.jpg)
-1.png)
One of the hardest challenges for line managers in any setting, not just in education, is working out when an employee can’t carry out a task, or when they won’t carry out a task. Getting this balance right is key in retaining an employee’s trust. Alleging that an employee has refused to carry out a task that they either haven’t been trained to handle or don’t have the capacity to tackle within a certain timeframe, can damage morale and engagement. In a worst-case scenario, this can permanently damage trust in a working relationship.
However, assuming that training will solve all behavioural or productivity issues is not always the answer. Often it is not the result of a lack of ability to perform, but a lack of engagement and motivation.
As recruitment, and specifically retention, is such a key challenge facing the education sector, the following examples will help you to identify where an employee ‘can’t do’ or ‘won’t do’, alongside the appropriate and effective response.
Scenario one: can't do
The issue:
A new employee is in their probation period and they haven’t worked with the system you use before. You believe you have given the employee sufficient training, yet they are making mistakes every time they use it.
The solution:
It’s important to remember, all employees learn differently, and at different paces. Some employees may need to be told more than once, receive more detailed training or receive training tailored to suit their learning style.
Consider implementing a "sign off" process to allow employees to sign off when they feel confident in applying their training. Encourage the employee to use the new system as soon as possible after training, to allow them to deploy any newly developed skills.
Scenario two: can't do
The issue:
A new employee is in their probation period and they haven’t worked with the system you use before. You believe you have given the employee sufficient training. The employee has signed off to say they understand the process but is still making mistakes without realising.
The solution:
An area that often contributes to poor performance is a lack of good feedback. When mistakes arise make sure you highlight these to the employee and discuss this in their probationary meeting, so they are aware of any issues with their performance. You also need to ensure you communicate clear expectations on areas of improvement with them. Where an employee’s performance isn’t improving, you will need to consider whether it is appropriate to provide additional training and support. This could also require an extension to the probation period to give sufficient time to resolve. If there is no improvement, despite additional training, it may be necessary to consider their dismissal at the end of the extended probation period.
Scenario three: won't do
The issue:
A new employee is in their probation period and they haven’t worked with the system you use before. You believe you have given the employee sufficient training. The employee has signed off to say they understand the process and were able to do the job successfully for a while, but now their performance has slipped, and they are failing to complete records within the system.
The solution:
When an employee can perform a task and has received adequate training, but continues to fail to meet your expectations, this is likely to fall into the category of ‘won’t do’. This needs to be managed in a different way from the previous scenarios. As the employee is still within their probation period other policies do not apply to them and, therefore, concerns on their conduct should also be picked up in their probationary meetings. The line manager should set clear expectations about conduct moving forward. If there is no improvement, despite being clear of the expectations of the employee, it may be necessary to consider their dismissal at the end of the probation period. It’s important to bear in mind that most employees in their probation period want to engage in a process that helps them to meet the expectations of the role, so encouraging this desire can be effective. By taking the time to identify the true cause of the problems and by addressing these as early as possible in the probation period you should be able to ensure these are effectively and appropriately addressed.
