TAFE NSW SOUTH WESTERN SYDNEY INSTITUTE REVIEW OF COLLEGE CUSTOMER SERVICE FUNCTIONS

TAFE NSW SOUTH WESTERN SYDNEY INSTITUTE REVIEW OF COLLEGE CUSTOMER SERVICE FUNCTIONS This paper outlines a review of the customer service functions and proposes a model for delivery of customer service within South Western Sydney Institute which aligns with the Institute s whole of business model. The model provides a comprehensive level of customer service delivering a safe and secure working and learning environment for staff and students as well as governance and control around the Institute s business and resources. Background A discussion paper was submitted to the Institute Director dated 31 March 2008 outlining a rationale for the need for an improved SWSI customer service model Attachment A. The Institute Director subsequently approved the formation of a working party and Terms of reference were developed and approved - Attachment B. Methodology SWSI staff were informed of the Review and the establishment of a WIKI space for the placement of relevant information and to enhance communication through the ID Minute 28/08 of 15 July 2008 Attachment C The PSA and NSW Teachers Federation were also advised by letter on 7 July 2008 Attachment D. The consultation process incorporated input from college administrative and teaching staff through focus group sessions. A number of discrete sessions were held at each college that also included senior staff and some faculty meetings. A schedule detailing the focus group sessions is provided in Attachment E. Data relating to SWSI customer service levels was extracted from the TAFE NSW 2005 Student Satisfaction Survey Administration and Information Subscale - Attachment F. The working party also sought information from external sources. Members of the working party met with the TAFE NSW Sydney Institute Course Information Centre on 12 June 2008, TAFE NSW Illawarra Institute on 21 September 2008 and with TAFE NSW Western Sydney Institute on 21 October 2008. Information was also sourced from the Roads and Traffic Authority on 22 September 2008 in relation to their customer service model. Customer Service review Submission to ID version 5.docx 26-May-09 P a g e 1

As a separate task all feedback collected during the college administration focus group sessions was documented and sent back to the respective college for their reference and transparency of process. Relevant feedback from all sources was extracted and sorted with a final summary being placed on the Customer Service Review Wiki Space - Attachment G. There were some comments /feedback received that were not relevant to the Review and outside the Terms of Reference. The working party made an undertaking to bring such comments to the attention of the Institute Director Attachment H. Analysis of the feedback and data revealed a number of principles that were used to guide and underpin the development of a customer service model Attachment I. The model In developing a customer service model that complements the new whole of business model, the working party has sought to reduce the duplication of student administration processing across the various SWSI units by centralising the functions to the main service outlet of a college administration unit. As SWSI moves into an ever increasing contestable market arena it is expected that college administration teams must be conversant with, and capable of working in an environment that treats all students in a similar fashion. The artificial lines created by funding streams must be removed so that all processes are able to be performed efficiently from a unified customer service perspective. A clear definition of responsibilities of customer service teams, service and support units and teaching and learning teams will lead to a more focused and holistic service. Consequently, the working party has considered the various customer service support processes and evaluated their ability to be provided by a college in a frontline customer service approach. A matrix has been developed and is provided in Attachment J. To support this frontline customer service model there will be an emphasis on a team based approach to all the college functions within student administration and college operations rather than the silo of functional areas that currently exists. Multi skilling and sharing of knowledge will underpin the model. In developing the model the working party has also considered the design and model of the previous SSI and SWSI administration structures. There are elements of both of these models which have proven to be more effective - within Bankstown, Padstow and Lidcombe the inclusion of an Operations Coordinator has enabled a more flexible and encompassing approach to facilities management, security and class support, while at other colleges a strength has been a move away from a clerical officer classification to a higher level position of clerk grade 1/2. In developing the new SWSI customer service model the working party has incorporated facets of each of these models. Customer Service review Submission to ID version 5.docx 26-May-09 P a g e 2

The proposed model facilitates a holistic approach to customer service with a focus on completing transactions whilst the customer is present, removing compartmentalised silos and subsequent back office processing. The model team consists of members who can provide customer service matched to the complexity of the transaction required. The model team has three components; customer service co ordination, facilities management co ordination and educational service and support. The customer service team will integrate all the roles currently sitting within the college; student records, enrolments, course information, training plans, TVET, commercial and all payments regardless of the funding source or origin of the customer. It will consist of up to three levels; a base grade level Customer Service Officer who will respond to all administration processing and general enquiries, at the next level will be a Senior Customer Officer who will have specialised knowledge to deal with more complex enquiries and processes and provide training to less experienced staff across all areas of customer service, and then a Customer Service Coordinator who will lead and coordinate the team and it s functional areas, including clerical support for the teaching sections. The remaining college operational functions have been grouped under a College Facilities Coordinator. This position will have responsibility for the functional areas of class support, facilities management and oversight of major/minor works, environmental sustainability, receipt and asset tracking of deliveries, resource administration (incorporating college rooms and motor vehicle bookings), management of risk related to the OH&S components of AQTF requirements and college security. This position may be supported by other positions such as an Assistant College Facilities Coordinator and/or a Facilities Services Officer depending upon the size and complexity of the site. The Customer Service Coordinator and College Facilities Coordinator through their level and grading within the college organisational structure will be able to support the College Manager in relation to a number of routine administrative and delegated functions. It is anticipated that in those colleges where the Customer Services Coordinator and the College Facilities Coordinator are the same grading that each of these officers will be sufficiently conversant with the other area to enable coverage of their functions for short term absences. These positions will be able to respond to issues and effectively deal with matters in the absence of the College Manager. The College Manager will maintain overall governance and accountability of all functional areas. The responsibilities in the Position Descriptions will be generic with accountability for a range of customer service areas. Draft Position Descriptions Attachment K for each of the new positions will be supported by the NSW Public Sector Capability Framework. DET is adopting this Framework for use in the Performance Management and Development Scheme and it articulates clearly the level of skills, attitudes and behaviours expected of the various position holders. Customer Service review Submission to ID version 5.docx 26-May-09 P a g e 3

It is anticipated that by grouping college operational functions primarily into two teams that synergies within the teams in relation to knowledge building and team dynamics will be sustained and coverage of absences and succession issues will be addressed. The Coordinators will be able to provide a more responsive service as they will be able to allocate staff on a needs basis to deal with priority areas. The third component of the model consists of the existing educational support areas of library, student association, careers and counseling and child care centres. It is not proposed to change these functional areas at this time however in the future there may be a need for a review to reflect the changing VET environment. The proposed model is sufficiently robust in the structure and position descriptions to incorporate future changes in technology and shifts in business activity within the SWSI profile. The proposed model is provided at Attachment L. Comment Workforce capability A limitation of the existing model is that administrative staff have few developmental opportunities to upskill and further their understanding of the various corporate systems, administrative processes and customer service. This has resulted in staff developing their own methods to complete a task resulting in inconsistent practices across colleges. Succession planning has also suffered as there are few higher graded college positions and often the gap between gradings is too large. Greater opportunities for multiskilling and the gaining and upgrading of formal qualifications including the use of the TAFE Workforce Guarantee proposals of Doing Business in the 21 st Century. Whilst the provision of staff development will continue to be a priority the model also proposes that staff be able to be temporarily positioned for negotiated periods of time within the Student Administration Centre at Liverpool. In this manner staff will be able to participate within an environment that is focused both on the whole of SWSI and the larger TAFENSW VET environment. This will enable staff to experience the cutting edge of development and implementation of systems, policies and procedures and their implementation. The increased knowledge and networking gained by staff through this initiative will assist in maintaining college operations that are current and consistent. To this end it is proposed that a Business System Project Officer position is to be created in the Student Administration Centre. The position will not be substantively filled but rather be utilised to employ college staff for professional development opportunities. College administrative staff will be expected to operate across various corporate systems, data bases and customer service areas. The Customer Service Coordinator Customer Service review Submission to ID version 5.docx 26-May-09 P a g e 4

will have the flexibility to apportion tasks to staff based on operational needs. Many of the smaller colleges already see staff working across a wide range of areas and some multiskilling has become a feature of college administration areas. To date however, where implemented, multiskilling has largely been achieved through negotiation rather than the deliberate embedding within a model. To facilitate the learning and development of clerical staff operating within teaching sections it is also proposed to rotate these staff through the main office and to participate during major college operations such as enrolments. Presently many of these officers have only worked within a teaching section and their training and exposure to organisational systems has been minimal. A training plan for all administrative staff will need to be developed as part of the implementation plan. Consideration is also to be given to SWSI s ongoing commitment to the employment of people with disabilities. A whole of Institute approach will be adopted to ensure that SWSI maintains its obligations under the DET Workforce Diversity Plan 2009-2011 for persons currently employed who have a disability. Class Support An analysis of the role of the Class Support Coordinator and Operations Coordinator revealed that the responsibilities and practices of current incumbents varied across colleges. At some colleges these position holders have supervisory responsibility for all class support classifications whilst some do not include clerical support, still others, in addition to class support, include college maintenance responsibilities and security. Some position holders prepare the documentation for transfer of costs and data entry whilst others forward this documentation to others to process. The proposed model will ensure consistency of responsibility and practice. The model proposes to place responsibility for the management of clerical support to teaching sections in the role of the Customer Service Coordinator, where clerical staff can be better supported and trained. The responsibility for class support classifications engaged within the teaching environment of workshops, kitchens, laboratories etc is located within the role of the College Facilities Coordinator. Facilities Management With the centralisation of Asset Management the function of officers responsible for college maintenance has been impacted upon. That function has become one of administration, liaison and quality assurance. The centralisation has highlighted the need for a college general assistant role which would attend to practical and small jobs around the college. The College Facilities Coordinators will be responsible for oversight Customer Service review Submission to ID version 5.docx 26-May-09 P a g e 5

of tasks involving contractors and obtaining quotes. Some of the positions responsible for facilities services will assist with management and integrity of facilities management data. Switchboard The model proposes that the tasks currently undertaken by the switchboard operator will be incorporated into all customer service roles. Continued implementation of VOIP will extend the effectiveness of the single contact number across all customer service areas in SWSI. Cash Handling In an ever increasing cash minimisation environment all payments will be non cash based and part of a front line Customer Service Officer role. Petty cash will be a back office process. College Operational Times Feedback suggested that college customer service hours do not adequately meet customers service needs. Colleges generally provide a counter service between 9.00am and 5.00pm. Consideration needs to be given to extending these hours. The current flexible working award conditions would be able to accommodate such a work arrangement. It would also be advantageous to consider employing some of the customer service staff on a less than full time basis to cover peak periods such as enrolments and beginning of semester and the busy middle of the day times when staff break times conflict with student lunch periods. Traditionally we have tended to employ staff on a full time basis. The conversion of FTEs would represent a departure from current practice it will however offer new opportunity for employment of staff who wish to utilise a range of work practices which suit both staff and SWSI. TVET The model will align college operational areas to the new SWSI business model. It incorporates the capacity for the college team to undertake mainstream task areas for TVET that fall within the administrative operational parameters. Customer Service review Submission to ID version 5.docx 26-May-09 P a g e 6

Preliminary analysis of the TVET processes suggests a level of duplication particularly in the area of enrolments. College staff are currently utilised to collect attendance data from teaching sections, report on incidents and absences to schools, negotiate work placements with the Local Community Placement contractors, the employers, students and parents. It is anticipated that TVET enrolments, withdrawals and adjustments will be managed by the college. The use of CLAMS for Schools will need to be implemented to remove manual duplication of attendance records. It is proposed that, consistent with other program areas, college administrative staff will not be involved with class management processes. Commercial and Training Plans The devolution of some functions from the current Training Services Unit in accordance with the new SWSI whole of business model will be accommodated within the proposed customer service model. A fundamental principle of the model is that all enrolments are processed by the college customer service team. This includes currently separate areas as International enrolments, commercial and short course enrolments. The introduction of MEVI Commercial in 2009 will facilitate this process. Under the SWSI whole of business model responsibility for the Employer Portal and the processing of Training Plan Summaries will reside with the Student Administration Centre. Resourcing of this function will be required and as data collected within these areas must correlate with the student records corporate systems, it is logical to position these functions within the Student Administration Centre. The Student Administration Centre will liaise and establish strong links with the colleges who will continue to assist in the processing of the full training plans in consultation with teaching sections. Shared Corporate Services Shared corporate services provides for the processing of data in the areas of human resources, finance, asset management and information technology outside the college environment. These areas are not impacted by the model. Customer Service Counters At the core of the model is our ability to provide a flexible one stop shop and seamless approach to our customers. The model places the majority of staff at the frontline. The maximum efficiency gains of the model are contingent on optimal configurations of the customer service centre. Customer Service review Submission to ID version 5.docx 26-May-09 P a g e 7

Resourcing will need to be provided to update some college customer service areas to enable the frontline location to create more effective staff interaction with customers. Options for Implementation Colleges and Sites The treatment of smaller sites ie Chullora, Macquarie Fields and Padstow were reviewed by the working party. Currently Chullora is an annex of Lidcombe college. This approach however, based on enrolments and ASCH, could see other smaller sites become managed as annexes of larger colleges. There are questions of political sensitivity, distance between sites and the community profiles and roles of existing small colleges to be considered in any decision to either consider an existing college as an annex or conversely to change an existing annex into an independent college. This is discussed further within the various options. Staffing levels In developing the model we have applied college enrolment numbers as the unit basis for determining staffing levels as it was considered that in relation to the administrative work areas within the Customer Service Centres that student enrolment numbers are a relevant indicator that reflects the nature of the work area. College enrolment numbers provide an indicative base when considering the number, type and complexity of transactional processing that will be required to administratively support each student enrolment across the full spectrum of their interaction with SWSI - from the development of course information material and the initial enquiry about course offerings and enrolment through to printing of testamurs and graduations. It should be noted that ASH, as a measure of student interaction, was not used as a measure of effort. ASH was considered to have more relevancy to teaching areas and not be as strong an indicator for college administration workload as enrolment numbers which incorporates the ongoing maintenance of a student. College enrolments comprise both core and commercial. In determining staff numbers for the Customer Service staff who will primarily be engaged with the administration of students the working party has extracted the commercial enrolments for each college. When considering these enrolments it is acknowledged that the task load for a commercial enrolment at the college is currently mostly done as a back office process and does not have the same degree of ongoing requirement as a mainstream enrolment particular Tafeplus courses which are enrolled through EVI. A commercial short course enrolment is equivalent to be one third or less of a mainstream enrolment. Customer Service review Submission to ID version 5.docx 26-May-09 P a g e 8

Table 1below shows this data. Customer Service Staff Establishment Process per staff Process per staff College 2008 Core enrolment Commercial Enrolments Weighted Total Bankstown 7,144 13 550 1,201 7,544 580 Campbelltown 5,466 8.5 643 661 5,686 669 Granville 14,383 16.6 866 1,787 14,979 902 Lidcombe 5,966 11.5 519 502 6,133 533 Liverpool 6,011 9 668 158 6,064 674 Macquarie Fields 2,153 7 308 319 2,259 323 Miller 5,215 9 579 5,361 7,002 778 Padstow 4,063 7 580 539 4,243 606 Wetherill Park 6,244 9 694 2,281 7,004 776 Total 56,645 90.6 625 12,809 60,915 672 Table 1 Analysis of this data illustrates the current inequity in the staffing levels at each college in relation to the number of enrolments processed. A review of this data shows an average of 672 enrolments per customer service position. The working party when determining customer service staff numbers at each college have used this number, rounded to 670, as the optimal load per person for the current level of technology, systems and processes. This approach ensures that there is an equitable workload for staff at the colleges for current and future business activity levels. Using a unit level of 670 enrolments a number of options were considered and are discussed below. Three options were considered: Option 1 Option 1 - This option combines the management of two colleges under one College Manager at College A with no face to face customer service for most of the year at College B. Option 2 - This option also combines the management of two colleges under one College Manager with a reduced level of customer service function at College B. Option 3 - This option retains a management and customer service provision at each of the nine colleges. Customer Service review Submission to ID version 5.docx 26-May-09 P a g e 9

This option requires a Site Facilities Assistant Coordinator to be located at College B to support local operations such as class support, facilities management, contractors and security. The combinations based on approximate sizes and LGA are; Granville Bankstown and Padstow Lidcombe and Chullora annexe Campbelltown and Macquarie Fields Liverpool and Miller Wetherill Park During enrolments and the first few weeks of semester customer service would be provided at both colleges. Subsequently customer service would be provided for both colleges at College A. In determining the number of customer service staff the working party have aggregated the enrolment numbers of the combined colleges. This option has the potential to achieve efficiencies however as many of our internal processes are still paper driven the movement of paper and other forms between colleges could be problematic. Teaching staff at College B may view this as a negative move in that they will not have ready access to administrative staff. Similarly external customers and students of College B may find this difficult as they will need to travel to another college to resolve matters and obtain information on a face to face basis at times other than enrolments. The College Manager will also need to travel between colleges regularly to resolve issues and provide leadership and direction at each site and undertake the role of community/business liaison. Under this option there would be savings of three College Manager salaries. It should be noted that because of the significant increase in the size of the Liverpool/Miller and Bankstown/Padstow combinations that there will be an impact on the grading of the College Manager and the Co-ordinator positions. There will also be efficiencies resulting from economies of scale in line with Granville College with a unit load of 788 (see Table 2 below). This option would need to be supported and resourced by an increased level of effective e-services for students, staff and customers. However, as SWSI staff, students and residents are not yet at that level of operation, a move to this option at this time could receive criticism and attract negative feedback from the community and teaching staff. As our systems and online processes progress this option is worth revisiting as it will yield considerable efficiencies without a loss of customer service. Customer Service review Submission to ID version 5.docx 26-May-09P a g e 10

Table 2 below, shows the proposed staffing number of customer service staff only (does not include Facilities staff) in relation to the model. Weighted Total Option 1 and 2 Proposed customer service staffing number Unit load College Bankstown/Padstow 11,787 15.5 760 Campbelltown/Mac Fields 7,945 11.5 691 Granville 14,979 19 788 Lidcombe 6,133 9 681 Liverpool/Miller 13,066 17 769 Wetherill Park 7,004 10.5 665 Table 2 Attachment M details the staffing levels and proposed gradings of customer service and facilities staff for option 1. Option 2 As with Option 1 this option combines the management of two colleges under one College Manager. A customer service presence would be available at both sites during business hours however at College B there would be a reduced level of basic frontline customer service. More complex matters would be referred to College A. This option would require a range of functions to be centralised at College A. Staff rosters across both sites would be determined by workload needs. Salary gradings of the College Manager and Co-ordinator positions are impacted and efficiencies are generated as per Option 1. This option also contributes three College Manager salaries to overall savings. As with Option 1, this option would be more effective if our customer interface and technology was more advanced. See Attachment M for details of the staffing levels and proposed gradings of customer service and facilities staff for option 2. Option 3 This option maintains nine colleges treating Lidcombe and Chullora as one college, with provision being made for a Facilities Assistant Coordinator to assist with the supervision and monitoring of class support and maintenance operations across both sites. At each of the nine colleges, functions are clustered under the direction of either a Customer Service Coordinator or a College Facilities Coordinator. Customer Service review Submission to ID version 5.docx 26-May-09P a g e 11

Under this option college structures although similar will vary across colleges dependent upon the size and profile see Table 3 below.. Weighted Proposed customer College Total service staffing number Unit load Bankstown 7,544 11 686 Campbelltown 5,686 8.5 669 Granville 14,979 19** 788 Lidcombe 6,133 9 681 Liverpool 6,064 9 674 Macquarie Fields 2,259 4** 565 Miller 7,002 10.5 667 Padstow 4,243 6.5 653 Wetherill Park 6,984 10.5 665 Table 3 ** These numbers have been adjusted for economies of scale. For Granville this has been adjusted from 22.5 to 19 and for Macquarie Fields adjusted from 3.5 to 4. This option makes best use of the proposed customer service model incorporating the one stop shop servicing all students and internal/external clients. Of the three models it is the most responsive. Attachment N details the staffing levels and proposed gradings of customer service and facilities staff for option 3. Financial Implications Table 4 below shows the cost implications of each of the models. Total Annual Salary (Current Structure) Total Annual Salary (Proposed Structure) Total Annual Salary Difference Table 4 Option 1 and 2 Option 3 College only College and SAC College only College and SAC 8,322,059 8,617,437 8,322,059 8,617,437 7,595,412 8,019,905 8,075,689 8,500,182 726,647 597,532 246,370 117,255 The table shows SAC (Student Admissions Centre) and the colleges. It should be noted that the salaries of SAC do not include the two additional positions of clerk grade 1/2, Training Plans that will be transferred from the existing Training Services Unit. The Customer Service review Submission to ID version 5.docx 26-May-09P a g e 12

salaries of these positions will be transferred to SAC resulting in a nil effect on SWSI administration salaries. HR Implications Overall total staff numbers across the colleges will not increase. Dependent upon existing numbers and the particular option some colleges may experience a reduction whilst others an increase. The model involves the amalgamation of a number of functional areas and it is this feature which will result in efficiencies as operationally staff will be able to work across multiple areas as required. There will not be a direct match between the existing staff levels and gradings and that proposed within the various options. Table 5 below compares the current establishment by grade to the proposed establishment and gradings in options 1 and 2, and 3. There will be excess staff either as a result of a reduction in the number of positions at that grade or inability to secure a position because of skill and knowledge. SWSI will need to manage these staff in accordance with the DET Managing Excess Staff Policy. Current Option 1 & 2 Option 3 Classification Admin Facility Total Admin Facility Total Difference Admin Facility Total Difference IM1 2 0 2 0 0 0-2 2 0 2 0 IM3 6 0 6 3 0 3-3 6 0 6 0 IM4 1 0 1 3 0 3 2 1 0 1 0 CM Assist 9 0 9 6 0 6-3 9 0 9 0 Clerk 9/10 2 0 2 0 0 0-2 0 0 0-2 Clerk 7/8 0 0 0 1 3 4 4 1 1 2 2 Clerk 5/6 2 3 5 5 3 8 3 7 7 14 9 Clerk 3/4 37 7 44 23.5 6 29.5-14.5 25 4 29-15 Clerk 1/2 36.6 1 37.6 53 8.5 61.5 23.9 55 9.3 64.3 26.7 CO 1/2 13 0 13 0 0 0-13 0 0 0-13 TO Eng 1 0 5 5 0 0 0-5 0 0 0-5 TO Eng 2 0 1 1 0 0 0-1 0 0 0-1 Stores Gd 1 0 2 2 0 0 0-2 0 0 0-2 Stores Gd 2 0 3 3 0 0 0-3 0 0 0-3 Stores Gd 3 0 3 3 0 0 0-3 0 0 0-3 GA/TSP 0 1 1 0 9.5 9.5 8.5 0 9.5 9.5 8.5 Other 0 7 7 0 0 0-7 0 0 0-7 Totals 108.6 33 141.6 94.5 30 124.5-17.1 106 30.8 136.8-4.8 Table 5 Discussion of Options and Implications All options achieve consistency of approach towards customer service and provide flexibility for future change in the provision of customer service. Customer Service review Submission to ID version 5.docx 26-May-09P a g e 13

Options 1 and 2 provide high levels of ongoing savings. Option 2 differs from Option 1 only in the location and timing of the provision of resources. Implementation of either of these options is dependent upon more highly developed technology and acceptance of e-systems. SWSI could be seen to be withdrawing services from communities with these options; however, ongoing savings could be used to deliver increased teaching and learning opportunities and employment outcomes within those communities. Option 3, whilst not delivering the same level of savings, delivers the highest level of customer service of the three options. This option is more reflective of the feedback received and will achieve consistency of customer service across SWSI in the shortest timeframe. Irrespective of the option selected for implementation it will be appropriate to review resources and structures in light of any changes in the environment. Recommendation It is recommended that the Institute Leadership and Governance Executive Group: 1. Consult on the proposal with SWSI staff, PSA and Teachers Federation following the attached consultation plan Attachment O. 2. At the conclusion of the consultation period approve the working party to review the feedback and advise changes. 3. Approve the Working party to develop an organisational change management plan which includes; a. timeframes for stages of implementation b. detailed HR implications for individual staff c. procedure documents for filling positions and managing excess staff d. training and development plan e. college customer counter design recommendation f. work flow changes 4. Approve the working party to commence consultation with appropriate staff to verify the various changes arising from the business service areas in relation to proposed changes. Valerie Buhajiar Convenor Customer Functions Group Customer Service Review Customer Service review Submission to ID version 5.docx 26-May-09P a g e 14