GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT EDUCATION SCOTLAND REVIEW ACTION PLAN MID YEAR PROGRESS REPORT

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1 FOR INFORMATION GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT EDUCATION SCOTLAND REVIEW ACTION PLAN MID YEAR PROGRESS REPORT Report by Vice Principal and Director of Curriculum and Quality 1. Introduction Members will recall that the Board agreed that progress with the College Education Scotland Review Action Plan would be reported to, and considered by, the Learning and Teaching Committee at each of its meetings in session 2015/16 and that progress reports would also be brought to the Board mid-year and at the end of the year. In addition, it was agreed that these reports would be shared with HMI Dr John Laird. This is the mid-year report to the Board of Management. It seeks to inform members of work undertaken and progress made by the end of January 2016 and to provide an evaluation of the early impact of this activity. It draws on the reports considered previously by the Learning and Teaching Committee (in October and December 2015) and also considers performance indicator data published by the Scottish Funding Council. A draft version of this report was considered by the Learning and Teaching Committee of the Board when it met in February Background (Education Scotland Review Action Plan) The College Education Scotland Review Action Plan was developed by the Learning and Teaching Committee and approved by the Board at its June 2015 meeting. The approach developed by the Learning and Teaching Committee was based on the College addressing three key questions: where are we now?, where do we want to be?, and, how will we get there?. Within this approach a College level plan was developed against which progress could be tracked, with this in turn underpinned by more detailed Faculty Plans, presented to the Learning and Teaching Committee at its August 2015 meeting which set out specific programme areas where improvement and support to improve is being targeted. The narrative identified the key strategic approaches which would be used by the College to drive forward implementation of the Education Scotland four main points for action for the College. These were: 1. Leadership for Learning and Monitoring of Impact; 2. Self-Evaluation and Quality Improvement Activity; and 3. Continuous Professional Development. The following sections of this report set out summary overviews of the work undertaken to date by the College in relation to each of these approaches. 1

2 3. Leadership for Learning and Monitoring of Impact 3.1 Summary of actions taken to enhance staff understanding and support further implementation of the aims of the College s Learning, Teaching and Assessment Strategy. The Education Scotland review recognised that the College Learning, Teaching and Assessment Strategy took good account of national priorities and was underpinned by a clear focus on the aims and principles of the Curriculum for Excellence. It recommended however that teaching staff receive more guidance to help them implement the aims of the Strategy, particularly in relation to improving retention, attainment and the quality of learning and teaching. The College has sought to ensure that the content of the Learning, Teaching and Assessment Strategy is routinely communicated to staff by managers and that its aims are embedded in College communication and practice. It has initially focussed on ensuring that key messages about learning, teaching, assessment and quality enhancement are delivered through line management structures and ultimately by Curriculum Managers to their teams. Prior to the end of session 2014/15, the Principal, Vice Principal and Director of Curriculum provided briefings to all teaching managers, Heads of Faculties, Senior Curriculum Managers and Curriculum Managers, on the aims of the Learning Teaching and Assessment Strategy and on arrangements for end-of-year evaluation of programmes. Following this, all Curriculum Managers led discussion on implementing the Learning Teaching and Assessment Strategy with their teams. All teaching staff also attended sessions in June 2015 delivered by HMI Dr John Laird on programme evaluation, including Performance Indicator data analysis, and Curriculum Managers supported their teams to undertake end-of-year review of their programmes. The aims of the Learning, Teaching and Assessment Strategy are also reinforced by being reflected in the templates used for end-of-year evaluative reporting and in the questions asked of students as part of Stop and Check activities. These approaches have been continued into academic year 2015/16 with Curriculum Managers leading team discussion of their draft Programme Area Reports and the appropriate Faculty Self-Evaluation reports and also leading discussion on team contributions to the Education Scotland Review Action Plan the basis for the Education Scotland actions in the Faculty Plans. In October 2015, Curriculum Managers also delivered a common presentation and discussion session to their teams providing direction and support on the role of the Class Tutor in Supporting Learner Success. 3.2 Summary of actions taken to continue to embed systematic processes which ensure that learner progress is regularly evaluated and that all learners are fully supported to succeed. Senior managers have continued to re-inforce the priority given to Quality Enhancement and to the delivery of the Education Scotland Review Action Plan through rigorous review of Faculty Self-Evaluations and continued monitoring of in-year information relating to learner progress. At the end of the second teaching block in session 2014/15 Faculty Managers held the scheduled progress monitoring meetings with each Class Tutor. These meetings focussed on 2

3 learner progress seeking to anticipate success rates and to identify and support learners at risk of completing with partial success. The evidence of the impact of these activities are that all Faculty managers are now communicating College expectations in relation to learning, teaching and quality improvement to their staff, and that progress has been made in improving full-time HE completed successfully rates and in moving partial success rates to better than the national norms. In the current academic year (2015/16) a range of systematic Faculty processes have focussed on ensuring that course delivery meets the needs of learners and that course participants are being appropriately supported to succeed. This activity has included implementing and responding to regular cross-college Stop and Check learner feedback activities, in addition to undertaking regular guidance meetings and monitoring of attendance and withdrawal on a weekly basis. In October 2015, Curriculum Managers delivered a common presentation and discussion session to their teams providing direction and support on the role of the Class Tutor in Supporting Learner Success. Following this, as part of the new in-year monitoring arrangements introduced in session 2014/15, over weeks six to ten of each teaching block Faculty Managers have held progress monitoring meetings with each Class Tutor, discussing learner progress and actions to support learners at risk of withdrawing or completing with partial success. This approach underpinned the significant improvement made in reducing partial success rates in session 2014/15, and indicative session 2015/16 performance indicator evidence suggests that this systematic approach to monitoring has led to improvements in levels of learner satisfaction and course retention. This process is currently being repeated for Block 2 of 2015/16 and will be repeated again in Block 3 (around May 2016). 3.3 Summary of curriculum development initiatives with a particular focus on developing STEM delivery. Alongside course level processes, the College has sought to continue to drive innovation within curriculum delivery through an Empowered to take Action project and the development of a College STEM Manifesto and strategy in partnership with the New Engineering Foundation (NEF). In September/October 2015 teaching staff were invited to submit Empowered to take Action (ETA) proposals which identified innovations which would enhance the quality of learning and teaching. In November 2015 the project proposals were considered by College management and eight proposals are now being developed and delivered by Faculty staff. They include projects to enhance enterprise and cross-curricular activity, to increase opportunities for project based learning and essential skills development, and to facilitate staff reflective practice. In terms of the development of a College STEM strategy, the College has worked over an extensive period with NEF to assess the College socio-economic operating environment in the context of potential technological and industry innovations to determine areas of future curricular growth which will align to future employment opportunities. This work led to the College achieving STEM Assured status as well as informing future curriculum development 3

4 in Engineering and Automation Systems, Design and Performance Technology, Built Environment and Emerging Technologies, Logistics and Intelligent Transport, and Health and Applied Science. 4. Self-Evaluation and Quality Improvement Activity 4.1 Summary of actions taken to ensure that a focus on self-evaluation and quality enhancement remain a key development priority for the College. Since the start of the current academic year College staff have continued to undertake considerable work in relation to Self-Evaluation and Quality Improvement Activity. Senior managers, including the Principal, Vice Principal and Director of Curriculum, continue to re-inforce the priority given to Quality Enhancement and to the successful delivery of the Education Scotland Review Action Plan. In October and November 2015 professional dialogue meetings were held between Faculty Managers and Senior Managers including the Principal, Vice Principal Curriculum and Quality, Director of Curriculum and Quality and the Quality Enhancement Manager, in relation to Faculty Self-Evaluation reports. This process provided feedback to Heads of Faculty as part of the quality enhancement process. In addition it allowed discussion and agreement of quality improvement priorities and actions, alongside identification of the at risk programmes which would be the subject of Quality Improvement Action Plans in the current academic year. These programmes are being provided with additional support from, and monitoring by, Senior Curriculum Managers and the Quality Enhancement Manager. The Quality Enhancement Committee has also met regularly to review Faculty and Support area self-evaluations, to lead College responses to accreditation body audits and to consider Education Scotland aspect reports. In addition, the Committee has overseen a working group of Faculty Senior Curriculum Managers which has met on a weekly basis since August 2015 to review and strengthen College quality processes. 4.2 Summary of actions taken to ensure high levels of staff participation in new selfevaluation and quality enhancement arrangements. During session 2014/15 the College developed new self-evaluation and quality improvement arrangements. These included a calendar of activities to enhance learner engagement and involvement in their learning and the wider life of the College, alongside the development of the Class Tutor role with its focus on supporting learner success and participation at programme, subject area and faculty levels in end-of-year evaluation activities. Regular meetings of Faculty Managers and Class Tutors to review learner progress and to identify and support individual learners who appeared to be at risk of completing with partial success are being embedded as a practice which is repeated once in each teaching block. These progress review meetings also helped to inform programme team discussion and completion of 2014/15 end-of-year programme and subject area reports. Further support for year-end evaluation activities was provided by College HMI Dr John Laird who delivered 4

5 sessions for all teaching staff on the use of performance indicators, action planning and target setting for improvement. Teams have engaged well in these processes and participated in professional reflection on the programmes they delivered and almost all of the reports were completed within the requested timescale. The quality of reporting was variable however, with the majority being descriptive rather than genuinely evaluative. More positively, most teams have now set realistic targets for improvement which are supported by appropriate improvement actions. End-of-year programme reports informed the subject area reports completed by Curriculum Managers and these in turn contributed to the Faculty Self-Evaluation reports which have been presented to the Academic Board. Further professional dialogue between Faculty Managers and Senior Managers (including the Principal, Vice Principal Curriculum and Quality, Director of Curriculum and Quality and the Quality Enhancement Manager) in relation to Faculty Self-Evaluation reports and processes took place in October This process has also been used to identify the at risk programmes which will be the subject of Quality Improvement Action Plans and provided with additional support from, and monitoring by, Senior Curriculum Managers and the Quality Enhancement Manager. 5. Continuous Professional Development 5.1 Summary of College CPD activity which has supported the development of skills related to learning, teaching and assessment. The College makes a significant investment in Continuous Professional Development (CPD) which it sees as being critical to underpinning improving leadership for learning and outcomes for learners. Supporting the implementation of the Education Scotland Review Action Plan is the key driver of College CPD activity over the short to medium term. The College has sustained its early commitment to addressing its inherited backlog in relation to teacher training. In academic year 2014/15 12 members of staff were supported to undertake the Teaching Qualification in Further Education (TQFE), 10 have completed and 2 will complete early in session 2015/16 and a further 24 staff were supported to undertake he Professional Development Award (PDA) Introduction to Teaching in Further Education. In the current academic year a further 12 members of staff are being supported on TQFE and 30 identified to undertake the PDA. A new staff induction process was introduced in August This programme was delivered to both new starts and to those who had joined the College during the previous session. Staff were shown the College intranet and were provided with briefings from a number of College Managers. This enabled staff to discuss College policies, procedures and practices and to navigate around the intranet in order to locate important college documents. Targeted CPD activity, based around the nationally agreed Professional Standards for Lecturers in Further Education, and which focuses on developing lesson planning, learning and teaching approaches, including to promote equality and diversity, and assessment for learning is now being provided for all teaching staff on an ongoing basis. These activities 5

6 include supporting teachers to develop practice in involving learners in reflection on, and planning of, their own learning. The Staff Conference in February 2015 included training on ILP use, lesson planning, accessing online resources, new qualifications and their equivalences, classroom dynamics, developing Moodle skills, techniques for enhancing learner engagement and smartboard training. On June 2015, Curriculum Managers, assisted by Senior Curriculum Managers and Heads of Faculty, met with their teaching teams to discuss the College s Learning, Teaching and Assessment Strategy and what it meant to them in terms of their own learning and teaching practice. Teams were asked to identify key activities and behaviours which supported the aims of the Learning, Teaching and Assessment Strategy. Following this, Curriculum Managers, supported by Senior Curriculum Managers and Heads of Faculty, facilitated a discussion with their teaching teams on learning and teaching approaches. After an initial briefing session, lecturers were asked to individually reflect on two recent lessons that they had delivered and to identify activities that could be described as either explaining, involving or enabling, and whether the balance of these was appropriate. These were shared with colleagues in small groups and discussions took place about how the lessons could become more involving. The feedback from the groups was then shared with colleagues. The participation level was high with around 270 members of teaching staff involved in this professional reflection. A further Learning and Teaching Conference held in June 2015 was attended by 298 members of teaching staff and focussed on developing new approaches to learning and teaching. The programme consisted of professional development in: Market Maker a UK-wide virtual entrepreneurial competition designed to develop a range of core skills, leading to the College having 7 teams participating in Market Maker this session; STEM how to integrate the teaching of STEM subjects in all areas of the curriculum. This will be followed up by 12 members of College staff attending further training in November 2015 and visiting the new Preston College STEM Centre to see this approach working in practice; Entrepreneurial Thought and Action - exploring practical ways to re-think the design and delivery of teaching, learning and assessment. Subsequently eight follow-up project proposals from staff groups have been submitted for implementation; Design Thinking a powerful set of tools and practices for encouraging innovative behaviour and leadership potential with applications in curriculum design and team leadership. In session 2015/16 the College is developing its own capacity to deliver this approach more widely to teams throughout the College; and Project-Based Learning a workshop which explored how project-based learning is implemented in all areas of curriculum design in Preston College. Subsequently an extended follow-up session was delivered on 9 th October 2015 in the College and in 6

7 September, a group of curriculum managers visited Preston College to share practice project-based delivery in STEM subject areas. A further two teaching staff conferences have been held so far in session 2015/16 with a third scheduled for Wednesday 17 th February Workshops provided include Moodle skills development, using Office 365 as a teaching resource, Smartboard Training, developing project-based learning, design Thinking, One Drive, Skype for Business, professional discussion around enhancing classroom dynamics to stimulate learning, Mindfullness, sharing practice in Science between College and schools staff, learning and teaching strategies which empower learners to take control of their own learning, questioning techniques, approaches to lesson planning and using ipads in Learning and Teaching. These activities are designed to develop, still further, the use of a variety of learning and teach approaches which promote learner engagement and provide opportunities for the co-creation of the curriculum. 5.2 Summary of actions taken to embed a systematic and comprehensive approach to staff professional development and review. The College has agreed with staff representatives a new Professional Development Review (PDR) Process which requires all staff to reflect on their skills and development needs and identify their individual CPD priorities on an annual basis. This PDR process was introduced in March 2015 to provide each individual member of staff with an opportunity to discuss their CPD requirements with their Line Manager. Training sessions on the PDR process for Line Managers and staff was provided on the 11 th February 2015 as part of a wider staff development programme. The outputs from the PDR process are collated by the Organisational Development Manager (ODM) and fed back to the operational managers to assist them with operational planning activities and to assist the ODM with planning staff development events throughout the year. Through this Professional Development Review process Curriculum Managers are expected to ensure that teaching staff attend the CPD programmes required to ensure they develop the skills which support variety in learning & teaching approaches, effective assessment for learning and effective lesson planning. In addition, the College has launched a Professional Development Fund (PDF) to assist staff to undertake additional professional qualifications. Fifteen applications were received in October 2015 and successful applicants will be offered either full or partial financial support to undertake additional qualifications. The College has also secured Erasmus+ funding to support teaching and support staff to participate in HE mobility programmes which will be used to identify good practice from colleagues in partner countries in order to inform learning and teaching approaches. The College continues to provide leadership training for all managers through its well established Leading Excellence, Enterprise and Progression (LEEP) development programme. The structure of the programme includes development of leadership skills in relation to promoting College values, and managing conflict resolution, team building and change 7

8 management. To date, around 80 members of staff have participated in this training programme. 5.3 Summary of College CPD activity which has promoted innovation in learning, teaching and assessment. College quality enhancement and CPD arrangements provide systematic opportunities for teaching staff to evaluate and share good practice related to learning, teaching and assessment processes. Around 270 members of teaching staff were provided with CPD in PI analysis and evaluative writing delivered by College HMI Dr John Laird, prior to being provided with time to produce their programme Year End Reports. The review of these reports by Senior Curriculum Managers/Curriculum Managers supports the identification of areas where further CPD is required and, in particular, managers of teams with identified low PIs are now agreeing targeted CPD where this is required to improve the quality of the learner experience. As part of the College s membership of the Gazelle Group, Preston College delivered two training sessions at the College on project based learning. An opportunity then arose to visit Preston College to view their new istem centre and investigate further how project based learning is applied in that college and eleven members of staff visited Preston College in November The group have subsequently met to discuss ideas and follow on actions for the College have been developed and are now being implemented. These include cross curricular sharing between the Mechanical Engineering and Jewellery sections with respect to rapid prototyping and 3D printing technology, the development of a STEM template to assess and record how STEM is being embedded into College projects, and the creation of project based learning case studies to support CPD for staff. The College has also organised opportunities for teaching staff to share practice with colleagues from local secondary schools. In June 2015, a range of school and college science staff engaged in professional discussion around curriculum alignment to enhance progression for Senior Phase pupils and further meetings of science staff will take place in 2015/16. In addition, the College is participating in further school/college partnership activity related to the sharing of practice within mathematics delivery. Alongside the CPD support provided by the Professional Development Review process, a Professional Development Fund was established in session 2015/16 to give both teaching and support staff an opportunity to bid for financial support for accredited CPD activity. Fifteen completed requests were submitted and all applicants will receive full or partial funding for a range of staff CPD activity including training related to pedagogy, teaching English as a foreign language, understanding renewables, becoming proficient in sign language, and developing ICT skills in VMWare and Cisco. Finally, as developing use of technology across the curriculum is a priority for the College, in November 2015 a member of the College ICT team was redeployed within a Learning Development Role to support the embedding of ICT technologies within learning and teaching and the development of staff ICT skills in order to enhanceme the quality of the 8

9 learning environment while supporting the development of skills required by learners for self-directed study. 9

10 5.4 Organisational Development context. These CPD activities sit within a college wide approach to organisational development. A report on the College organisational development activities, considered at the most recent meeting of the Board s Human Resources Committee, is attached as Appendix 1 to this report. 6. Progress with College and Faculty level actions Members will recall that the Action Plan agreed by the Board included a College level operational plan against which actions could be tracked. This plan has been updated on an ongoing basis and is attached for the information of members as appendix 2 to this report. Similarly, members will recall that a further level of detail, including for example detail on programme level responsibilities for improvement, was provided in the Faculty Operational Plans presented to the Learning and Teaching Committee at its August 2015 meeting. Those actions have been re-assigned among the four new Faculties and progress against them is reviewed routinely at Head of Faculty meetings to inform the updating of the College level plan. 7. Impact of the Education Scotland Review Action Plan Impacts already made in relation to the four main points for action set out in the Education Scotland report are detailed below: 1. The college should improve successful completion rates for full-time learners, particularly those on HE programmes. 2. The college should ensure that curriculum teams develop and use targets for improving the overall success rate in 2014/15 improved to 75% - a rise of 3% and is now higher than national comparators overall, FT success rates improved from 62% in 2013/14 to 67% in 2014/15; the HE FT success rate rose from 63.7% to 70% and is now only 1.2% below the national norm; the FE FT success rate is now only 0.3% below the national norm; partial success rates for HEFT programmes reduced very substantially from to 22.9% to 11.4% and overall partial success were better than the national norm); and in 2015/16, early retention has improved again with the early withdrawals reducing by over 25% overall (in particular, early withdrawal on FT FE programmes has improved from 11.7% in 14/15 to 8.9% in 15/16). This suggests that it is realistic to expect further improvements in overall success rates by the end of 15/16. a systematic approach to developing and using targets for improving retention and attainment has been introduced. At end of 14/15 all programme teams produced evaluative reports that set targets for improving retention and attainment in 15/16. The College Student Records team 10

11 retention and attainment systematically. 3. Senior managers should provide staff with support and direction in order to implement fully the aims of the learning, teaching, and assessment strategy. 4. Senior managers should provide effective leadership for quality enhancement with particular focus on learning and teaching and attainment now provide to all Faculty managers weekly retention reports to support the identification of courses where learners are at risk of non-achievement and these are being formally reviewed by class tutors with curriculum managers each teaching block. all teaching managers have accepted leadership responsibility for the Learning Teaching and Assessment Strategy, providing and supporting a range of staff briefings and CPD activities. From this Faculty Managers have presented to the LTC examples of ways in which their teams address the LTAS; the aims of the LTAS are now embedded in routine college processes - such as stop and check activities and end of year evaluative reporting; building on the activities delivered at the Learning and Teaching conference in June 2015, work done in developing the College STEM Strategy, and a study visit to Preston College a number of staff have developed proposals for innovative project based approaches to learning which address the aims of the LTAS; and feedback from learners (based on samples of over 1,500) shows increases in 2015/6 of 4%-6% in the proportion of learners who agree that learning and teaching approaches have helped them to develop their confidence and wider skills, that the use of assessment has supported their learning, and who feel encouraged to discuss their course. Similarly, there has been a rise of 2%, from 91% in 2014/15 to 93% in 2015/16, in the proportion of learners who agree that the atmosphere in class helps them to learn. overall success rates improved in 2014/15 and attainment targets for 2015/16 have been set and are being monitored across all programme areas; revised SE processes are in place and a model for classroom observation is now in draft/consultative form; SMT have reviewed Faculty Self Evaluation reports and agreed the scope of Quality Improvement Action Plans for 15/16; early retention has improved in 2015/16; the QIAP process, introduced in 2014/15, has been successful in improving outcomes in almost all of the programmes targeted; learning and teaching has been the primary focus of teacher CPD and this has led to the development of innovative learning activities across the college; 11

12 the College received STEM assured status on 3 December Next steps This is an encouraging report which suggests that the College has been effective in progressing its quality enhancement agenda and in addressing the main points for action set out in its Education Scotland Review. This is however only the first stage of a longer term process and it would be complacent to in any way assume that the College had now addressed its quality enhancement agenda. In particular, review of College and national performance indicators continues to highlight improving retention as the key issue for the College to address in order to improve successful completion rates. This issue is being given priority through the Class Tutor role. It will continue to feature strongly in the College Institution Led Review and associated quality enhancement themes in 2016/17 and beyond. Additionally, over the remainder of 2015/16, the College will seek to introduce arrangements for Peer Review and to more fully embed its Professional Development and Review process. 9. Resource issues The resources to support actions to improve learner attainment are contained with the College budget. 10. Risk and other issues The College faces reputational risk if actions to address the recommendations contained within the Education Scotland are not effective. There are no new equalities issues raised immediately by this paper. The proposed work to identify and address reasons why learners at Glasgow Kelvin College achieve partial success may however uncover or raise equalities issues as it progresses. 11. Recommendations Members are recommended to: i. note the contents of this report and its appendices; ii. note the progress made to date by the College to address its Education Scotland Review Action Plan; iii. note that the Principal will forward a copy of this report to College HMI Dr John Laird; and iv. request that the College provide further such progress reports to Board and to its Learning and Teaching Committee during session 2015/16 as previously agreed. 12. Further information 12

13 Members can obtain further information on the contents of this report and its appendices from Robin Ashton, Director of Curriculum Alan Inglis, Vice Principal, or Alan Sherry, Principal, Members should also note that the Principal reported on progress against the Education Scotland main points for action at the January 2016 meeting of the Glasgow Colleges Regional Board based on the December 2015 report considered by this Committee. 13

14 Appendix 1 Glasgow Kelvin College Support Team Operational Plan Team: HR & OD

15 Guidelines for Completion This Operational Plan is developed in response to the Glasgow Regional Outcome Agreement for 2015/16, the College Strategic Plan for , the Education Scotland Action Plan and the College Context Statement. It should also take account of the Education Scotland Quality Improvement Framework. Each of these documents have been issued and Operational Plans should address the targets contained in them ROA and QI targets are also featured at the start of this template. Operational Targets should also address any recommendations from your Faculty / Team Self-Evaluation process. All targets should be SMART (Specific, Measurable, Achievable, Relevant and Time bound). Please also bear in mind that you need only address those strategic targets and themes which are relevant to your Faculty/Team operations. To match your Plan to those targets, the Plan can be completed as follows: Objective : This is the objective outlined in the Strategic Plan. Key Activities : This is the action your area will take to address the objective. Responsibility/Action Taken : This should identify the job title of the responsible person and actions being taken to address target. Following this is the section on the Education Scotland Action Plan. Although only Faculty or Support Team actions appear on each template, we would recommend that you stay aware of the College-wide actions and how each team s action impacts on the function of another. On completion of the plan, you should provide a summary of any common themes that arise in relation to the CPD of your staff. Similarly you should provide a summary of how you intend to prioritise your resources to reflect your key priorities. Progress should be monitored with your line manager on a monthly basis and actions should be taken to address any issues that arise or any changes to the plan as a result of changing circumstances. These monthly changes should be tracked so that the plan is a working document at all times. Your team s progress against the ES Action Plan will also be monitored monthly at meetings with line manager/team. Formal summary reporting is required on a monthly basis with variations and cross-college impacts to be discussed at the monthly Review Meetings and outstanding actions summarised for consideration for the next operational plan if appropriate. A summary of impact /reflection of progress over the duration of the plan should be completed by July. Page 1 of 46

16 HR and OD Overview HR Key Themes Page 2 of 46

17 1. Workforce planning Workforce planning is a core process of the Human Resource Function that shapes the College s workforce strategy and ensures the right number of people with the right skills, are in the right place at the right time to deliver short- and long-term College objectives. The term workforce planning tends to embrace a diverse and extensive range of activities and the Workforce Plan includes: succession planning, labour demand and supply forecasting, recruitment and retention planning, skills audit gap analysis, job design, career planning and scenario planning. The development of the Plan includes a review of contractual arrangements to provide the necessary flexibility and affordability to meet the changing needs and expectations of learners and the operational needs of the College. 2. Health and Wellbeing The developing College Health and Wellbeing strategy and action plan aims to promote health and wellbeing and encompasses more than being free from illness. The College is keen to develop a strategy that is a dynamic process involving change and growth. Creating a holistic approach to the management of health and wellbeing for all staff will include for example: a recruitment strategy which attracts and retains key staff; supportive policies and procedures; competitive terms and conditions; family friendly and flexible working practices; workforce planning; appropriate and innovative CPD and fair and effective management approaches. 3. Policy Evolvement During the first year after merger Human Resource policies and procedures were developed in consultation and in partnership with the recognised Trade Unions. Policy evolvement incorporating a development cycle will ensure the continual review and evolvement of policies in line with legislative changes, operational requirements and new and innovative practices in a systematic way. 4. Skills Development Appropriate programmes of CPD are developed annually which aim to provide quality leadership, management and effective staff development. Programmes are informed by internal and external forces and focus on ensuring that staff understand their role in delivering the College s vision and have the skills that they need to be fully effective. 5. Values and Culture development The College strives to create and develop a culture where success is founded on a set of core values that drive the way staff, learners and stakeholders behave towards each other. This underpins our purpose and guides our actions. 6. Induction Induction training is an introduction for new employees into the College, their team and their role. This introduces new employees to the College, its culture and its values, integrates the employee into the working environment and in undertaking their role. The Induction process is continually reviewed, developed and incorporated into the overall CPD plan for the College. The objective of the Induction programme is to develop the relevant skills, knowledge and behaviour of employees that their post requires.

18 Regional Outcome Agreement Outcome 1 - Right learning in the right place. More people in Glasgow and Scotland in employment, education or training. Outcome 2 - Widening access. Learning opportunities are accessible, supportive and representative of all. Outcome 3 - High quality and efficient learning. More learners achieve qualifications and can progress to further study and/or work. Outcome 4 - Developing the workforce. More students develop the appropriate skills needed to get a job, keep a job or get a better job.

19 Education Scotland Quality Framework 1 Key Performance Outcomes 1.1 How well does the College perform against its educational aims, objectives and targets? 1.2 How effective is the College at achieving and maintaining high levels of retention, attainment and progression? 1.3 How well does the College adhere to its statutory principles? 2 Impact on Learners and Other Users of College Services 2.1 How accessible, flexible and inclusive are College programmes are services? 2.2 How well do programmes and services meet learner needs? 2.3 How well do learners make progress, attain qualifications and achieve more widely? 3 Impact on Staff 3.1 How well does the College motivate staff and secure their engagement in setting and achieving College targets? 3.2 How well do staff reflect on and participate in professional discussion to enhance learning, teaching and other services? 3.3 How well do staff work together in their own teams, and more widely in the College? 4 Impact on Employers and Communities 4.1 How well does the College serve local and national employers? 4.2 How well does the College serve its communities and other learning providers? 5 Education, Training and Lifelong Learning 5.1 How well does the College design and deliver programmes and services to meet the needs of learners from all backgrounds and circumstances? 5.2 How well do learners learn? 5.3 How well do planning, teaching and the use of resources ensure effective learning? 5.4 How well is assessment used to promote effective learning? 5.5 How well are potential and current learners provided with information advice and support? 5.6 How well does the College sustain continuous enhancement of learning and teaching through self-evaluation and internal review activities? Page 1 of 46

20 6 Providing Direction and Facilitating Change 6.1 How effective are College planning processes? 6.2 How effective is action to achieve aims, objectives and targets of plans? 6.3 How well does the College recognise and respond to change in its environments? 6.4 How well does the College plan for and manage change? 7 Management and Support of Staff 7.1 How relevant and current are staff qualifications, skills and experience? 7.2 How productive are the working relationships among staff, learners and external stakeholders? 7.3 How effective is the College in recruiting, selecting and retaining staff? 7.4 How effective is workforce planning? 7.5 How effective is the College in developing its staff? 8 Partnerships and Resources 8.1 How extensive and effective are College partnerships with communities, other learning providers, employers and other agencies? 8.2 How well does the College manage and use its resources and learning environments? 9 Educational Leadership and Direction 9.1 How appropriate and influential are the College aims, objectives and targets? 9.2 How effective is the leadership for learning and teaching? 9.3 How effective is the leadership for services to support learners? 9.4 How effective is the leadership for enhancing quality and maintaining a quality culture? Page 2 of 46

21 Objectives/Key Activities/Action Taken 1 - Glasgow Kelvin College Community Objective Key activities Responsibility/Action Taken Deadline 1.1 Create a shared culture and ethos between all staff and students ROA 1, 2, 3, 4 QI 1, 2, 3, 4, 6, 7, 9 Develop and implement a comprehensive induction programme for new starts, internal movement and promotion Develop and conduct HR briefing sessions for all staff as part of the CPD Programmes throughout the academic year HR Team OD Manager EDI Manager Director of HR Senior HR Officer OD Manager June 2016 June 2016 Develop, maintain and update an HR reference guide for all staff Director of HR HR Officers June 2016 Create and implement a 6 week review with all new starts Senior HR Officer HR Officers Achieved Develop and deliver retrospective induction programme for all staff employed in previous academic year. Director of HR Senior HR Officer OD Manager Achieved Further develop HR presence on College intranet to include key HR policies, procedures and processes HR Team June 2016 Launch monthly HR updates for all staff HR Team Achieved 1.1 Create a shared culture and ethos between all staff and Review recruitment processes to embed College values in line with the Policy Review Schedule HR Team OD Manager March 2016 Page 3 of 46

22 1 - Glasgow Kelvin College Community Objective Key activities Responsibility/Action Taken Deadline students ROA 1, 2, 3, 4 QI 1, 2, 3, 4, 6, 7, 9 Conduct HR Perception survey to assess impact of HR Services Develop a Health and Wellbeing policy in consultation with recognised trade unions and stakeholders HR Team Jan 2016 HR Team June 2016 Training in making reasonable adjustments for line managers and supervisors Unconscious bias training for Board members and all staff involved in recruitment and selection. HR Team OD Manager EDI Manager HR Team OD Manager EDI Manager August 2016 May 2016 Conduct a work positive survey in conjunction with Healthy Working Lives HR Team April 2016 Establish CPD priorities for Faculties, Centre and Support Departments through working with managers and staff. HR Team OD Manager Achieved 1.1 Create a shared culture and ethos between all staff and students ROA 1, 2, 3, 4 Develop a CPD programme for all staff throughout session 2015/16 Develop and implement a management development programme to support College policies, practices and values. HR Team OD Manager EDI Manager HR Team OD Manager EDI Manager June 2016 July 2016 Page 4 of 46

23 1 - Glasgow Kelvin College Community Objective Key activities Responsibility/Action Taken Deadline QI 1, 2, 3, 4, 6, 7, 9 Deliver CPD to embed further the College values. OD June 2016 Assist in the development of software to record CPD activity and support staff usage HR Team OD Manager June Reshape and identify our contribution to wider partnerships inc. Regional Board ROA 2, 3 QI 1, 3, 4, 5,6, 8, 9 Work in collaboration with HR partners in the two other Glasgow Colleges to implement any staffing changes and manage any requirement of the TUPE legislation VP (HR & OD) Director of HR June Embed Strategic Themes throughout all College life ROA 1, 2, 3, 4 QI 1, 2, 3, 4, 6, 7, 9 Page 5 of 46

24 1 - Glasgow Kelvin College Community Objective Key activities Responsibility/Action Taken Deadline 1.4 Continue to embed College commitment to equality, diversity, inclusiveness and respect for the individual ROA 1, 2, 4 QI 1, 2, 3, 4, 6, 7, 9 Develop toolkit for managers and staff for managing positive mental health Mental health workplace training for all line managers Integrate College values into HR policies, procedures and practices in line with the College s review schedule HR Team EDI Manager H and S Manager EDI Manager Achieved Achieved HR Team June 2016 Implement and develop further the College s Equality Outcome Action Plan Implement a six week values launch HR and OD Team EDI Manager OD Manager HR Team June 2016 June 2016 Develop and deliver equalities training package available on Moodle for all staff OD Manager EDI Manager ICT Team Achieved Page 6 of 46

25 2 - Breadth of Curriculum Provision Objective Key activities Responsibility/Action Taken Deadline 2.1 The right learning in the right place, accessible for all ROA 1, 2, 3 QI 2, 3, 4, 5, 7, 8, 9 Provide CDP to develop further improved practice in learning and teaching Support up to twelve teaching staff to complete the TQFE qualification in 2015/16 Support up to thirty teaching staff to undertake the PDA in Teaching Practice in Scotland s Colleges OD Manager June 2016 OD Manager July 2016 OD Manager July 2016 Implement the PDF programme and progress applications received. OD Manager Achieved 2.2 Implement the Curriculum Review during for both College and Region ROA 1, 2, 3 QI 2, 3, 4, 6, 7, 8, 9 Work in collaboration with HR partners in the two other Glasgow Colleges to implement any staffing changes and manage any requirement of the TUPE legislation VP (HR & OD) Director of HR June 2016 Page 7 of 46

26 3 - Development of a Flexible and Innovative Learning and Teaching Model Objective Key activities Responsibility/Action Taken Deadline 3.1, Provide all students with an engaging and high quality learning experience which enables them to reach their full potential and achieve success in their goals ROA 1, 2, 3, 4 QI 1, 2, 3, 5, 8 Run student focus groups on relevant policies and procedures: safeguarding, equality and diversity and corporate parenting. Develop, pilot and evaluate in partnership with representatives of the recognised Trade Union a Peer Review Procedure Provide training and guidance for all staff in Prevent HR Team EDI Manager Achieved OD Manager/SMT June 2016 HR Team OD Manager December Increase the capacity of the College to develop and innovate ROA 3 QI 1, 2, 3, 4, 5, 7, 9 Create and implement a rolling programme of HR management training for Line Managers and also offer to staff as part of the College s succession planning HR Team OD Manager February 2017 As part of the rolling programme for managers develop, deliver and evaluate training in 4 key areas namely; attendance management recruitment discipline grievance HR Team OD Manager March 16 June 16 August 16 October 16 Feb 17 Develop, implement and evaluate a training programme for the HR team to ensure their continual professional development HR Team OD Manager June 2017 Page 8 of 46

27 3 - Development of a Flexible and Innovative Learning and Teaching Model Objective Key activities Responsibility/Action Taken Deadline Provide line management support on performance management approaches and develop and implement an appropriate ongoing CPD programme HR Team OD Manager April Accessibility for All Objective Key activities Responsibility/Action Taken Deadline 4.1 Implement the Curriculum Review ROA 1, 2, 3 QI 5, 6, 7, 8, Embed a curriculum that enables students to progress to employment or transition to more advanced qualifications, in or outwith College ROA 1, 2, 3, 4 QI 2, 3, 4, 5, 8 Page 9 of 46 Support managers to conduct EIAs on changes, decisions, policies and procedures. Advise and guide management in the review and implementation of staffing structural reviews Managers and EDI Manager June 2016 HR Team June 2106

28 4 - Accessibility for All Objective Key activities Responsibility/Action Taken Deadline 4.3 Provide effective and timely advice and guidance relevant to our diverse student population ROA 1, 2 QI 2, 3, 5, 7, 8, Work in partnership with students to further develop learner engagement through Quality Enhancement and in the work of the College ROA 1, 2, 3 QI 2, 3, 5, 7, 9 Develop and implement accessibility guidelines for College documents and Teaching Materials EDI Manager and Library Services Manager March Partnership Working Objective Key activities Responsibility/Action Taken Deadline 5.1 Enhance and nurture relationships with the 10 local secondary schools Develop gender plan initiative through meeting with school guidance teachers to discuss learners progressing into non-traditional areas of study EDI Manager Head of Advice and Guidance June 2016 Page 10 of 46