The Workforce Workbook Practical tools to guide you through the workforce auditing and planning process
The Workforce Workbook Practical tools to guide you through the workforce auditing and planning process
© The National Coaching Foundation, 2012 This resource is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, no part of this publication can be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to Coachwise Ltd. sports coach UK is the brand name of The National Coaching Foundation and has been such since April 2001. Authors John McIlroy, Lucy Winder and Rosie Townend Coachwise editorial and design team Anna Gutridge and Carl Heath Cover photos © Alan Edwards Inner photos © Alan Edwards unless otherwise stated
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Contents Introduction
1
Categories of Planning
2
Workforce Auditing and Planning Checklist
3
Step 1 – Looking to the Future
4
Step 2 – Seeking Information
7
Step 3 – Carrying out the Research
9
Step 4 – Analysing the Data
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Step 5 – Planning
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Appendix A – Examples of Using the Workbook from Audit to Plan 30 Appendix B – Working with Consultants
39
Appendix C – Advanced Workforce Planning
40
Appendix D – Advice on Collecting Data for Ethnicity and Religion
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Section 1
Introduction This workbook is for anyone about to start the process of workforce auditing and planning. It does not cover theory or principles but instead focuses on the practical actions you need to take to create a plan. Its purpose is to guide your thinking and we recommend that you print it out and write all over it! Throughout the workbook you will find questions, space for writing notes and tables that you can complete and add to as you move through the text.
The first part of this workbook covers workforce auditing, and the second section looks at workforce planning. •
Workforce auditing is the collection of information on the quantities and qualities of your coaching workforce. For example, how many coaches do you have? What type of coaching do they do? Are they qualified? Are they volunteers or paid staff? This can be taken from existing data or new research.
•
Workforce planning involves using this information to strategically and operationally plan future developments and delivery of coaching. The level of planning you undertake will reflect the quantity and quality of information you have collected through your audit and will likely fall into one of the categories of planning shown in Section 2.
In Appendix A you will find examples of how we used the tools in this workbook to move through the process. You may find it useful to refer to this.
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Section 2
Categories of Planning Your workforce plan is likely to fall into one of three categories depending on how much information you have. 1 Understanding your workforce You do not have enough information on your coaches. Your plan is purely to develop baseline figures and data management processes that you can use in the future. 2 Filling in the gaps Your audit has identified obvious gaps in coaching that need to be addressed (eg too few female coaches or coaches not qualified appropriately). Your plan is to put strategies in place to address these gaps. 3 Matching supply (coaches) and demand (participants) in line with your strategy or participant and coach development models You are well informed about your coaching workforce and the participants.You are able to model future demand and therefore the supply of coaches accordingly.Your plan is designed to ensure you have the right coaches doing the right job, with the right participants, at the right place, at the right time.
If you are interested in more advanced workforce planning you will find more information in Appendix C.
Š sports coach UK
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Ultimately any workforce audit and plan will reflect the unique circumstances of your sport or location. This workbook is designed to help you apply principles to your situation. We would recommend that as you work through the text you should always be asking yourself how you can adapt the tools to suit your specific circumstances.
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Section 3 Š sports coach UK
Workforce Auditing and Planning Checklist This workbook has been designed to take you through a logical sequence from auditing to planning. To get the most out of this we suggest you work through each step in turn; you can use the table below to mark your progress. Steps
1 Looking to the future
Progress
Completed
Have identified my organisational strategy/ plan/target and what it means for coaching Listed the information I need to implement the plan
2 Seeking information
Listed all the information I already have Identified information gaps
3 Carrying out the research
I have decided between in-house audit and external consultant Listed the questions I need to ask in my survey Carried out a reality check on my questions Decided on the best method to collect my information
4 Analysing the data
Analysed the data collected Identified headline findings and how they relate to the coaching plan
5 Planning
Developed a set of practical actions and detailed objectives based on my targets and what the research was telling me
(If external consultant go to Step 5.)
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Step 1
Looking to the Future The first step is to understand your future coaching needs. This could be based on your participant and coach development models, organisational strategy, or simply a local target. The important thing is to understand what the target actually means for coaches. Using Table 1 for your thoughts write down your strategy or targets in the first column, then add what this means for your coaching in the second column (use the questions on this page to help you). We have suggested using the recruit, develop and retain headings in this section as a guide. In the final column write down the information you will need to implement your plan (see Table 2 for examples of the types of information you might want to collect).
For example: If your strategy is to increase participation you may decide you need to recruit more coaches. Therefore you would need to find out the number of coaches you currently have and what kind of coaching they are doing.
Here are some questions you might want to consider when asking what your organisation’s strategy or targets means for coaching (you should also try to think of other questions that might apply to you).
As a result of your strategy or targets: •
Do you want to offer your sport to more or fewer participants? How does this impact on your coaching workforce?
•
Do you need to recruit coaches or can your existing coaches change their delivery to meet demand?
•
Do you need fewer younger coaches or more mature coaches?
•
Do you need to develop the skills of your coaches?
•
What proportion of your coaches would you like to be unqualified/qualified?
•
What proportion of coaches would you like to be qualified at Level 1, Level 2 etc?
It may be a good idea to include a number of people from your organisation to get as complete a picture as possible. If you are unsure about workforce planning you may want to browse through Section 5 to obtain some ideas.
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Table 1: What information do you need to implement your strategy or target?
Strategy or targets
What does this mean for my coaching workforce? Recruit:
Develop:
Retain:
What type of information will I need to implement my plan?
1
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Table 2: Examples of the types of information you can collect on coaches and coaching Coaches
1
Coaching delivery
Skills
Number of individuals
Number of hours coached
Qualifications held
Gender
Groups coached (children, adults, talent)
Continuous professional development (CPD) undertaken
Ethnicity
Abilities coached (beginner, improver)
Interest in future qualifications
Disability
Number of participants in a group coached
Status – full-time/part-time volunteer
Ratio of participant to coach
Location of delivery (club, school, private provider) Future coaching
Information from clubs
Spare capacity to coach more participants
Demand for coaching
Attrition rates: percentage of coaches stopping each year
Coaching gaps
Number of potential coaches (young volunteers, activators)
Coach recruitment
Times available to coach
Plans to increase participation..
Now it’s your turn. Can you think of any other variables you would need to measure? Are there any variables that are important or relevant to your sport/area that are not covered in the suggestions above? Now you’ve completed Step 1 you can mark it off your Workforce Auditing and Planning Checklist and move on to Step 2.
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Step 2
Seeking Information Thinking about the notes you made in Table 1, write down all the information you will need for your plan in the first column in Table 3. Don’t worry about the other two columns for now, we will come back to these shortly.
Table 3: Identifying your information requirements and gaps Information needed on coaches and coaching
Known
Need to know
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Do you already have this information?
•
Does your organisation hold this information in a database and is this information up to date?
Before you go any further with an audit you need to make sure you do not already hold the information you need. Use the following questions as a guide to identify possible sources of information and what they can tell you about your coaches.
•
Do you know of other organisations that might hold useful data (eg county sports partnerships [CSPs], local authorities)?
•
What can you learn from the data you already hold?
Don’t worry if you don’t have all the information at this stage, the auditing process will help you fill in the gaps.
•
Do you or your organisation know how many coaches/active coaches you have?
•
Do you know how much coaching your coaches are doing? Do they have spare capacity?
•
What level of qualification do they hold?
•
Where are they coaching?
•
Who are they coaching?
•
Does anyone in your organisation collect information about coaches in your sport (eg membership team, regional staff, research team)?
Notes:
Now go back to Table 3 and tick off all the information you already have using the second column. If you don’t have the information put a tick in the final column. Do you have all the information you need? Yes – Great! Go straight to Step 5 – Planning. No – Read on, you will need to carry out some research on your coaching workforce.
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Step 3
Carrying out the Research You need to ask yourself whether you want to conduct the research yourself and if you have the necessary in-house skills to do so. Internal Pros • You have full control over how the research is conducted, including what goes out to whom and when.
Cons • You need to be able to commit plenty of time and resources to the project if you want it to be a success.
• You can use this experience to develop capacity and skills in-house to do future auditing and research work.
• You need specific skills (see the list on page 10 for more detail) and preferably experience to be able to carry out a large percentage of the work.
External Pros • Consultants have expertise in the field of research and analysis.
Cons • Paying consultants can be costly; daily rates start in the region of £400.
• Consultants have resources to handle large amounts of data and then translate it into something meaningful and usable.
• You will know more about your sport than the consultant.
Figure 1: Pros and cons of conducting your audit internally or externally
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You may want to use Table 4 below, which lists the typical skills and resources you will need to carry out the research. This will help you to decide if you want to carry out the audit yourself or bring in external help. If you cannot answer ‘yes’ to all of these, you may want to consider using a consultant.
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Table 4: A checklist of skills required to carry out research Skills and resources Ability to design a research project Questionnaire design Knowledge of data collection techniques Data entry skills (the time to do it as well as the ability to do it) Data analysis and interpretation Report writing using research findings as a starting point Time to fully commit to the project.
If you plan to use a consultant, read the guidance in Appendix B.
Can I find this skill within my organisation?
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Asking the right questions Whether you are carrying out your research in-house or using an external consultant, you should still be involved in selecting the most appropriate questions to ask. This will depend on what information you need to collect. We would recommend that you only ask the questions you need, as long surveys tend to put off coaches and clubs alike.
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Look at the information gaps you identified in Table 3 (they should be marked by a tick in the right hand column). Now look through the list of questions for coaches and clubs on the following pages. Identify which questions would best answer the information gaps you have identified.
For example: If you have identified knowledge gaps around coaching delivery such as the number of hours coached and the number of participants in a group, you could select the following questions. To coaches On average, how many hours per week do you typically undertake coaching activities? What is the average number of participants in your sessions? To clubs What is the average number of participants per session in your club?
Remember, the list of questions provided is an extensive list of areas we have previously researched. You should only select questions appropriate to your circumstances. You may also want to change the wording of questions and possible responses to make them more applicable to you. Don’t forget, if you can’t find a question then add your own.
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Example questions for coaches Questions you can ask your coaches. Remember though that these are generic questions so you may need to alter them for your circumstances or your sport. Only select the questions you need, as asking too many questions reduce your response rates.
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Topic About you
Your coaching
Coaching experience
Other roles
Question
Possible replies or categories to select from
Personal details, name, address etc
Specific detail
Age categories coached
Select age groups; for example: 4–11, 12–16, 17–20, 21+
Have you coached an individual or group in the last 12 months?
Yes/no
In which capacity have you typically coached in the last 12 months?
Unpaid/voluntary, paid part-time/paid full-time
On average, how often have you coached in the last 12 months, or, if applicable, in the last season?
Daily, weekly, monthly
On average, how many hours per week do you typically coach?
Number of hours
Please indicate in which of the following coaching settings you have coached in the last 12 months.
Club, education, community, talent
On average, how many other coaches would you work with in a session?
Number of coaches
Note: Replies below are for each session coached. You will need to repeat the question for each coaching session. Level of participants
Beginner, recreational, club
Age of participants
Selected age groups
Coaching setting
Club, education, community, talent etc
Length of session
Total hours
Number of participants in your group
Number of participants
How many coaches are in your group?
Number of coaches
Have you undertaken any of the following coaching-related activities in the last 12 months
Mentor, educator, tutor.
Needed
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Topic Qualifications
Question
Possible replies or categories to select From
Do you have a (governing body of sport) recognised coaching award/qualification?
Yes/no
Please indicate your highest (governing body of sport) coaching award/qualifications.
Level 1, 2, 3, 4 or state award/qualification
Do you have a (governing body of sport) coaching licence? Please provide information on the (governing body of sport) licence.
When gained/expiry date
In addition to any awards/qualifications you may have taken, have you undertaken any (other) CPD since you began coaching
Yes/no – details
Have you undertaken any CPD within the last 12 months?
Yes/no
Looking through the following list of CPD learning experiences/sources, please indicate if you have used them in the last 12 months if you would like to utilise this learning in the next 12 months?
Choose from a list of options (eg workshops, coach education, reflection, mentoring, coach practice)
Which of the following safety/equity workshops have you undertaken in the last three years?
Equity, Disability, Safeguarding, First Aid
Can you estimate how many direct coaching delivery hours per week you expect to undertake next year?
Number of hours
Do you expect to do more, less or the same amount of coaching over the next 12 months?
More/less/same
Do you intend to take the next level governing body of sport award/qualification over the next 12 months?
Yes/no
What award/qualification level will you be taking?
Level 1, 2, 3, 4 or state award/qualification
Availability
On what days and times are you available to coach?
List days of the week – weekdays/weekend – AM or PM options
Equity information
Gender
Future coaching
Ethnicity Do you consider yourself to have a disability as defined by the Disability Discrimination Act 1995 (eg a physical and/or mental impairment, which has a substantial and long-term adverse effect on your ability to undertake day-to-day activities)?
See Appendix D for possible replies.
Needed
3
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Example questions for clubs
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Topic
Question
Possible replies or categories to select from
Contacts
Club details, contact name etc
Your club and participants
On average over the last 12 months/season, how many individuals in total were participating in sport at your club?
Number of individuals
Of those participants identified above, how many were in the following age groups?
Select age groups for example; 4–11, 12–16, 17–20, 21
Of those participants identified above, how many are playing or competing at the following levels?
Beginner/learner, club, recreational, regional, elite
Level of participants
Beginner/learner, club, recreational, regional, elite
Average number of sessions per week
Number of sessions
Average number of sessions per week with a coach
Number of sessions
Average session length
Number of minutes
Average number of participants per session
Number of participants
Average number of coaches per session
Number of coaches
In total, how many individuals provided coaching at your club in the last 12 months/season?
Number of individuals
Of those coaches identified above, how many were in the following categories?
Categories could include: gender; age; disability; ethnicity
Of those coaches identified above, how many were in the following categories?
Volunteer/part-time/full-time
Of those coaches identified above, how many held a governing body of sport coaching award/qualification at the following levels?
Level 1, 2, 3, 4 or state award/qualification
Has your club provided/funded any of the following CPD opportunities for its coaches in the last 12 months/season, either directly or by funding the opportunity?
Choose from list: conferences; qualifications; online learning; mentoring
How many coaches in your club have completed the following governing of sport awards/qualification levels in the last 12 months/season?
Number of coaches and level of qualification.
Club sessions
Coaching in your club
Coaching and qualifications
Needed
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Topic Coaching gaps
Future coaching provision
Question
Possible Replies or Categories to Select From
Has your club been able to provide all the coaching it would have liked in the last 12 months/season?
Yes/no
Please indicate your highest governing body of sport coaching award/qualifications.
Choose from list: lack of coaches; time; money; or leave open box for replies
Have you tried to fill/recruit for the gaps in your coaching?
Yes/no
Please describe any reasons why you have not tried to fill/recruit for the gaps in your coaching provision.
Leave open box for replies
What are the main problems you experience when recruiting new coaches?
Leave open box for replies
Do you expect an increase in the number of participants over the next 12 months?
Yes/no
Can you estimate how many more participants you are likely to have in each category?
Beginner/learner, club, recreational, regional, elite
Do you plan to make any changes to your coaching provision over the next 12 months?
Yes/no
Please indicate which changes you plan to make.
Choose from list: increase/decrease qualified coaches and time spent coaching; or leave open box for replies
If you plan to increase the number of coaches, how many will be in each of the following categories?
Volunteer/part-time/full-time
What type of CPD opportunities would you like your coaches to access in the next 12 months?
Qualifications, workshops, mentoring
Do you have any other comments that you would like to feed back to your governing body of sport concerning coaches and coaching?
Leave open box for replies.
Needed
3
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Reality check! Now you have your questions it’s time for a reality check: •
Think about the answers you will get from these questions – will they give you the information you need?
•
Are the questions worded in a way that your coaches/clubs will understand?
•
Is the terminology/language correct?
•
Is a survey the best way to collect this information?
•
Have you asked any unnecessary questions?
3
Top tips for designing effective surveys Think about the people who will complete your survey. •
Don’t presume they know what you know.
•
Use language/terminology the coaches/clubs will be familiar with.
•
Help the coaches/clubs by presenting the questionnaire clearly use question numbers and section headings.
•
Provide a contact in case your respondents get stuck and need to ask someone for advice.
Final check – pilot your survey Ask someone else in your organisation or coaches you know to look over the survey and make sure they can follow it and answer the questions.
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Methods for conducting the research/audit Now you’ve got your questions you need to go out and get the answers! Below is a list of different methods you can use. You should weigh up the pros and cons of each approach against your skills, time and resources.
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Table 5: Methods used for conducting research Method Online survey
Pros Accessible to a large number of respondents. Relatively cheap if your own website has the capacity to host a questionnaire. There are basic survey making tools freely available online (eg SurveyMonkey.com).
Cons Not everyone will have access to a computer at work/home. Can be expensive if you need an external agency to develop a more in-depth survey for you.
All the data collected will be automatically converted into a format for analysis so there is no need for data inputting. Email survey
Quick and easy to administer as a large number of emails can be sent out at the same time. A system can be set up to automatically extract the data from completed questionnaires into an Excel spreadsheet.
Paper survey
Many people favour completing surveys by hand and posting them back. It gives respondents space to insert additional comments onto the questionnaire. In the case of the club audits, the respondents may be required to ask colleagues for additional information in order to answer the questions accurately. In these cases, the paper-based questionnaire may be beneficial.
Face-to-face interviews
Telephone interviews
If you are unable to set up a system to read the data from the completed questionnaires, you will need to input the data manually, which can be time consuming. Paper surveys can become expensive because of the cost of printing/posting a large number of questionnaires. It can be difficult to include additional comments when inputting into standardised data-entry templates. It can take time to get responses back. If you are surveying a large number of people you will need to employ people to input the data.
Perhaps the most robust method for data collection as the interviewer can ensure the respondent fully understands the questions and prompts where necessary.
Can be very time consuming and costly. On average, an interviewer can only conduct 6–8 interviews per day if they last between 30 and 60 minutes.
Allows for a depth of questioning and analysis not usually available through surveys.
Data input will probably be required post interview.
Another good method for collecting robust information as the interviewer is available for the respondent to ask questions.
A mechanism is required for completing the questionnaire, either by the researcher writing down responses as the respondent speaks, or inputting directly into a database.
Telephone interviewers can work at different times of the day, which will ensure a good cross-section of people are interviewed. More cost effective than conducting interviews face to face. Focus group
Not everyone has access to an email address or computer. Email addresses can be changed easily and you may find that you don’t have up-to-date contact details.
People can regard telephone interviews as intrusive, especially if they are being called on personal numbers.
Cost effective as you can get replies from a number of people at the same time.
It can take a lot of coordination to get a group of people together at the same time.
A skilled facilitator can follow up on areas of interest as they occur in the focus group.
Needs researchers with skills in facilitation to get the most out of the group.
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Research fieldwork FAQs Who to survey?
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The time and cost factors will probably be the most important. Depending on the size and scale of your organisation, it may not be possible to audit everyone you want to. However, even if you have sufficient funding available, if this is the first time you have conducted a workforce audit you may find it beneficial to start on a small scale. Remember you can always build up to a larger-scale approach in years to come, when you will have more experience of the processes and methods involved. Here are some suggestions of the areas you may want to target: •
a geographical sample of clubs and/or coaches (eg coaches in the South West)
•
clubs and/or coaches who work with a specific sample of participants (eg children’s coaches)
•
clubs and coaches from your database
•
coaches at a specific level (eg Level 3)
•
coaches from a specific demographic group (eg women).
Do I survey clubs or coaches? Ultimately this will depend on what information you need to collect and the resources you have available. Both club and coach surveys cover a lot of similar ground (eg numbers and types of sessions) so you may want to check you are not duplicating your results. Surveying your clubs is useful if you are trying to understand future demand and/or any recruitment issues that currently exist in your sport. However, not all your coaches will work in clubs, so results purely from a club survey may not be as comprehensive as a survey of coaches.
We would recommend you spend some time thinking about your coaches and clubs and ask yourself which method would return the best quality results you need – surveying coaches, clubs, or both? How long is the research likely to take? Our experience has shown that organisations generally underestimate the length of time required. Conducting a workforce audit is not a quick process. It can take many months to design questionnaires and collect data, especially when you are new to the process. If your audit takes more time than initially thought, this is not an issue. Some organisations may spend longer on the project development stage so need to allocate more preliminary planning time. Others may not have a database of contact details, therefore will need a longer fieldwork period. Each project is different and if you are completely new to workforce auditing, it may take you a little longer than when you conduct your second or third audit. Don’t forget to consider any deadlines that may impact on your work; for example: •
Do you need to include findings from the workforce audit in any funding bids?
•
What is the deadline for finalising such bids?
•
Is your sport seasonal – what point of the year would be a good time to make contact with your clubs/coaches?
What is a good number of responses? When carrying out research, it is quite common for individuals to want to know how many people they need to speak to. Unfortunately, there is no simple answer, and it is likely to depend on the size of your population (ie the group of people you are targeting, which in this case, is clubs or coaches). In general, it is accepted that the more clubs/coaches you manage to speak to, the more confident you can be that the results are an accurate reflection of the population as a whole.
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Table 6 shows a research industry standard for response rates to random surveys. The closer you can get to this the better, but even if you fall short, your information will still be useful.
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Table 6: Guidelines for response rates in random surveys Population size
Responses needed
10
10
100
80
200
132
300
169
400
197
500
218
600
235
700
249
800
260
How can I maximise my responses?
900
270
1,000
278
Once you are aware of the sample size you want to achieve, you will be keen to maximise your response rate. Do not expect everyone to complete the questionnaire; this is very unlikely to happen.
2,000
323
5,000
357
10,000
370
20,000
377
There are lots of different approaches you can try to maximise the response you get to your questionnaires. The best way is to have clarity of purpose that all of the clubs/coaches can buy into. Secondly, you can develop the best possible questions, wordings and presentation, but given that you have already done this, some other suggestions are given on page 20.
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Should I use incentives? Incentives, prizes or gifts help to encourage your potential respondents to return questionnaires as quickly as possible. Figure 2 below outlines the main pros and cons of incentivising your surveys.
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Pros • Respondents are more likely to take part if they feel they are getting something in return.
Cons • The potential cost implications – buying the incentives and distributing them.
• Attaching a date to receiving an incentive will encourage respondents to get the questionnaire back quickly.
• Incentives need to be appropriate for the respondents.You will need to do some research to find this out and they can take time to source.
• Incentives can help maintain a level of interest year-on-year, which is particularly important if you intend to conduct your audit on a regular basis.
• You don’t want to create a culture whereby individuals and groups only respond to a request for information if they receive an incentive.
Figure 2: The pros and cons of incentives in research How can I raise awareness of the survey? If nobody knows about your survey they cannot be expected to complete it. Think about the following: •
What publications are your respondents likely to read? Write an article about the research and make sure it gets into the most appropriate resource (eg newsletter, company magazine).
•
Put a message about the survey on your website with all the relevant information about how to fill it in.
•
Encourage development officers, or equivalent, to spread the word.
•
Have a poster or display at competitions to publicise the survey. You could also have copies of the questionnaire available for coaches/club representatives to take away with them.
How can I make the survey accessible to everyone? Remember, even though you will have committed to a preferred method of response, some people will find it difficult to respond in this way. For example, there will be people with literacy and numeracy problems who find it difficult to fill in a questionnaire by hand. In situations like this, you need to find an alternative way of allowing respondents to take part. It is good practice to ensure your sample is representative of the communities your organisation serves, so try and help people by offering an alternative way to complete your questionnaire. Provide a telephone number or email address for people to contact you to make their contribution.
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Step 4
Analysing the Data Preparing your data When you get your data back, check for things that appear unusual. For example, if a respondent states that they coach 200 hours per week, then this must be an error as it exceeds the total number of hours in a week (168 hours). If you find abnormalities like this in your data, the initial action is to re-check the original questionnaire to confirm whether or not it is a coding error. If the original data also states 200 hours per week, action will need to be taken as it will mislead the results from the other respondents. To address this issue, you could either re-contact the coach to identify the correct answer, or exclude this particular answer from your analysis.
When analysing data, begin by looking at each variable or question in turn. What key messages are emerging? Think about what you’re trying to get out of this survey – have your results answered the questions you wanted to know in the first place? Do they give you any ideas for planning? You can use Table 7 on the next page to write down key messages and ideas from your analysis of the research. If required, you will want to see what impact demographic data (age, gender, disability and
ethnicity) have on each variable. For example, do your male coaches have higher-level qualifications than their female counterparts? If you are interested in more advanced analysis you may also have key coaching measures (such as length of time coaching, qualified coaches, qualification level etc) that you will want to use to break the data down in the same way as you did with the demographic data. For example, how many hours do Level 1 coaches deliver per week compared to Level 2?
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Table 7: Data analysis template Key messages
Ideas for planning
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5
Step 5
Planning How can you turn targets into practical actions?
Stage 1: Where are you now?
With a workforce plan you are putting in place practical actions for your coaching workforce to implement the strategies or targets your organisation has produced (at national or local level). The easiest way to produce a workforce plan is to follow the following three stages.
Now that you have analysed your data you have better picture of what your coaching workforce looks like (eg the number of coaches you have; how much coaching they are doing; who they are coaching; what skills they have). At this stage you might find some obvious issues that you want to address in your plan.Table 8 below gives some examples of issues that could arise and how they could be addressed.
Table 8: Ideas for addressing obvious coaching gaps Having analysed your findings, you realise that:
As a result you are considering:
you have an older workforce
a promotional campaign among current participants to recruit new, younger coaches
the majority of the coaches operate for fewer than two hours per week
that it may not be possible to increase coaches’ existing commitment
you have a high proportion of unqualified coaches
ways to get this ‘ready’ pool of recruits into coach education
a disappointing number of Level 1 course candidates go on to become active coaches
instigating a coach tracking system
too few coaches are attending CPD events.
re-examining the relevance and attractiveness of your CPD programme.
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Stage 2: Where do you want to be?
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These are your future aspirations or targets for coaching. Ideally they should reflect what is happening in participation in your sport or area.Your task here should be to translate your sporting targets into what this will mean for your coaches. You should have already attempted this in Step 1 of this workbook.The difference now is that you can
supplement your original ideas with a greater understanding of your workforce, thanks to your research and analysis. We have inserted a few examples in Table 9. Notice how they include research and how this provides the evidence to justify the actions we are about to put in place.
Table 9: Examples of how organisational strategies can be translated for coaching using research
Strategy or targets Reduce drop-out among post-14 participants
What does this mean for my coaching workforce? Recruit: Do we need to recruit and retain younger coaches? Our club surveys show younger participants respond better to coaches closer to their own age.
Increase participant satisfaction with coaching
Develop: Do we need to increase skills of coaches? Research has shown that coaches are not taking part in CPD programmes due to problems with time and location of training.
Increase in sport participation by 10,000 (or 20,000 hours coached)
Retain: We are currently losing 20% of coaches every year. The most common reason given for coaches quitting is the lack of time. We need to reduce this drop-out rate to meet our targets for delivery.
Practical actions to make this happen
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Stage 3: How are you going to get there? This is when you decide what actions you will put in place to meet your targets (completing the final column in Table 9). Remember, your starting point is the information on your current coaching workforce that you have already collected. Questions you might address in a plan include: •
Do you need to set recruitment targets? Do you need a recruitment campaign?
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Do you need to change how coaching is currently delivered to (eg coaches delivering more hours Larger or smaller group sizes)?
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Do you need changes to the pattern of coaching qualifications? (ie up-skilling)?
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What specific deployment of coaches should happen within different environments (eg performance coaching, children’s coaching)?
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Should you set coach-education targets?
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Do you need to improve your coach databases to track your coaches?
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Do you want a regulation/licensing scheme?
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Should you encourage greater use of CPD programmes? How should these be delivered?
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Do you need incentives, rewards and promotion schemes to retain coaches?
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How can club coaching deployment patterns help meet demand?
Think back to Table 1 and how you looked at what your strategy means for coaching. Now you have more information you can replace the final column with practical actions.You can record these in Table 10. Remember to check the key messages and ideas that came from your data analysis in Table 7. Once you’ve done this we will show you how to add more detail to these actions and turn them into objectives for a workforce plan.
Here are a few examples that refer to the strategies in Table 9. To reduce drop-out post-14 we know we need to recruit younger coaches. Our practical actions are to convert 25% of young volunteers into coaches through a bursary scheme. We also intend to introduce a reward and recognition scheme for young coaches. To increase participant satisfaction we need better skilled coaches, but we know coaches have a problem with time and location of training. Our practical action is to pilot a new online learning module. We want 50% of coaches using the online module. To increase participation we need to offer more coaching and critically need to reduce the number of coaches who stop coaching each year. Lack of time is the main reason coaches quit and our practical action is to develop a new IT system that reduces the administrative burden on coaches and reduces their weekly time commitment.
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Table 10: Examples of how organisational strategies can be translated for coaching using research.
Strategy or targets
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What does this mean for my coaching? Recruit:
Develop:
Retain:
Practical actions to make this happen
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Important points to bear in mind when writing your plan: •
It is not just about recruitment; it is also about being flexible with your existing workforce to achieve the necessary number of coaching hours.
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You need to support the existing workforce and develop it with specific goals in mind.
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Bear in mind your resources (personnel) and the existing commitment of the sport to a more managed approach. It may be realistic to begin with relatively modest changes and build on these once the momentum has been established.
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You may not always employ coaches directly and therefore do not have control over how, when or where they coach.
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You will probably have a mix of mainly voluntary activity within clubs, and usually to a lesser extent, some paid employment (both full- and part-time).
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There is a distinction between skills shortages (lack of persons with the appropriate skills, evident in vacancies and recruitment difficulties) and skills deficits (lack of appropriate skills of persons in post). The former is an issue largely of recruitment, and the latter one of retraining and up-skilling coaches.
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You do not draw from a ready pool of labour. Coaches generally need to begin at entry level and the movement of coaches between clubs is limited.
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The voluntary coaching commitment means there is generally no coaching career in a progressive employment sense, which impacts on the workforce development plan in terms of incentives and motives for recruitment and training/education.
A template for writing objectives in a workforce plan
information on how you are going to monitor and report success of your actions.
Now you have your practical actions you will want to write them up into objectives for a plan. By writing objectives you will clearly identify what needs to be done, by whom and by when.You should also include
Try to write up one of your actions from Table 10 into a detailed objective using the template on the following pages.You should write up an objective for each action you have.
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A template for workforce planning objectives What – Describe the overall objective.
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How – Describe practical actions you will take to achieve your objectives. Add as much detail about numbers and funding as possible.
Who – Name a lead person and/or range of contributors to deliver the action.
When – Describe the start and end time for delivery of the action.
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Reporting Outputs – What statistics will you report from the project?
Outcomes – What were the results of the project (eg better coaching, increased participation, making a difference to a governing body of sport plan)?
Collecting information – How are you going to collect the above information?
Presentation – How are you going to present your results?
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Appendix A – Examples of Using the Workbook from Audit to Plan Over the next few pages you will find examples of how all the tools in this workbook can be combined to produce a workforce plan. This example is designed to show how the various stages of workforce auditing and planning link together. The information contained in this example is purely fictional and any similarities to any existing organisation is coincidental.
Step 1: Where do we want to be in the future? In this stage we listed the parts of our organisation’s plan that will impact on coaching. We worked out what this plan will mean for coaching and therefore what we needed to know so we could plan for the future.
Strategy or targets Increase participation with an emphasis on specific groups: • Disability • Ethnicity • Adult participation Improve the demographic profile of coaching to make it more representative of participants.
What does this mean for coaching? Recruit: Are we going to need more coaches and/or coaches working with different groups? Do we need coaches from different groups within society?
What type of information will I need to implement? How many coaches do we already have? What is their demographic breakdown? How many coaches do we lose each year? What does a typical coaching session look like now (participants, time etc)? How easy is it to recruit coaches?
Develop:
What are the current skills of our coaches?
Do our coaches have the skills, experience and confidence to work with different participant groups?
How confident are coaches to work with new participant groups?
Do we need to develop our coaches’ skills? In what areas?
Retain: Do we need our existing coaches doing more coaching with different groups?
What is the capacity of coaches to do more coaching?
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Step 2: Where are we going to get the information we need to implement the strategy? Once we knew how the strategy would impact on coaching we identified the type of information we needed to implement a plan. We also checked to see if we already held any of this internally (eg on our membership database) This helped reduce the amount of research we had to do.
Information on coaches and coaching that we need
Currently hold this information
Coaches Total number Gender Ethnicity Disability Coaching delivery Number of hours coached Coaching status – full-time/part-time/volunteer Groups coached (children, adults, talent etc) Number of participants in a group coached Participant:coach ratio Skills Qualifications held Confidence to coach different groups Future coaching Spare capacity to coach more Attrition rates: Percentage of coaches stopping each year Information from clubs Recruitment issues.
Using the checklist we identified what we needed to discover through an audit. In this case it was: disability and ethnicity data on coaches; capacity to do more coaching; who is being coached; participant:coach ratios; coach confidence and recruitment issues in clubs.
Still need to know
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Step 3: Carrying out the research We didn’t have all the information we needed so we had to collect the information that was missing. We decided we had enough skills and resources internally to do the research ourselves. Using the questions template we were able to create the following surveys. The coach survey was an online questionnaire, while the club survey was very short so we decided it would work better as an email survey.
Dear Coach As part of our strategy for 2012–2015 we are developing our coaches to meet the increased demand for our sport. To help us develop the best plans for coaching, please could you take a few minutes to complete the following survey. About your coaching For each session that you coach in any one week, please answer the following questions: At what level are the participants you coach? What age group do you coach?
Under 5
Beginner
Recreational
6–11 years old
Improver
Elite
12–16 years old
16+
How many participants are in your group? How many coaches are in your group? Note: these questions are repeated several times to allow for answers about different sessions. Future coaching Do you expect to do more, less or the same amount of coaching over the next 12 months? More
Less
Same
Can you estimate how many direct coaching delivery hours per week would you expect to undertake next year? Your experience On a scale of 1–10, please indicate how confident you feel working with the following groups? (1 = not confident to 10 = very confident) 1
2
3
4
5
6
Children Adult recreation Disabled participants
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9
10
Note: This extra question is not from the question template. A template cannot cover every eventuality. Do not be afraid to add extra questions if needed for your particular circumstances.
Would you like to comment further on your replies?
About you Please indicate your ethnic group. (See Appendix D for replies.) Do you consider yourself to have a disability as defined by the Disability Discrimination Act (DDA) 1995?1 Yes
No
Thank you for taking the time to complete this survey.Your views will help us plan for future coaching provision. 1
The DDA defines a disability a physical and/or mental impairment, which has a substantial and long-term adverse effect on your ability to undertake day to day activities.
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Dear Club Officer As part of our strategy for 2012–2015 we are developing our coaches to meet the increased demand for our sport. To help us develop the best plans for coaching, please take a few minutes to complete the following questions.You can write your answers in this email and reply to us. Has your club been able to provide all the coaching it would have liked to over the last 12 months/season?
If no, please indicate which of the following reasons why.
Have you tried to recruit for the gap in your coaching?
What are the main problems you experience when recruiting new coaches?
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Step 4: Analysing and interpreting results When we got the data back and analysed it we found a number of key messages that could feed into a workforce plan. These included:
Key messages The number of coaches and hours they are coaching meets current demand but will not be enough if participation increases. Current coaches have stated they have the capacity to do more coaching. The current participant:coach ratio is 10:1. This is lower than the recommended 13:1.
Ideas Possible ideas included recruiting new coaches and increasing the capacity of existing coaches. It may be possible to increase average group size to cover increased participation without a reduction in quality of coaching (moving from a ratio of 10:1 to 13:1).
Clubs have reported difficulties in recruiting coaches.
A plan needs to look at advertising coaching to the wider public on behalf of clubs.
Only 40% of coaches felt confident working with adult participants. The majority of coaches had traditionally worked with children, and while they were happy to coach adults, they were unsure how different it would be and what the needs of adult participants were.
Need to offer training on coaching adult recreational sport to increase confidence among existing coaches and therefore their willingness to coach these groups.
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Stage 5: Planning
meant for coaching. We now had ideas to implement a plan backed up by evidence and we discussed it in planning meetings throughout our organisation. We found the template below was a good way to organise our thoughts.
Developing practical actions Based on the information we got from the research we returned to our original strategy and what it
What does this mean for my coaching?
Strategy or targets Increase participation with an emphasis on specific groups: • Disability • Ethnicity • Adult participation Improve the demographic profile of coaching to make it more representative of participants
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Recruit: Are we going to need more coaches and/or coaches working with different groups? Do we need coaches from different groups within society?
Develop: Do our coaches have the skills, experience and confidence to work with different participant groups? Do we need to develop our coaches’ skills? In what areas?
Retain: Do we need our existing coaches doing more coaching with different groups?
Practical actions to make this happen We are going to need a mix of new coaches and existing coaches doing more coaching. We need to overcome recruitment problems highlighted by clubs. We will spend 30% of our budget on a high profile advertising campaign. We need to improve our recruitment to include potential coaches from different groups within society. We will target these groups in our advertising. Our coaches do not have the necessary skills so we need to offer training on coaching adult recreational sport. This will increase confidence among existing coaches and therefore their willingness to coach these groups. Our coaches have capacity to do more but they also need more training (see above). We want a reward scheme to encourage existing coaches to increase their coaching by 20% per week.
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Once we had our practical actions we turned them into detailed objectives. An example is shown below.
What – Describe the overall objective. To increase the confidence of existing coaches to work with adult participants.
How – Describe practical actions you will take to achieve your objectives. Add as much detail about numbers and funding as possible. A bursary will be offered to 200 coaches to attend a workshop in coaching adult participation. Coaches who receive the bursary must meet the following criteria: • currently qualified to Level 2 or above • willing to commit to becoming an adult participation Group Leader in their club and provide mentoring and support to existing and new coaches wishing to coach adult participation • willing to commit to take part in CPD in this area.
Who – Name a lead person and/or range of contributors to deliver the action. Workforce Development Officers in each region will lead this programme.
When – Describe the start and end times for delivery of the action. Start in September 2012 Potential coaches identified October 2012 Training courses run January to February 2013 Participation figures received from participating clubs March 2013 Review of programme August 2013.
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Reporting Outputs – What statistics will you report from the project? The number of coaches receiving a bursary The number of coaches who are acting as Group Leaders in their club The number of other club coaches being supported through a Group Leader scheme Increase in confidence of coaches Increase in adult participants in clubs involved in the programme Adult participant satisfaction with the club and coaching they receive.
Outcomes – What were the results of the project (eg better coaching, increased participation, making a difference to a plan)? Better qualified and more confident coaches The supply of appropriate coaches meets the demand of participants Increased participation in a key target group Better coaching by creating learning environments led by experienced coaches within clubs.
Collecting information – How are you going to collect the above information? Reporting information as required by the bursary scheme. Follow up evaluation with coaches on the scheme Participation numbers from club Club survey of participants Case study of clubs to go into more detail on how the programme worked and lessons learnt.
Presentation – How are you going to present your results? Outputs presented in impact and evaluation report (Interim report April 2013 and full report August 2013) Case study of well-performing club to identify and share best practice (September 2013).
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Finally, looking back what are our observations on workforce auditing and planning? This has proved to be a very useful process for developing our coaching workforce. We knew our organisation had received funding to increase participation and we knew this would impact on us, but we didn’t know how. The audit taught us that we are going to need more coaches but recruitment will not be easy. Currently our clubs are having problems recruiting coaches so we need to do something about this. The good news was that our existing coaches had capacity to do more coaching but we still had a problem. We are expecting the biggest increase to be with adult recreational participants but these are the people our coaches are least confident about coaching. We obviously needed some CPD to increase the confidence of our coaches to make sure clubs could provide sessions for new participants. Armed with all our evidence we were able to sit down as an organisation and draw up detailed plans of how we are going to tackle these issues. Having the information to back up what we were saying made a huge difference in getting our point across to the wider organisation. We now have detailed plans and everyone knows who is doing what, when and with whom. We’ve also identified how we’re going to measure the plan so this time next year we can report to our stakeholders just what impact we’ve made.
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Appendix B – Working with Consultants
Should you find yourself without the necessary research skills within your organisation, you may decide to employ an agency or consultant to carry out the work on your behalf. Alternatively, you may have the expertise in-house, but find yourself without the available time to conduct the audit, and therefore decide to outsource all or part of the work. The following advice aims to make the process of engaging with an external agency or consultant as painless as possible.
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main research areas, topics or questions (if you have developed them)
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timeline – key milestones, targets and any significant deadlines impacting on your project
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information about who will manage the project from your organisation and who the consultants can contact with questions
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what you would like the consultant to cover in their proposal (eg key experience, policies, CVs of individuals who will undertake the work, two or more references for similar project work)
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an indicative budget
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information about responding to the brief (ie deadline for submitting a proposal, method for submitting [paper, electronic] and your contact details).
Where will I find a consultant? It is advisable to use a consultant or agency that has been involved in similar work before.You may also be able to get recommendations from colleagues in other sports who have previously conducted workforce audits. However, Internet research will help you establish the types of work that agencies/ consultants are experienced in and the size of projects they work on. For information/contact details of agencies and consultants, please consult the Market Research Society website (www.mrs.org.uk).
Assessing the quality of the submitted proposals
It is good practice to approach 3–5 consultants to provide you with methodologies and quotes to suit your requirements.
Once you’ve received your completed proposals you will need to develop a framework for assessing the bids in a fair and transparent way. When assessing the bids you receive, you might want to consider the following aspects:
How to write a project brief
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Making the effort to write a good project brief will save you time and resources in the long run.
Have they addressed the issues you asked them to consider?
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Do they possess a relevant track record and experience in the project area?
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Do they have the time and resources to deliver what you want?
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Do they offer you value for money?
The project brief is what the consultants will use to develop their response or proposal. If the aims and objectives of your research are clear, you will receive more appropriate responses from your invited consultants. Don’t worry if you are uncertain about the scope of what you want done or how to go about it. Should you be unclear about your end product or how to achieve your desired outcomes, make this known and the consultants can respond accordingly and make appropriate suggestions. If you are impressed by a consultant but not necessarily the suggestions made, you can always work with them to revise the original tender so both parties are happy. If you want to write your own project brief, here is a list of elements that you should try to include: •
background to the project – including why you are doing this work/what work have you undertaken in the past that will impact on this project
•
aims and objectives of the project
If you have any doubts, check their references so you are confident they have a good track record and are capable of undertaking the work you require.You could also ask your consultants to present their project brief to you or attend an interview with the project team.
Regular updates Consultants will be happy to provide regular updates on the progress of the project and this should be agreed at the outset. Updates will make sure the project is kept on schedule and if any problems arise they will be identified early so you can take appropriate action.
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Appendix C – Advanced Workforce Planning
If your organisation has detailed information on their coaching workforce and participant/coach development models in place, you may be looking to carry out more advanced planning. With this approach you may be looking to produce detailed forecasts for future coaching provision. The actual details are likely to be unique to your organisation, but some principles you may want to consider include:
The coaching hour Using a traditional headcount approach to coaching does not take into account what is happening on the ground. To give an example, coach A and coach B would traditionally be seen as equally important to your workforce. But if coach A delivers five hours of coaching per week and coach B only delivers one then you can see that they are obviously different. If you consider this in terms of participants, coach A may work with 100 participants per week (Five hours with 20 participants per session) while coach B only works with 20 participants.
Matching demand and supply If you are using time as a unit of measurement (eg the coaching hour) you are in a much better position to match the demand from participants to the supply of coaches. This is especially true if you can convert demand (participants) into time, thus producing a common unit of measurement. A simple way to do this is to look at the number of participants, the length of time they will be participating and the number of people in a typical group. This would break down as follows: 100 participants taking part in one session per week for one hour, where a typical session has 10 participants and one coach. This would equate to 10 hours for which coaching was required.
This demand of 10 hours could be met in a number of ways. For example one coach delivering 10 hours, two coaches delivering five hours each, or five coaches delivering two hours each. The options are endless and that is the advantage of this approach. It recognises that not all coaches are the same and it allows you to be more creative in how you organise your coaching workforce. Critically, this approach also allows you to change any variable (number of participants, length of a session, sessions per week, number of participants, number of coaches per session) and still be able to match demand and supply. If you understand the relationship between supply and demand in your sport you can then start to forecast future provision. This is particularly useful to understand what a participation target will mean for your coaches and willl help you to produce a number of different scenarios to meet this target. For example, if you know that future participation targets will require an increase of 10,000 hours of coaching, you could work out that this could be matched by a number of different strategies: •
Recruit 300 full-time coaches.
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Recruit 100 full-time coaches and 500 volunteers.
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Increase the number of hours of the current workforce by one hour each per week.
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Any combination of the above.
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Information required for more advanced planning The information you will need to carry out this sort of planning is given below:
Coaches
Participants
Number of coaches (preferably broken down by volunteers, part-time and full-time)
How many people are participating each week (and how many receive coaching)?
The average number of hours each type of coach spends delivering coaching per week
How many participants take part in an average coaching session?
The average number of coaches in a session
How long does each coaching session last?
What is the average number of coaching sessions a participant would have in a week?
A final word This type of planning has been criticised for looking easy on paper but impossible to implement in the real world, especially at a national level. However, such criticism misses the point. The primary aim of this type of planning is to encourage you to look beyond the traditional approaches of workforce planning
(eg headcount) and to develop innovative solutions that combine recruitment of new, and development of existing, full-time, part-time and volunteer coaches to their full potential. This approach has also been proven to work at a local level and examples are available on the sports coach UK website (www.sportscoachuk.org) use the search term ‘basketball case study’.
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Appendix D – Advice on Collecting Data for Ethnicity and Religion In order to ensure a consistent framework across the sport sector, Sporting Equals have produced the attached core questions for ethnicity and religion. These questions are based on the 2011 Census categories to ensure consistency at a national level.
What is your ethnic group? White
Black/African/Caribbean/ Black British African Caribbean Any other Black/African/Caribbean background (please state)
English/Welsh/Scottish/ Northern Irish/British Irish
Other ethnic group
Gypsy or Irish Traveller
Arab
Any other white background (please state)
Any other ethnic group (please state)
Mixed/multiple ethnic groups
What is your Religion?
White and Black Caribbean White and Black African White and Asian Any other mixed/multiple ethnic background (please state) Asian/Asian British Indian Pakistani Bangladeshi Chinese Any other Asian background (please state)
No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Hindu Jewish Muslim Sikh Any other religion (please state)
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Notes
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Our Vision What we would like to see UK coaching excellence enabling all children, players and athletes to follow their dreams, have fun and fulfil their potential.
Our Mission Why we exist To support our UK partners to recruit, develop and retain coaches to achieve their participation and performance goals (in the context of The UK Coaching Framework).
Our Strategic Objectives What we will do To achieve our mission, we will: 1 champion and drive policy and investment in coaching 2 support and challenge our partners to improve their coaching systems and grow their contribution to a cohesive UK coaching system 3 provide products and services that add value to our partners’ coaching systems and their coaches 4 provide research and share good practice that will benefit coaching 5 develop quality leadership, good governance and a skilled team to ensure an effective UK coaching agency.
The Workforce Workbook Practical tools to guide you through the workforce auditing and planning process
This workbook is designed to guide you through the workforce auditing and planning process from start to finish. It contains templates and exercises to stimulate your thinking and develop a plan that is based on evidence and your needs.
sports coach UK Chelsea Close Off Amberley Road Armley Leeds LS12 4HP Tel: 0113-274 4802 Fax: 0113-231 9606 Email: coaching@sportscoachuk.org