A polytechnic trains students for diplomas in engineering and technology, with workshops and labs at the centre of teaching. Its people questions concern lecturers who also need industry skill, workshop instructors and steady retention.
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Share your requirementsA polytechnic college offers diploma programmes in mechanical, civil, electrical, electronics, computer and other trades. Classes are small and practical, with students spending long hours in workshops and labs. Lecturers teach theory, instructors run machines, and both are expected to keep up with industry. Some staff are young and may leave for private companies or for degree colleges. Students arrive at different levels and expect to be employable after three years. See the wider education hub for what institutions share.
These are the places the people side of this kind of business tends to give way. The rest of this page works through them.
HR here has to work for each of these groups, not only the office. The set-up below is written with all of them in mind.
GullyHR runs talent acquisition for permanent roles in polytechnic colleges. For each role we agree the job description with you, find and screen candidates against it, and support the offer through to joining. Tell us the role and the number of people, and we start there.
We recruit permanent employees. We do not supply contract or temporary staff.
Every business interviews, but few have a written process that works the same way for every role and every interviewer. GullyHR designs yours, from the role brief to the offer, trains your managers to run it, and can run it for you on the roles you hand us.
We agree what the role must deliver, the must-have and nice-to-have skills, and how each will be scored.
Screening call, assessment, interview rounds and decision points, sized to the role and the number of people you hire.
Structured questions for each role family and a rating guide, so two interviewers judge the same answer the same way.
A short briefing for your managers on what to ask, what to avoid and how to give a clear yes or no.
Who approves, how the offer is made, and how candidates are kept informed from first call to joining.
Skilled workshop staff may have no training in teaching, and the practical session depends on one person's habits.
A salary gap and limited growth lead the best young staff to leave after a few years.
Workshops and syllabi change slowly while employers move on, and teachers lose touch with current practice.
When materials or machines are not ready, the session is lost and staff are blamed.
Teachers must handle mixed ability batches with little support, and tire of repeating the basics.
Courses attended and skills held are not written down, so planning is guesswork.
Start with the topics that matter most here: Learning and Development; Retention and Attrition Management; Career and Succession Management. Then work through the rest. Each topic is written for education, not in general.
Training planned from need rather than from the calendar.
Who leaves, when, why, and which of them mattered.
Named backups for the roles that cannot be vacant.
How many people, in which roles, by when, and what they will cost.
Structure, reporting lines and who is allowed to decide what.
Requisition to joining, the same way every time.
A first day that is the same for the fifth joiner as the first.
Records, attendance, leave and the day-to-day HR that must simply work.
Salary structure, payroll inputs and a month that closes on time.
Goals, reviews and ratings that hold up in a conversation.
Communication, recognition and the conditions people actually work in.
Two routes, one for complaints, one for conduct, kept separate.
Policies a manager can apply, and obligations with owners and dates.
Induction, records, incident reporting and follow-through.
Resignation to relieving letter, in a defined order.
Records that survive people, and approvals that do not queue.
A short monthly pack management actually reads.
An HR function that runs the same way every month.
The pieces a polytechnic colleges business puts in place, in an order that makes each easier. Open any card for the detail.
A short programme on explaining, demonstrating and checking, followed by observation in the workshop.
A short programme on explaining, demonstrating and checking, followed by observation in the workshop. See learning and development process.
Steps from instructor to senior instructor and lecturer, with clear skills and qualifications at each.
Steps from instructor to senior instructor and lecturer, with clear skills and qualifications at each.
A short attachment or visit to a factory each year for teachers, with a report to share.
A short attachment or visit to a factory each year for teachers, with a report to share.
A list the instructor completes before each session: machines, tools, consumables and safety points.
A list the instructor completes before each session: machines, tools, consumables and safety points.
Bridge sessions and peer pairing, with a plan agreed by teachers.
Bridge sessions and peer pairing, with a plan agreed by teachers.
Courses, skills and attachments for each teacher in one place.
Courses, skills and attachments for each teacher in one place.
Before changing anything, find out what is true today. Work through the checks using a recent operating period. The time needed depends on the records you hold; note missing evidence and use the findings to choose a priority.
Share your requirementsConfirm with a qualified professional. What applies to you depends on your business, your state and your arrangements, and it changes. This page describes practice. It does not state a legal position.
The services below fit this kind of business best. Each starts by recording where you stand, and every later report compares against that. We do not promise outcomes.
A teaching skills course and an industry exposure plan for instructors and lecturers.
A practical-session timetable that accounts for staff leave and workshop use.
A look at why young lecturers leave and what could keep them.
Clear terms on duties, hours and conduct for teachers and workshop staff.
Start with a free conversation, or see the paid HR Diagnostic.
Understand the business, its workforce, current processes and HR challenges.
Find the missing, weak, inconsistent or person-dependent processes.
Create the structure, processes, policies, SOPs, dashboards and systems needed.
Help HR and department managers actually adopt the new system.
Digitise repetitive and approval-based workflows where it is worth doing.
Track hiring, attendance, employee cost, performance, training and attrition.
Strengthen the people-management system continuously, not once.
From the GullyHR blog: one on HR in education, and one on each of the topics this page points to.
Faculty, administrative and support staff leave for different reasons. How to ask what shaped their decision and act on it within the academic calendar.
7 min readRead article
A founder's guide to hiring freshers and running a first-year programme: campus or open drives, a screening round, a training plan by quarter, mentors and checkpoints.
6 min readRead article
What really keeps mobile app and web developers in a small firm: stay conversations, growth paths, fair release rules and a risk sheet an owner can use this month.
6 min readRead article
A two-hour exercise that names the roles you could not fill quickly, who could cover them, and what readiness would actually require.
7 min readRead articleMore on the GullyHR blog.
Give them a short course on explaining, demonstrating and checking learning, pair them with a good teacher and observe a session with feedback. Practice and gentle feedback matter more than theory.
Common reasons are pay gaps, limited growth and little contact with industry. Show a path, offer exposure and recognise good teaching, and ask leavers for honest feedback to see the pattern.
Through short attachments, visits, guest talks by employers and shared reports. Plan one exposure a year for each department and ask teachers to present what they learnt.
Use a readiness checklist for every session, assign a person responsible for consumables and review lost sessions monthly. Fix repeated causes rather than blaming instructors.
Run short bridge sessions at the start, pair stronger students with those who need help and give teachers a simple way to check levels in week one. Support the teacher with materials.
We would ask instructors what they find hardest to teach, list lecturers who left in the last three years and check how many practical sessions were lost. A teaching skills programme and a growth path are usual first jobs, scoped in writing.
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