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Work/life balance workshop


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 ... – PowerPoint PPT presentation

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Title: Work/life balance workshop

Work/life balance workshop
  • Spring 2006

Objectives of todays 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

Introductions and your Expectations from this
  • 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

Content of todays workshop
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

What is meant by work/life balance?
  • 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

Improving work/life balance in schools is time
crucial and critical to the profession
  • 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
In reality, work/life balance means different
things to different people
Approaching work/life balance in your schools
an overview
Stage three
Making the strategy work
Stage Two is composed of several steps
Getting started Setting the context of work/life balance
Identifying the key issues Using a card sort and day in the life of to identify issues that need to be considered
Understanding the challenge Exploring the causes of the issues and prioritising the issues that most need to be resolved
Developing strategies Applying a Problem Solving Team Building exercise to identify actions to address the issues
Action planning Using a visual and collaborative approach to planning
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
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
    teams 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

A 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
  • 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
  • are there any low scores for fulfilment?

Remember, there is a natural emotional curve that
will take a dip before the schools motivation
picks up
Getting started
Identifying The key issues
Understanding The challenge
Developing strategies
Action planning
and sustain!
  • 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
  • Its difficult
  • It is not the best news
  • Not sure how to solve
  • It looks like this.

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
  • 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
  • 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
The Five Whys
Fourth step Developing strategies
  • Objectives
  • To identify actions that could be undertaken to
    tackle priority issues
  • To build consensus and commitment to those
  • 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

Problem Solving Team Building
The process has 7 steps for the team to work
30 min example
Problem Statement
5 mins
Idea Generation
10 mins
Idea Selection
Benefits/ Concerns Analysis
10 mins
Work Critical Concerns
Action Plan
5 mins
Fifth step Action planning
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
Using Brown Paper to plan
Local work/life balance experience and support
  • 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
  • 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)

The exercises in the workshop follow the
remodelling approach
  • 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
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
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
Increased levels of openness and trust
Work/life balance is a philosophy, not a one
off issue
  • 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

Time for personal reflection
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 todays activities have sparked