Managing misconduct - HR and employment conference for school leaders 2016
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Transcript of Managing misconduct - HR and employment conference for school leaders 2016
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HR conference for school leadersManaging misconduct workshop
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Managing misconduct
Paul Miner, HR Consultant, Browne Jacobson LLP11 October 2016
Setting expectations and what a fair process looks like
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Purpose of today’s sessionTo improve your knowledge and confidence to deal with issues of employee misconduct by:
•understanding the law and good practice on employee misconduct
•setting expectations and rules
• knowing the steps to be taken in a fair process
• appreciating the risks of getting things wrong
• interaction and Q&A
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Terminology
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What is misconduct?
• no legal definition of misconduct – it’s up to the employer to define
• policies and rules define what type of conduct the employer regards as misconduct and gross misconduct
• communicate these definitions to all employees when they start work and throughout employment
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Misconduct v Lack of capability• both result in poor performance
–misconduct – within employee’s control–lack of capability – outside employee’s control
• misconduct is any behaviour or conduct that falls below required standard
• it is the employer’s standard, policy or rule that is relevant when assessing misconduct rather than manager’s subjective opinion
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What is gross misconduct?
• gross misconduct is misconduct of such a serious nature that it fundamentally breaches the employer/employee contractual relationship
• entitles employer to dismiss the employee summarily
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Over to you…Here is an example of gross misconduct:
• theft of school property
Can you think of some others?
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Summary dismissal• without notice or pay in lieu of notice• takes effect immediately• employee’s contractual rights and benefits cease• irrespective of severity of misconduct don’t assume
dismissal will be fair• on the spot dismissal almost always unfair• always follow required procedures before taking a
decision to dismiss
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Disciplinary rules and procedures
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Employees…
• need (and like) to know what the rules are
• need to know what will happen if they break the rules
• want to see that you are fair and consistent in the application and management of the rules
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Disciplinary RulesDisciplinary rules are useful because they set standards and make it clear to employees what conduct is not acceptable
Rules can be found everywhere!• in policies and procedures• in the employee’s contract• in the organisations protocols and practices• in management briefings/instructions• in external guidance, statute etc.• in the disciplinary procedure
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Disciplinary procedures• you must have one. Employee’s Statement of Main
Terms must refer them to it and where they can find it• sets out how you will deal with employee misconduct –
fair and consistent treatment for all• no legally required structure but usual for three stage
hierarchy of warnings prior to dismissal, e.g. formal verbal warning written warning final written warning dismissal
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Dos and Don’tsDo Don’t Make sure you are familiar and
fully understand your disciplinary procedure
Apply the rules and procedures inconsistently
Ensure your staff know the rules and penalties
Make sure rules and procedures are communicated to all staff
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Tackling misconduct
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AllegationsWhere do they come from?
• direct observation/knowledge
• informants• colleagues• students• parents• outside people
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Informal approach• good first step in the event of minor misconduct, e.g.
timekeeping• line manager to hold informal meeting with member of staff• ensure member of staff understands why his/her conduct is
unsatisfactory• seek agreement on making sure behaviour does not
continue/recur• set a date to review progress/conduct• keep a record/issue letter of advice• don’t continue with informal approach if no improvement –
move up a gear to formal
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Formal approach
Follow procedure:
first step – investigate
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Investigations
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Investigation• keep it proportionate• some initial investigation may lead to swift resolution• fact finding• interviewing witnesses and employee• checking rules, procedures, expectations, previous
disciplinary record etc.• determine whether there is a case to answer• investigation report
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What is the standard of proof?
1. your investigation must be ‘reasonable in all the circumstances.’
2. the conclusions drawn and decisions made will be based on the ‘balance of probabilities.’
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Is the allegation related to safeguarding?
• ensure DSL is aware• contact LADO• consider LADO’s advice• consider if suspension is necessary
Read and follow statutory guidance
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Keeping Children Safe in Education 2016
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Suspension• suspension not a disciplinary sanction or
prejudgement
• neutral action
• keep suspension under regular review and as short as possible
• usually appropriate in cases of alleged gross misconduct
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Disciplinary Hearings
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Disciplinary Hearing
• confirm in writing to employee• advise them of their right to be represented• make allegations clear• let them know the possible outcomes• include all paperwork that you will rely on at the
meeting• explain your position on witnesses• be mindful that you may need to re-arrange once
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Disciplinary HearingMain purpose is to give the employee the opportunity to:• explain/state case• make representations• offer mitigation
… before deciding whether or not to impose a disciplinary sanction and at what level
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Disciplinary Hearing• make sure you follow a clear running order
– investigating Officer presents first– employee statement of case– witnesses– cross questioning– opportunities to summarise
• at the end summarise salient points• adjourn to make decision• communicate outcome to employee verbally then in
writing • right of appeal
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Making the decision
• consider all of the information – written and verbal• what evidence supports or does not support
allegations?• how reliable is the evidence?• what is the mitigation / explanation?• has the employee acknowledged their conduct?• are the allegations misconduct or gross misconduct?
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Right to be accompanied• legal right for employee to be accompanied at
disciplinary hearing but not investigatory meeting (unless in policy)
• companion can be TU representative or fellow worker – beware friends/relatives
• companion may not respond to questions
• unavailability of companion is reason for one postponement
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Disciplinary Outcomes
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Outcomes• need to be proportionate
• need to be reasonable in the circumstances
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WarningsA formal warning should:
• explain the misconduct• acknowledge the explanation or mitigating
circumstances• state the improvement required• state what will happen if misconduct repeated• specify how long the warning will remain ‘live’• give details of appeal rights – by when/to whom etc.• be recorded
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Shelf life of warnings• warnings active for disciplinary purposes for defined
period of time• no time periods laid down in law – up to employer• adhere to time periods set out in disciplinary
procedure• if misconduct occurs while warning active step up to
next level• after time period warning lapses – but not necessary
to remove from file
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Dismissal• following series of formal warnings, and if misconduct
continues, then dismissal may be appropriate (‘totting up’ procedure)
• dismissal last resort• ideally a different manager stepping in to chair
dismissal hearing• dismissal without warnings unfair unless gross
misconduct• appeal rights
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What makes a dismissal fair?• a fair reason to dismiss, e.g. conduct
• follow a fair procedure
• was it reasonable to dismiss for that reason?–“band of reasonable responses”
• remember unfair dismissal and redundancy requires two years’ service
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ACAS
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Why it is important to get it right
• being a good employer• unfair dismissal compensation limits
basic award: £14,370compensatory award: £78,962 or 52 weeks’
pay**lowest value applies
• discrimination claimsno capinjury to feelings award
• breach of contract claims
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ReferralsCriteria differ
•DBS – considers cases that concern safeguarding matters, i.e. harm or risk of harm to a child. Can bar an individual from working with children and vulnerable adults.
•NCTL – considers cases where a teacher’s conduct is incompatible with being a teacher. Can prohibit a teacher from undertaking unsupervised teaching
work in schools •(think teachers’ standards)
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Any questions?
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Further information www.brownejacobson.com/education
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Contact us
Paul Miner0121 296 [email protected]/education
Please noteThe information contained in these notes is based on the position at March 2016 . It does, of course, only represent a summary of the subject matter covered and is not intended to be a substitute for detailed advice. If you would like to discuss any of the matters covered in further detail, our team would be happy to do so.
© Browne Jacobson LLP 2016. Browne Jacobson LLP is a limited liability partnership.