Workload

Management
Some ideas

Published by the Advanced Practitioner Team

 Table of Contents

Page

3............ Introduction

4............ Job Analysis

4 - 5........Practical steps to address your workload

6............ Why consider workload management?

6............ What can Managers do to assist colleagues?

6............ Stress reduction kit

7............ Using the Learning Model to get more from students

8............ Using the Learning Model to create time to support students

9............ Quick Wins

10............ Work life balance Musts

11............ And Finally

12............ This really is the end

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 Workl
oad
Manag
ement

This document has been put together as a result of collaborative working

involving the Advanced Practitioner team, the Senior Management team, the
Quality and Development team and a working party involving personnel from all
sectors of the college. It is aimed principally at academic staff but we hope
that it might prove useful to all colleagues.

It is not intended to be the answer
the product of careful thought and
help colleagues manage their
and to keep enjoying their teaching.
support that the college currently
your line manager and if all he or she
that is a start. All research into the
value of talking about pressure early
to all ills but will contain ideas that are
lots of experience. The intention is to
workloads and to keep heads above water
Please be aware of other channels of
offers. Your first port of call should be
can do is offer a sympathetic ear then
area of work related stress indicates the
rather than late.

The Principal has been very open in outlining the ongoing financial pressures
facing the college. Continued financial uncertainty and talk of cut-backs mean that no change
in the way we are working is not an option. Things will and must change and it is our response
to those changes that generates stress.

In all areas there has to be a recognition of what is

desirable, necessary, achievable.

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In order to manage current workloads there is a need to work more intelligently, by focusing
on the things that are important for job success and reducing the time we spend on low
priority tasks. Job analysis is the first step
in doing this. Recognise that change has to take
place; you might become ill if
you don’t change.

1) Analyse your job description and prioritise what has to be done. What is assessed in
performance reviews? What can be left?

2) Understand the College’s strategy and culture. What is our mission statement? What
role do we play in contributing to it? How can we ensure we succeed in delivering those
tasks and responsibilities that contribute to it?

3) Look at those that are successful in managing their workload. What are they doing that
we are not?

4) Work openly with the college to gain those things necessary to achieve a reasonable
work life balance.

5) Confirm with line managers what you intend delivering. And line managers – look to bring
out the benefits of team work, sharing and collaboration.

6) See the successful achievement of all of this as a team effort. A them V us attitude
contributes to fatigue and disillusionment.

Practical steps:

i) Look to the Learning Model and use all those ideas and strategies that you put into
Schemes of Work when Ofsted loomed. We really do want our students to become
Independent Learners, Self Managers, Effective Workers etc. Make the students
do more. They should be working harder than us. We already have our A levels,
BTecs etc....

ii) Don’t reinvent the wheel – if someone has already delivered, then share resources
but contribute as well as absorb.

iii) Evaluate work balance between you and students. Who is working the hardest?
What can they usefully do to redress any imbalance? Peer marking, production of
Powerpoints following research, production of wall displays as teaching resources.

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iv) How often do you set work that will require you to mark it? Can this be evaluated in
terms of usefulness? Reduced?

v) Can classes be allocated to allow work to be duplicated between classes so that

teachers are teaching the same units to different classes?

vi) Can introductory lectures be delivered to big groups so that time is made available
to colleagues to do other things than teach?

vii) Plan the setting of marked work so as not to clash with other classes

viii) Use online, self marking testing if appropriate

ix) Evaluate the provision of extra-curricular activities – is the gain worth the hours of
effort?

x) Evaluate the need for particular training – can this be delivered online at a time
more convenient to colleagues?

xi) Engage in long term planning – some times of the year are worse than others. What
can we do to plan for this?

xii) Consider very carefully the need for meetings and ensure you are not just meeting
for meeting’s sake

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Why do this?

Implementing work/life balance initiatives is not only about improving the lives of teaching staff, it is also a
highly effective way to raise academic standards. Benefits often include:

 reduced stress and sickness, and lower cover requirement

 greater motivation, morale and physical and emotional wellbeing
 increased job satisfaction and improved recruitment and retention
 improved teaching and learning, better time management, and greater efficiency
 open and honest relationships and greater awareness of staff and student needs
 increased quality of leadership and management and more trust between management and other staff
 greater cohesion and communication between governors, senior management and all college staff, and 
 additional capacity to improve communication between the college and local communities.

http://www.tda.gov.uk/remodelling/nationalagreement/worklifebalance.aspx

What can Managers do to assist colleagues with achieving a more productive workload? Again
some ideas that were the product of cross college discussions:

1) Listen and talk to colleagues. We know you are at least as stressed as they are but
it is good to talk and it’s good for them to know you are aware of their load.
2) Try and timetable so colleagues might be able to reduce preparation by teaching the
same units to different classes. Not always possible of course and for some
colleagues, unwelcome.
3) Consider caseloads. Some classes are tiny in comparison to others and be open in
recognising the implications of this in both directions. Perhaps it is time to stop
counting classes and start counting students.
4) Be aware of the demands of different types of students.
5) Repeatedly changing teaching rooms is hugely stressful. Try and timetable to
reduce movements wherever possible.
6) Explain the intricacies of the timetable. It is simply a mystery to many staff and
yet dictates so much about our working practice.

Stress Reduction Kit

Bang Head Here

Directions:
1) Place Kit on Firm Surface
2) Follow directions in Circle
3) Repeat step 2 as necessary or until
unconscious
4) If unconscious, cease stress reduction
activity

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 Using the Learning Model to get more from students

time, “learning
in the year howcantoreinforce
when students learn”their contextual and wider knowledge of the subject by undertaking guided, specific research and re
week induction week – “learning to learn”, preparing files & materials
urage forum work

earch skills among students – less intensive preparation and marking

Student peer marking - see work done in the English department using Peer Marking.
Using peers to support other students; eg workshops, specific topics. Gill Thompson has done a lot of w

eate student led and self managed subject reviews – good investment of time. Jon Myers has some ide

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 Using
Usingthe
theLearning
LearningModel
Modeltotoget more
create from
time to students
support students

me by delivering in 4 hours and spend half hour per week to support students on particular topics
Students to set the Question and answer scheme.
Students devise own questions and write marks schemes based on Assessment Objective
Subjects share Lecture series on topics that are cross curricula.

” of students early on – they can learn from each other not solely from the teacher.
One session per month where class only consists of those the teache

Incorporate reflective activities and logging into week/fortnight schedules – these don
College wide policies
No marking late work
No extension to deadlines
No accepting work by email?

oup research
In larger
skills
subject
– needs
(more
clarity
thanand
oneoutcomes
block) run– “pooled
leads to self
lectures
assessment
with research
also homework set. Fre
ve

nts to create a “charter” of group expectations and have student led evaluation meetings once a mont

8
 Quick Wins

useful work, don’t mark all of it. Say no to seeing student when you have other tasks to do
rk with a few lines of feedback Say no in class when they have the instructions in front of
erence to numbered elements of the marking schemes

Peer assessing (cut down15

mark load)reprise at end of one hour sessions only for those stude
minute
Peer teaching (learning sets)
Esther’s cards
Students present.

Marking : Peer marking/self marking – requires training and asses

Target specific pieces of work

bring in to complete – you know if they have done it and you’re checking it’s right. See Teacher’s To

Use system of 2 teacher with shared groups to repeat lessons. Cuts back

Collective departmental planning

Marking – Less annotation, more highlighting/signposting linked to mark scheme – Also l

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 Work Life Balance Musts
Quick Wins

no teaching but an in-college planning day – students have independent study

Presentee-ism – break the habit, it makes others feel guil

Stop working for one day a week
Be brave!
Tidying up
Finish on time – 5mins early is ok
Stop giving up break in prep and desk sorting

What do you need to do in order to enjoy your work? – DO

Students will be grateful
Only accept work by deadline – not after
Point of communication for SSMs

Remember you are trusted

There is no choice, in the long term
Change must happen!

ofessional instinct on marking load, etc. – you will be supported by the college

10
Quick Wins
And Finally

This is the beginning of a process – not the answer to all our woes. It is intended to be a
collaborative engagement with all of our staff. It has been edited by Jerry Janes and you are
welcome to blame him if you find the humour and style not to your particular taste. This
document is not a commitment by anyone to anything. It will we hope, simply open up a dialogue.

The College is aware of the increased stress on everyone, Academic and Business Support and
is actively seeking ways to address this. We would like to invite you to be part of this process.
Together we are so much stronger.

Be aware of what is currently on offer:

Counsellor - Jan Symes

Counselling is about exploring any worries, anxieties or problems that you feel are interfering
in your personal or professional life. It is a chance for you to be listened to, for your worries
to be taken seriously and to be supported in reaching your own decisions.

Book an appointment with Jan

• Telephone: 01420 592396 (confidential voice-mail)

• Email: jan.symes@altoncollege.ac.uk

Chaplain - Bill Matthews

Book an appointment with Bill

• Email: bill.matthews@altoncollege.ac.uk

Your line manager

Any member of the Senior Management Team

Take up Yoga! Staff Club runs one evening a week

Advanced Practitioner sessions for general worries and concerns or to offer us the benefit of
your wisdom – Fortnightly Friday 12.45 – 1.30pm.

Buddy up with someone outside of your work area. Share ideas and woes. It’s good to talk.

The Quality and Development team working with HR are planning a number of events and
training to boost work life balance. Watch this space.

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This really is the end...
Quick Wins

Almost...

Picture yourself near a stream.

Birds are softly chirping in the crisp, cool, mountain air.
No one knows your secret place.
You are in total seclusion from that hectic place called "the
world".
The soothing sound of a gentle waterfall fills the air with a
cascade of serenity.
The water is clear.
You can easily make out the face of the person you're holding
under the water...
There now.....feeling better?

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