation

Implementation of the National Agreement is being overseen by WAMG – the Workforce Agreement Monitoring Group – consisting of representatives of all the signatories


There are some significant early signs of success l.jpg
There are some significant early signs of success 2001 revealed workload issues

  • 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

    • Have recent developments changed this trend?

      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


What is meant by work life balance l.jpg
What is meant by work/life balance? 2001 revealed workload issues

  • 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 wellbeing


Improving work life balance in schools is time crucial and critical to the profession l.jpg
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


In reality work life balance means different things to different people l.jpg

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


Exploring the challenges card sort exercise l.jpg
Exploring the challenges – card sort exercise critical to the profession

  • In your table groups, working with one set of cards per table:

    • divide the cards into two piles; important and not so important

    • from the important pile, pick your top three to five most important statements

    • use the blanks to add any additional important statements


Exploring the benefits tfsd l.jpg
Exploring the benefits – TFSD critical to the profession

  • Picture your life with embedded work/life balance culture

    • What are you Thinking, Feeling, Saying, Doing?

    • What are your family Thinking, Feeling, Saying, Doing?

    • What are your students Thinking, Feeling, Saying, Doing?

    • What are your colleagues Thinking, Feeling, Saying, Doing?

      If you have work life balance for everyone at school what

      impact would there be on standards?


Stage two approaching work life balance in your schools l.jpg

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

Stage Two – Approaching work/life balance in your schools

Stage three

Making the strategy work

  • To consider and experience tools and techniques that are suitable for use in considering and exploring work/life balance within schools

  • To identify a range of actions that could help in improving school staff work/life balance

  • To provide delegates with an opportunity to consider how they would like to apply the learning within their own schools

Within Stage Two of the workshop we look at an approach for tackling work/life balance within schools:

Objective

Approach

  • Introduce and apply a range of remodelling tools and techniques to addressing work/life balance

  • Discuss the points of learning from each exercise and how it could be used within a school environment


Approaching work life balance in your schools an overview l.jpg

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


Second step identifying the key issues l.jpg

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

Objectives

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

    Approach

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

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

  • Staff survey to identify key issues in your school


Second step identifying the key issues cont l.jpg
Second step: Identifying the key issues (cont.) critical to the profession

Day in the Life Of

  • 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 a high number of non contracted hours

    • non teaching activities that require significant hours effort

    • do any variations between responses indicate different approaches?

  • Be ready to share your observations in plenary


Third step understanding the challenge l.jpg

Stage one critical to the profession

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

Getting started

Identifying the key issues

Developing strategies

Action planning

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

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

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


Third step understanding the challenge cont l.jpg

6 critical to the profession

10

1

4

5

2

8

7

3

9

Third step: Understanding the challenge (cont.)

Prioritisation matrix

Easy

4

3

Control &

Resolvability

2

1

Hard

1

2

3

4

Low

High

Impact


Third step understanding the challenge cont22 l.jpg

Other peoples priorities critical to the profession

That’s what we are told

Behaviour driven by pupils

Wide floods of work

Everything we do makes a difference

Called on at any time

Want to support

Feel everything is important

Commitment/ own satisfaction

Guilt

Dealing with humans

Told everything is urgent

Recognition

Difficult to separate urgent from important

Pressure to meet targets & good performance

Everyone wants everything done yesterday

Prioritising tasks is difficult. Why?

Poor communication

Constrained

People are sure you know

Lack of clarity about the tasks

Poor organisation

Role unclear

Not in the right meeting

Own tasks are important

After school may not be possible

Time to explain

No time to do it

Different types of teaching

Different teachers have different expectations

Lack of time to clarify tasks

Lots of different roles

School organisation is complex

Classroom management differences

We don’t ask

Time

Feel we should already know

Not conversant of role change

Third step: Understanding the challenge (cont.)

Five whys


Our contribution to your worklife balance l.jpg
Our contribution to your worklife balance critical to the profession

  • Sarah Edwards from WEA


Fourth step developing strategies l.jpg

Stage two critical to the profession

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


Fourth step developing strategies cont l.jpg

The process has 7 steps for the team to work through critical to the profession

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

Fourth step: Developing strategies (cont.)

Problem Solving, team building (PSTB)


Fifth step action planning l.jpg
Fifth step: Action planning critical to the profession

Stage one

Stage two

Stage three

Setting the scene

Approaching work/life balance in your schools

Making the strategy work

Action planning

Getting started

Identifying the key issues

Understanding the challenge

Developing strategies

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 fan plan, plotting actions within implementation strands, phases and timeframes


Fifth step action planning cont l.jpg
Fifth step: Action planning (cont.) critical to the profession

Improve staffroom environment

Term 3

Opening party

Refurbish

Finalise refurbishment plan

Review rules

Flexible staff meetings

Term 2

Design layout

Staff review

Review feedback

Fund raiser

Move machinery

Hold new style meetings

Set meeting timetable

Term 1

Gather staff preferences

Survey timing preferences

T.A/Teacher time

Agree room rules

Agree meeting formats

Proposal agreed

Survey staff preferences

Get a team together

Develop options

Review impact

Proposal trialled

Articulate options

TA/SLT discussion

Whole school consultation

TAs discuss concerns

Phase 1

Phase 2

Phase 3


Useful approaches and additional information l.jpg
Useful approaches and additional information critical to the profession

  • Cumbria County Council Health and Safety Team - Guidelines for the Identification and Management of stress related ill- health

  • Model Stress Risk Assessment page 7 – change – hazards identified and Further actions required identified.

  • Also gives a model work-related stress and Stress Management policy

  • National Agreement Toolkit has list of prepared Key questions for considering work load issues

  • Achieving work life balance booklet – advice from practising Heads

  • Remodelling section of CGfL website:-www.cumbriagfl.org.uk/


Risk assessment stress factor change l.jpg
Risk assessment Stress factor Change critical to the profession


The exercises in the workshop follow the remodelling approach l.jpg
The exercises in the workshop follow the remodelling approach

Change management tools, techniques and skills

Commitment

Clarity

Common ground

Openness

Trust

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

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

Increased levels of openness and trust

  • Context setting

  • Card sort

  • TFSD

  • Week in the life of

  • DILO

  • Five whys

  • Fish Bone

  • Prioritisation matrix

  • Problem solving / team building

  • Fan plan

  • TFSD


Work life balance is a philosophy not something that can be one and done l.jpg
Work/life balance is a philosophy, not something that can be ‘one and done’

  • Schools need to commit to WLB as a philosophy thus embedding the culture.

  • This will mean continuing to re-visit staff and school needs to ensure WLB approaches are adopted in all the workings of the school as the norm.


Time for personal reflection l.jpg
Time for personal reflection ‘one and done’

  • Please use the next 20 minutes to reflect and plan your next steps. You could use the bullet points below to help you.

    • Think about the characteristics I would like to see demonstrated within my school that would suggest to everyone that the school has an embedded work/life balance culture

    • the actions I think that my school should be taking around staff work/life balance:

      • Activity/tools that I might use to proceed / instigate WLB

      • My next steps to make this happen and target date

        Thoughts around my own work/life balance that today’s activities have sparked and actions I should take to improve my WLB


We would now like to capture your feedback on the whole day in plenary l.jpg
We would now like to capture your feedback on the whole day in plenary

What went well

Even better if


ad