Britain’s Bosses Missing Out on Talented Parents

A new survey for Family Friendly Working shows that talented parents are leaving the world of employment.

Britain’s bosses are missing out on skilled employees due to a combination of the lack of flexible hours and the cost of childcare. And the parents who are leaving are continuing to develop their skills too both with the family, by retraining, and in their own businesses.

Unsurprisingly the top talents developed by parents are Multitasking (68.4%) and Time Management (65.3%). But more than half (55.3%) of the parents who responded to the survey have developed Promotion and Marketing Skills and almost as many (45.3%) have developed better Communication Skills.

Mums and Dads are getting better at managing money too, with nearly 4 in 10 (39.2%) saying that they have developed their Financial Management Skills after leaving work. A similar number (37.6%) have improved Project Planning Skills since quitting employment.

Parents’ people skills are getting a great workout too. Three in 10 (30.7%) parents claim to have developed better Conflict Management Skills, and one in five (20%) have better Team Management Skills since leaving employment.

Director of Family Friendly Working Antonia Chitty says, “I know that I’ve developed my skills since I left employment and it looks like I’m not alone. Britain’s’ bosses need to think hard about offering more flexible work opportunities in order to make the most of talented parents.”

Parents completing the survey have commented on their post-employment experiences:

“I have learnt a lot since then! More importantly I have learnt a lot about myself, maintaining a positive mental attitude, social networking, enterprise and more.”

“I ended up returning to education and finally getting the degree I always wanted.”

“Starting my business has meant my time management has to be good so that my children get the best of me and I still have time to put into work.”

“In 2006 I published my first book, with a five month old baby and two older kids. Truly a new start for me.”

“I retrained as reflexologist so had a complete career change. I had to learn about running my own business and marketing myself.”

One thought on “Britain’s Bosses Missing Out on Talented Parents

  1. Carina

    here about public scohol. I homescoholed my son for 4 years before sending him to public scohol full-time in the second grade. He did dual enrollment his first grade year, and it seemed to work out fine, but over the course of the year, his attitude became more and more difficult to deal with about sitting down and getting the work done. I soon decided that going full-time to see how things would work out was the best choice for my sanity, as I gave him plenty of chances to turn his behavior around. We are now at the end of one full year in public scohol (second grade) and overall, it was definitely not a good experience for him. He found the children to be hard to connect with and most of them do sports at recess, and my son does not enjoy the whole sports mentality, rather, he is more creative, intuitive, sensitive, and into science & math. He enjoys making up elaborate scenarios and games to play based on some of his favorite characters and scenes from selected kid’s videos and books he reads. None of the children at his scohol seem in tune with this idea, and they all run around playing tag and dodge ball during recess, which he loathes. I tried numerous times to get him interested in play dates with various children in his class after scohol, but he couldn’t be bothered. The one child he really connected with for over a year was a girl named Maya, and they were inseparable until the second grade when most public scohol kids tend to separate out into groups based on gender, or at least that occurred to a large extent at his scohol. It became no longer acceptable for Maya to play with Tristan because she was in a group that was all girls, and Tristan was usually the odd man out. I found that the behavior of most of the children was pretty deplorable, and one girl in his class took to bullying him a good portion of the time during the scohol year. The teacher, while nice enough, was too much of a pushover. When assigning tasks and homework, and children didn’t finish these items, she was often remiss in following up with them to complete unfinished business which I think sends a bad message about finishing what you start. Tristan had many teary-eyed moments at scohol about one thing or another, and would get stressed out very easily if something went awry, such as forgetting an assignment or other item the teacher requested the children to bring into class. She was never harsh about this type of thing, but he frequently behaved as though it were the end of the world and would fall apart over it. When I’d talk to her about it, she would insist that he was just fine when I wasn’t around and that most of his behavior displays were for my benefit. I was also told by the scohol counselor that my presence before and during lunch time (I hand delivered a fresh lunch to him daily as we live only a block away, and I absolutely refused to allow him to eat the scohol food), was hindering him from gaining independence. My overall impression of public scohol is that the staff definitely want parents around to complete busy work and other items that the teachers don’t have time or resources to do (and there’s a LOT of that). But they do not want to encourage that you actually spend time with your own child when you are at the scohol. Most of the kids at Tristan’s scohol were dropped off at the gate and didn’t see their parents until after scohol or after work. Although there were a lot of parents there who seemed to be there regularly, it was not socially acceptable to be there during times other than drop off or pick up unless you were volunteering for a specific activity that you were scheduled to complete. People always say that scohols are desperate for volunteers and parent involvement, but at our scohol it always felt as though they looked down on me for being there for my son that I should just be there for the scohol as a whole or his class as a whole. I feel the public scohol system undervalues the closeness that is so important between child and parent. There is a pushing away of the critical relationship which helps to build the child’s self esteem, sense of security, and feelings of worth that are created during this significant time of life when children are still young, but are not going and doing things by themselves as they are in junior high and high scohol. My son is going to be homescoholed again this coming season (his third grade year), and will be spending time with his dear friends (two girls, the daughters of one of my best friends) who are enrolled in a state-funded program that has a community and curriculum already in place. I think if my son can overcome the lack of wanting to do the work (although he is very smart and always received high marks on his assignments), this will be a great experience for him. It is my hope that now that he is a little more grownup and matured (as compared to his previous homescoholing time), he will learn to value the importance of learning and growing on his own terms, because he’ll have more freedom, choices, and less judgment from those around him.

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