Introduction
The client is a Fairfield School of Management (FSB) human resources (HR) officer. Fairfield School of Business is a community-based educational institution located in the centre of Croydon. FBS is an independent, private institution of higher learning that takes pride in offering students a genuinely multicultural and variegated education. In response to a growing need for business-oriented skills, the FSB emphasizes offering vocational training for those with an entrepreneurial flair (Dong & Qian, 2018, p. 625). The institution’s mission is ” to offer a supportive and inspiring student experience that is inclusive, tries to minimize the obstacles to learning and provides students with the knowledge and skills they need to progress into further study or career” (Dong & Qian, 2018, p. 625). This essay presents a challenge and examines numerous strategies FBS might use to attract and retain outstanding personnel.
Problem statement
Since job seekers can obtain employment more readily at other educational institutions, FSB is currently hiring from a smaller pool of prospective candidates. The organization’s top leadership has decided to expand its product (course) portfolio and create professional specialist qualifications pertinent to the financial and accounting management sector in the upcoming academic year, with a specific focus on qualifications aiming for ACCA or CIMA. As a result, the College has asked the Human Resource department to find efficient methods of hiring academic staff who are sufficiently skilled to deliver these specialized relevant qualifications. FSB is being promoted and positioned as a new, trustworthy employer in the higher education sector with a focus on teaching accounting and financial management, as well as strategies to hire qualified academic personnel in such fields.
Merits that FBS Human Resources should consider.
Hein et al. (2019) state that when recruiting professionals, FSB needs to consider some parameters of hiring and retaining personnel to ensure that the highest quality of education is achieved p.504. They include;
Qualifications; When hiring tutors and staff members, FSB should demand the proper credentials. Tutors require a business-related undergraduate degree, such as one in finance, accounting, economics, or marketing. Postgraduate instructors should possess a relevant Master’s or Doctorate (Hinds, 2019, nd). To guarantee that tutors are knowledgeable and skilled in teaching and delivering course material, FSB should additionally request teaching credentials, such as a Postgraduate Certificate in Education (PGCE) or similar to ACCA or CIMA.
Experience; The FSB should also consider the staff members’ and tutors’ backgrounds. A minimum of two years of teaching experience is required of tutors, ideally in the same field or subject area. All staff members should also have a minimum of two years of relevant experience in each sector. For instance, people working in the finance division should have at least two years.
Communication skills: Personnel should be able to communicate effectively with students, both verbally and in writing. They should be able to explain complex concepts in an accessible way and answer questions clearly and accurately.
Professional development: Personnel should be committed to staying up-to-date with their field and should be willing to participate in professional development activities (Sukawati et al., 2020, p.229). They should be able to use technology to enhance the learning experience and be open to new ideas and approaches.
Onboarding techniques for FBS
A thorough hiring strategy should be created by FBS that details the procedures for finding, vetting, and hiring employees (Hein et al., 2019, p.504). The organization should give new employees extensive orientation, which would involve introducing them to the school’s vision and values, giving them a rundown of the rules and regulations, and introducing them to their coworkers and classmates. FBS ought to have a mentoring program that enables new personnel to pick the brains of more seasoned employees (Sukawati et al., 2020,p.229). Finally, Fairfield School of Business should have ongoing performance management and feedback processes in place to ensure that staff members meet standards and offer coaching and support as necessary.
The merits of recruiting and retaining professionally qualified personnel to deliver selected specialist courses
The Fairfield School of Business should concentrate on providing enticing compensation and benefits to prospective professors. In order to help faculty members manage their time effectively, suitable working hours and workloads should be provided (Hein et al., 2019, p.504). The school should also ensure that faculty members have access to the tools they need to do their jobs and that their professional growth is supported and encouraged. By doing this, Fairfield School of Business will have an advantage over other institutions in luring and keeping the top instructors for their courses.
Fairfield School of Business should also prioritize fostering a healthy work environment. This includes fostering an environment of trust, mutual respect, and cooperation among faculty members and between faculty and administration (Sukawati et al., 2020, p.292). In order to sustain high levels of job satisfaction, which in turn helps to ensure that faculty members stay involved in their profession and continue to offer high-quality courses, a healthy, productive workplace is essential.
The faculty should be given access to chances for professional development and career promotion, according to the Fairfield School of Business. Offering research funds, faculty training programs, or even secondment possibilities could accomplish this. Hinds (2019, nd) states that by giving faculty members these chances, the institution may demonstrate its dedication to their professional growth and help to guarantee that they continue to be professionally competent and able to deliver top-notch courses.
How to attract talented individuals into Higher Education with the right knowledge and skills.
FSB Human Resources should determine the kinds of knowledge and skills required of their faculty in higher education. By doing this, FSB may specifically target applicants who fit the institution’s requirements for experience and qualifications (Sukawati et al., 2020, p.230). This might involve FBS placing ads in relevant publications, holding hiring events, and going to career fairs. To entice the top individuals, they should also consider providing appealing perk packages and competitive pay.
Additionally, FSB ought to create a faculty professional development program. This should include workshops, seminars, and other educational opportunities to keep their lecturers abreast of the most recent advancements in their professions (Sukawati et al., 2020, p.230). The faculty will be better able to serve their pupils and guarantee that they are upholding the school’s academic standards if they have the most recent information and abilities.
Human resources should promote the institution’s reputation as a top-notch learning environment to prospective and current workers. This can be accomplished by emphasizing the school’s accomplishments, successes, and room for expansion in the future (Sukawati et al., 2020, p.229). The school should also foster a climate of cooperation, respect, and support among the faculty. The faculty will feel more loyal as a result, which will help to draw in and keep the greatest lecturers and specialists.
How to provide a working environment that competitors do not offer to achieve relative competitive advantage over the competition
The Fairfield School of Business may design an office setting that encourages creativity and productivity. This can be accomplished by giving staff members the equipment and resources necessary for their performance, such as modern technology, cosy workspaces, and management assistance (Hinds, 2019, nd). Additionally, Fairfield School of Business can provide flexible working hours so that staff members can set their schedules and concentrate on their strong points.
The Fairfield School of Business can place a high priority on employee happiness and growth. It may be achieved by giving staff members a wide range of educational and professional development options and competitive pay and benefits packages (Hinds, 2019, nd). Fairfield School of Business can also develop a culture of appreciation and acknowledgement, giving workers a sense of worth and respect.
The Fairfield School of Business can put into practice an employee engagement approach that aims to forge deep bonds between staff members, their work, and their organization. This might be accomplished by giving staff members chances to work on worthwhile initiatives, placing them in contact with internal and external mentors, and promoting the sharing of opinions and ideas (Feng, 2022, p. 1).
Areas of importance FBS should consider
Competitors: For the Fairfield School of Business to be successful, competitors like NYU Stern School of Business, Harvard Business School, and Stanford Graduate School of Business, to mention a few, must be carefully analyzed. It entails investigating the strengths and weaknesses of the rivals through a SWOT analysis, the products and services they offer, and the marketing strategies they employ (Runhaar et al., 2019, p.364). The Fairfield School of Business can position itself to take a competitive advantage in the market by being aware of the competitive environment and comprehending the rivals’ strategies.
Target Customer Market: The Fairfield School of Business’s success depends on identifying its target market. The school can develop a marketing plan and services that fulfil the target customer’s demands by understanding the target customer’s demographics, interests, and needs (Runhaar et al., 2019, p.365). FBS should target a diverse population of high-achieving, career-oriented individuals from various backgrounds. They should seek candidates with leadership potential and a dedication to success from undergraduate, graduate, and professional schools.
External environmental influences: Runhaar et al. (2019) states that the business sector’s external environment is ever-evolving p.365. The Fairfield School of Business should be informed of the trends, innovations, legal developments, Government regulations, and other economic and legal shifts impacting the business world. For the school to continue to be successful and competitive, it can assist in knowing how these developments are affecting the market.
The FBS’s major problems are competitors, external environmental factors such as technology trends, and the target customer market.
Conclusion
By offering employees a work environment that competitors cannot match, Fairfield School of Business can gain a competitive advantage in the marketplace. Fairfield School of Business can create a positive and engaging work environment that will attract and retain top talent, enabling them to stay ahead of competitors. In recruiting personnel, FBS should consider various merits like academic qualification, experience, communication skills, professional development, and professionalism. FSB Human Resources should determine the kinds of knowledge and skills required of their faculty in higher education. The institution should also prioritize fostering a healthy work environment. To achieve a competitive advantage, FSB may design an office setting that encourages creativity and productivity. In addition, it can put into practice an employee engagement approach that aims to forge deep bonds between staff members, their work, and their organization. Further, the institution needs to analyze its environmental factors, target market, and competitors to come up with a strategy that gives them a competitive edge.
References
Dong, Y., & Qian, J. (2018). The effect of firm internationalization on innovation: The moderating role of organizational learning capability. Journal of International Business Studies, 49(5), 625–644. doi:10.1057/s41267-017-0110-5.
Feng, S., 2022, November. Research on success factors of management consulting projects in SMEs. In Proceedings of the 4th Africa-Asia Dialogue Network (AADN) International Conference on Advances in Business Management and Electronic Commerce Research (pp. 1-4).
Hein, A., Weking, J., Schreieck, M., Wiesche, M., Böhm, M. and Krcmar, H., 2019. Value co-creation practices in business-to-business platform ecosystems. Electronic Markets, 29(3), pp.503-518.
Hinds, D. (2019). Teacher recruitment and retention strategy.
Runhaar, P., Bouwmans, M. and Vermeulen, M., 2019. I am exploring teachers’ career self-management and considering the roles of organizational career management, occupational self-efficacy, and learning goal orientation. Human Resource Development International, 22(4), pp.364-384.
Sukawati, N.N., Gunawan, I., Ubaidillah, E., Maulina, S. and Santoso, F.B., 2020, November. Human resources management in basic education schools. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020) (pp. 292-299). Atlantis Press.
write