Redundancies in the Higher Education sector: Layoffs ‘done well’

As more universities announce redundancies, we unpack how this difficult process can be led in a way that creates the best possible experience for everyone involved.

By Ella Overshott

Nearly one in four leading UK universities are slashing staff numbers and cutting budgets. With up to 10,000 job losses or redundancies in the Higher Education sector, there are increasing calls for action to avoid damaging the sector’s global positioning.

This article is not written to comment on whether or not universities should be making cuts, or how to address the complex funding challenges impacting the Higher Education sector. Nor is this a commentary on Union negotiations, which are central to many redundancy processes.

Our focus here is on how, when redundancies are decided upon, the process can be done in a way that creates the best possible experience for everyone involved. We’ll explore how to bring the human element into what can otherwise feel like an impersonal and bruising legal process.

Managing grief stages and survivor guilt

Whatever the type of change being implemented in an organisation, everyone goes through certain psychological steps to accept and even embrace change. KÜbler-Ross’ stages of grief were adapted for the workplace many years ago, yet this often gets forgotten as HR teams get deep into the complexities of the process and negotiations involved.

Redundancies in the Higher Education sector are rare. The impact is likely to be traumatic for many and potentially long-lasting for the wider organisation, if not implemented well.

To minimise the negative impact, HR can take steps to optimise the experience of people who leave the organisation. Considerations should also be made for those who stay (and who often experience ‘survivor guilt’).

Redundancies in the Higher Education sector: Vision and plan

It’s easy to assume that redundancy processes will inevitably be nothing but negative. Leaders or HR practitioners who have ‘been through this before’ may be more hardened to the emotional impact than those who haven’t.

We must also consider the cultural nuances of universities and the different values in academic and professional services communities. Taking this into account, it becomes especially important to invest time in envisioning the best possible experience and taking deliberate, planned steps to achieve it.

Ideally, this is done in collaboration with representatives from both communities, supported by HR and other stakeholders as appropriate. Here are some next steps:

Map out the different groups affected (not just those at risk of redundancy). For example, line managers, employee representative groups, external partners, research networks, unions, students
Articulate what you would ideally like each group to think, feel and say about the process when it is complete. For example, “I understood the rationale for the redundancies”; “I was treated with dignity and respect”; “The selection process was fair”; “I was supported to find a new job”; “I was kept well informed”
Identify necessary concrete steps to maximise the chances of this experience being created. For example, regular Q&A calls; CV writing and careers surgeries; mental health and wellbeing support; mitigating steps for loss of knowledge

Collective awareness

Once the vision and plan are in place, the next step is to establish a collective awareness of why change is needed and why now.

This is often missed, or rushed, as the leaders involved in redundancy decision-making have spent hours working this through behind closed doors. Often, communications to everyone else last an hour or so. Realistically, people need much longer to come to terms with what they’ve heard. Consider the following actions:

Initial communications should be open, transparent and factual about the rationale for redundancies
Most people understand the financial pressures in the sector but will want to be assured that other options were fully explored. For example, using reserves; reducing executive pay; exploring new revenue streams; making cuts more gradually.

If communications about university performance have been transparent before this point, this step should not come as a surprise.

Provide line managers with simple, clear communication frameworks
This will help ensure messages are consistent as they cascade them through their teams. It can be helpful to have leaders sit in on each other’s briefings to provide support and help with consistency.

Support line managers, where needed
Help them with practicing communicating redundancy messages and answering questions effectively. It can be a nerve-wracking experience if this has not been done before.

Encouraging involvement

Hearing shocking news can take time to sink in. Often the details are not fully heard first time around.

The involvement step helps people work through what this means to them and navigate the often strong emotions and opinions involved. This step is about dialogue and exploration so that people can take ownership for their choices and next steps.

Provide plenty of opportunities to ask questions at different times. Often people don’t think of them until they’ve talked with friends or family
Ensure there are different channels for asking questions as not everyone will be comfortable speaking up in a group. For example, anonymous Q&A routes; small group drop-ins
Support line managers, where needed, in how to handle different emotional reactions. For example, encouraging people to open up and vent (if they aren’t already); acknowledging people’s opinions and feelings (it doesn’t mean you agree)

Performance post-redundancies in the Higher Education sector

Typically, this step is about implementing a new change in an organisation (new behaviours, processes and systems).

But it applies equally to the implementation of redundancy decisions. As people start to leave, those staying start to adopt new roles or responsibilities. Here, there is plenty that can be done to help smooth the transition.

Agree how individuals and teams who are leaving can create the best possible exit. For example, celebrations of past achievements, recognition for their value-added
If there is a period of uncertainty due to restructures, help teams create short-term, bite-sized goals. Once new teams are in place, invest time in setting them up for success
Remember to bring all other impacted groups on the journey as their contact-points change

Embedding

The redundancy process can take its toll on everyone involved, so energy is often low once people have exited.

The wider impact on morale can be long-lasting and hamper more positive plans for the organisation.

Steps to embed the changes well and keep the human element at the heart of the process go a long way to mitigating the negative impacts.

Provide plenty of practical and emotional support for line managers – leading teams through redundancies can take its toll on them as well as those affected most directly
Keep up communications about the performance of the university. People will want to know if circumstances have improved – was it all worth it?
If appropriate and agreed as part of exit discussions, stay in touch with people who have left. Find ways to involve them in the future of the university

The knock-on effect of not doing redundancies well is huge. As well as the financial and psychological impact on individuals and their families, the impact on employer reputation and the local communities can be long-lasting. Implementing other change can be hampered by low morale, while engagement and trust in leaders can be severely damaged.

So, it is well worth taking the time to take a people-centred approach to redundancies.

If your organisation is struggling with any of the issues discussed here, Pecan Partnership can support you. Find out more about Pecan’s Leading Change and Engagement offering and get in touch.