Business Proposal on "Attracting and Retaining Quality Staff"

Business Proposal 10 pages (2890 words) Sources: 1

[EXCERPT] . . . .

Attracting and retaining quality staff is an important aspect of human resource management. It involves the ability of the organization to attract new employees to fill vacancies in the organization and to keep its employees happy and satisfied so they never want to leave their current positions. This requires a great deal of effort from the management who are looking for ways to keep employee turnover low. A low employee turnover rate refers to the rate at which an employer loses employees. The reason why the management wants to keep employee turnover low is because when employees leave, there are certain costs which are involved, such as training and recruitment costs, loss of talent as well as loss of organizational knowledge. Thus, it is important for an organization, especially a school, to be able to attract and retain quality staff.

Attracting and retaining teachers in rural areas

In a research that was published, it was found that rural areas usually experience shortages in the number of teachers in the area especially for science, math and special education teachers. The objective of the study was to find out which legislative and policy issues were causing such a huge problem in attracting and maintaining quality teachers Collins, 1999()

The problem with retention and recruitment of rural teachers varies widely across the U.S. Some rural states have surpluses in teachers while others have huge shortages. Data from the National Association of State Boards of Education show that there are an adequate number of teachers who are trained each year. However, the problem comes in the distribution of teachers Bradley, 1998.

The legislation in each state deals with retention and recruitment of teachers and deals with the circumstances and what needs to be done in case of shortages Collins, 1999()

In order to try and alleviate these shortages in rural areas, President Bill Clinton signed into law and amendment to the Higher Education law in the month of October of 1998. The bill created teacher recruitment grants which would improve quality of teachers and reduce shortages in the number of qualified teachers in the districts which need huge numbers of teachers Collins, 1999()

Reasons for the low retention rates

The study found that social, professional and cultural isolation is the major reason why teachers leave these rural areas. Research that has been conducted recently has also shown that retention and recruitment rates for teachers for rural areas remain quite low. A survey of mobility of teachers conducted in a rural school district in British Columbia also found that teachers usually leave communities because of weather, geographical isolation, inadequate amenities such as shopping, entertainment, etc. And distance from larger communities and their families Collins, 1999()

Therefore, the problem facing administrators of rural schools is that they are unable to find teachers who are qualified and who fit into the school community and who are willing to stay in their jobs. The ideal rural teacher is one who is certified in teaching more than one grade or subject. It is also the teacher who can teach their students with a wide range of abilities in the same classroom environment. The ideal teacher also needs to be able to carry out supervisory activities especially in extracurricular activities and to adjust to the rural community Stone, 1990()

The study conducted in the rural area in British Columbia found that there were three major reasons that led to retention of teachers. The first is the principal amount paid out to the teacher. Second is if their spouse is also employed in the same school or same rural community and last is satisfaction with the lifestyle in the rural area Murphy & Angelski, 1996()

Recruitment of teachers in the rural areas

Recruitment of rural teachers is an intricate process and the administrators need to target those candidates who are from rural backgrounds. They can also target those who have personal or educational experiences and characteristics that make them predisposed to living in rural areas. There is an emphasis of the target teachers having this experience and background in order to have school communities that are distinct in their racial or cultural ways Collins, 1999()

There is a need to have a unique selling point (USP) for the recruitment which is the benefit of teaching in these remote schools. These include the fact that there is reduced problem of indiscipline, increased personal contact between the children and the teacher, less red tape, greater changes of leadership, individualized instruction, and classes of small sizes, greater participation of children and parents and lastly the teachers are able to make a huge impact on the decisions made in the school. This USP will help the teachers to prefer teaching in these rural schools than in other schools Collins, 1999()

Most of the teachers in rural areas are those who were raised in the same areas that they are currently teaching. This shows that it is quite important to find teachers who have rural backgrounds. There are certain initiatives referred to as "grow-your-own" initiatives which serve to incentivize the residents of rural areas who have the potential of becoming teachers to grow and to assist in obtaining the necessary education, skills and training in order to become educated. A good example is the FTA (Future Teachers of America) club which encourages students to consider the return to their home communities once they are through with their current education Collins, 1999()

Retention of rural teachers

Retention of rural teachers is also important in ensuring the staffing needs of the community schools are met. Colleges play a huge role in the recruitment of students who demonstrate good characteristics to become successful as teachers in the rural areas. The department of education in the U.S. suggests that colleges need to recruit in an aggressive manner in high and middle schools thus exposing students to counseling, mentorship, tutoring, modeling, and classes in education theories in order to provide them with ample opportunities to prefer the rural experience. This can also be done through having a kind of rural focus in the course work at the colleges Collins, 1999()

The degree to which a teacher in the rural area becomes involved in the educational, cultural programs in the community will directly and indirectly influence their decision to remain in the rural area. Therefore, the retention of teachers in the rural area requires efforts that are coordinated between the school and the community. An orientation of the rural teachers to the school and the community at large leads to the teachers being able to overcome any feelings of isolation and loneliness that they may have. They also acquire a sense of security in the rural community and they are thus encouraged to develop their professional competence Collins, 1999()

It is also important for school principals to undertake the task of selecting the first assignment for the new teachers with extreme care. They need to set clear goals, deadlines and milestones and to be open and welcome to feedback from the new teachers. They also need to establish an environment that is encouraging and non-threatening for the teachers and which creates opportunities for them to interact with other colleagues who are experienced in teaching as well as the parents of these children. The school also needs to make sure that its paperwork is streamlined in order to have provide a well-planned program for the in-service teachers as well as to arrange release time to allow for visits to the classrooms of other teachers Collins, 1999()

The community also needs to recognize and appreciate these new teachers and their accomplishments. They also need to be invited to participate in community activities so that they can feel that they are valued members of the community. Universities and colleges also play a huge role in offering distance-learning courses for the teachers which are cost-effective and to keep rural teachers up-to-date and to allow them to further their studies Collins, 1999()

State programs to handle the problem of attraction and retention of staff

Different states are handling the issue with staffing of teachers in different ways. However, there are some trends in the state programs that are almost similar. There have been issues with disparities in the pay of rural and urban teachers within the states. These salary differentials have been seen to cause problems when trying to retain teachers especially in the rural areas. Kentucky and Connecticut have solved this problem through having salaries for teachers that are equalized across the state in order to diminish these inequalities in the regions Collins, 1999()

Several other states have developed analysis frameworks for checking the supply and demand for teachers to track their availability in each of the subject areas and across the various communities in the states. For example, in Alaska, the state provides an annual supply-and-demand report which takes note of any shortages in the teachers which may be made to be worse by the early-retirement incentive in the state as well as the low… READ MORE

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