Staffing
Local consortia and their partner organisations will need to think through the staffing implications of the action they take to enhance careers education and IAG and support the implementation of the 14-19 reforms. Experience so far suggests that they should review:
Management structures – check that existing arrangements provide good line management for careers education and IAG with clear lines of accountability for in-house and joint working. Ensure that IAG management groups:
- bring together internal and external expertise on careers education and IAG
- involve young people whenever possible
- oversee quality assurance arrangements and related development, improvement and action plans for careers education and IAG.
Roles and responsibilities – clarity about roles and responsibilities is essential. Any confusion creates tension, leads to duplication of effort and impedes partnership working. Effective mechanisms for achieving clarity include:
- job descriptions, role specifications and profiles – check that these draw on relevant national occupational and professional standards and say exactly what an individual is expected to do
- protocols, checklists, partnership and service level agreements – ensure that these say who will do what and include appropriate references to supporting systems and lines of accountability
- contact lists and directories – look at whether these cover key areas of responsibility and are easily accessible so that everyone knows whom they should contact about which issues
- induction procedures and checklists – check that these help new staff and/or regular external contributors (e.g. personal advisers) to understand quickly how an organisation and/or partnership works and their role in it.
Designated staff – check that the designated staff with strategic and operational responsibility for careers education and IAG have appropriate ‘role’ and ‘professional authority and that there is two-way communication between them.
Role authority – this means that other people acknowledge that someone has the power to change things in a partnership and/or an organisation. Role authority is usually associated with senior managers and leaders, which is why it is important to ensure that such an individual has strategic responsibility for careers work.
Professional authority – this means that other people acknowledge that someone has the necessary knowledge, skills and expertise to lead and manage the improvement of provision and practice. Professional authority is usually associated with individuals who have the appropriate professional qualifications (e.g. qualified teachers and guidance practitioners). This is why it is particularly important to ensure that if schools choose to give individuals from non-teaching backgrounds responsibility for careers education and IAG they provide extensive support, at least initially, and promote joint working with other managers and curriculum planning specialists.
Continuous professional development (CPD) – review CPD arrangements to ensure that they have the capacity to meet an increased demand for careers education and IAG training. Implementing the 14-19 reforms will generate changes in staff roles with a consequent increase in demand for training that CPD arrangements must be capable of meeting. Most tutors and subject teachers in schools, for example, will have a bigger role in providing initial IAG on the full range of 14-19 opportunities. They will require development sessions that enable them to explore and understand the nature of these opportunities, their demands on young people, the progression routes that they support and the financial and other help that young people may be able to access.
Questions to ask yourself
- What are the staffing implications for your organisation and/or the local consortium of action to enhance careers education and IAG provision?
- How do you know?
- What action must, should or could you take and who could help?
See also:
Please click on the items below to view, print or download.
Information
Careers Co-ordinators and Workforce Remodelling
Ideas
DCSF: 14-19 Manual of Good Practice
Tools
Quick Guide: Who should do what?
Weblinks