Professional Documents
Culture Documents
October 2007
1
Contents Page
1 Introduction 3
4 Planning Assumptions 6
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Ravensbourne College of Design and Communication
1 Introduction
The updating of this Human Resources Strategy seeks to further build on the
considerable activities, outcomes and achievements of Rounds I and II of the
HEFCE Rewarding and Developing Staff initiative [R&DS]. It also seeks to
combine the College’s vision for Relocation and the continuing challenges set out
in the White Paper, ‘The future of Higher Education’ in 2003, with a realistically
achievable implementation plan over the next 3 academic years.
To briefly recap, the activities arising from the two previous HR Strategies,
accompanying Actions Plans and an Extended Investment Plan1, were developed
using external funding granted by HEFCE in 2001. This funding was granted to all
HE institutions, to help them recruit, retain and develop staff, as well as helping to
modernise internal management processes. Since then, HEFCE has released
annual funding to institutions following the receipt and approval (by HEFCE), of
individual institutional strategies that identify objectives, describe how the funding
will be spent, and set specific targets to include improvements both to outcomes
and to HR management processes.
Since 2001, the Human Resources function has increased its staffing in order to
deliver, with its internal business partners, the range of targets and objectives
described in the College’s previous two Human Resources Strategies
The function employs a total of 5 staff, of which one role is funded from the
annual R&DS funding allocation. In total, this represents an increase of 3
additional staff since July 2002.
Over the last 6 years, one of the central aims of the College has been to build
capability within the HR function to ensure that a broader range of services can
be provided across the organisation to enable the continuity of service provision
throughout the academic year.
The main challenges over the last 6 -7 years in the delivery of the HR Strategy
have been in relation to:
• Changing and embedding a culture of year-round, in-house training; much of
which requires mandatory attendance and, encouraging staff to take
individual responsibility for updating their knowledge in this way
• Changing the culture and attitudes around widening participation and equal
opportunities and working towards embedding it into all institutional activities
• Delivering a new pay and grading structure, together with the development of
new policies and procedures to reward outstanding staff contribution.
1
A) The first full HR Strategy and Action Plan was developed in June 2002
B) An Extended Invest Plan was produced in May 2004
C) The second HR Strategy and Action Plan – developed in October 2005
3
2 College Mission Statement – Strategic Aims & Objectives
The external challenges facing higher education continue to be many and varied
as outlined in the White Paper, ‘Future of Higher Education’ and several key
influences contained in the paper have influenced both the Corporate Plan and
Human Resources Strategy.
Within this national context, the core strategic institutional aims lie in the:
4
3 Strategic Operating Context
Ravensbourne College is uniquely placed within its Corporate Plan and its
Relocation Strategy, to transform specialist higher education for the creative
industries in London. This will be achieved by challenging the current concepts of
specialism in content, context and delivery and build on its highly respected
foundation of commercial relevance.
The role of small specialist institutions, in the larger Higher Education Picture, is
under challenge and this has particular impact in London, which has the largest
number of such Colleges in this category. Small specialist colleges have a
number of key characteristics, which allow them to offer a significantly different
educational experience to their students than the large metropolitan universities.
These characteristics manifest themselves in a number of ways and in turn have
a number of different outcomes. The value of such an approach was supported in
the White Paper, ‘The Future of Higher Education’ where small HEI’s have a
distinctive contribution to make in key areas such as widening access for
students and the availability of particular subject specialism. Small HEI’s have
advantages of institutional specialism over those found in large universities, in the
form of institutional coherence, a shared ethos amongst staff and concentrated
resources not subject to sharing with other disciplines.
How well and how widely these characteristics and outcomes are recognised and
valued, outside of the tight circle of the specialised industry which recruits from
these institutions and by those students seeking a specialised education, is the
subject of some conjecture. However, some of these characteristics may be only
measurable using indicators other than those traditionally available to Higher
Education.
This is the context in which Ravenbourne has determined that it should develop,
still within the framework of small and specialist, but looking at specialism that
would differentiate itself from other similar institutions, particularly within London.
The process has already begun with the moving away from the typical Art &
Design College formula by the closure of fine art, the strengthening of design, the
introduction of Broadcasting and the focus on the creative use of digital
technologies within the disciplines. This combination is well embedded into the
ethos of the institution, is a highly successful combination, providing a significant
market differentiation and is attractive to students.
Ravensbourne successfully completed its recent QAA Audit and the award of
SkillSet Academy status will focus plans for the development of strategic
alliances with institutions and organisations.
5
4 Planning Assumptions
• Continued developments in the review of the method for allocating funds for
teaching
6
The College’s relocation to the Greenwich Peninsula in 2009-10, requires a
review of the HR Strategy and Action Plan, to ensure that staffing and associated
issues are effectively addressed.
7
5 Summary of Key Activities and Outcomes from 2005 to 2007
Funding Allocation
The College received an annual funding allocation of £174,985 in 2005-06 and also
2006-07.
The Rewarding & Developing Staff Initiative funding has continued to provide the
College with great opportunities to undertake significantly more activities, over and
above what it could hope to have achieved if it were wholly reliant upon the provision
of internal funding. This in turn has contributed to the following key organisational
outcomes over the last 2 years:
An account of the key activities, outcomes and achievements of the last 2 years are
summarised below and in the remainder of this section.
Over the last 2 years the College’s continuing key recruitment and retention objective
has been to recruit and retain high calibre staff for the business, within the context of
the relocation to Greenwich, especially in those areas where strong linkages are
required.
Some of the key activities and outcomes in this area have been:
The major finding of the assessment audit was that the risk management and
internal control arrangements in the system provided a good basis for
ensuring that the College’s objective for Human Resources is achieved.
Additionally, it was reported that the evidence obtained by the auditors
demonstrated that most key controls are in place, operating fully in practice
8
and, there are no significant risks to the achievement of the system
objectives.
• Over the last 2 years a total of 22 new roles have been created; specifically,
this represents 10 academic and 12 support in 2005-06 and 2006-07. This
represents a 5% increase in the headcount since 2005. Of these new roles, 5
(23%) are soft-funded roles, i.e. additional external funding that has been
granted to the College.
The College wishes to ensure that staff are provided with appropriate training and
developmental opportunities to enable them to contribute fully to the achievement of
its aims and objectives. The provision of appropriate levels of funding continues
therefore, to be a key priority for the College in order that staff can participate in
necessary developmental and skills training to achieve future successes both at its
current and new site.
The key activities and achievements in the staff development area over the last two
years have been:
• The Introduction of an new employee Induction DVD [See also Section 5-viii]
9
• The development of an Employee Well-being programme featuring a small,
but increasing number of initiatives which appear to be popular with staff,
based on feedback received. This included the introduction of a medical
mobile screening service, the services of which were provided on site by an
external provider and included: cholesterol and glucose; prostate specific
antigen; osteoporosis and; cardio-vascular assessments
The College has over the last two years, under the direction of the Chair of the
Diversity Committee, continued to work towards the achievement of a holistic
approach to the progressive achievement of equality of opportunity across all of its
activities.
A great deal of work has been undertaken during this period, notably:
• The approval by the local Jobcentre Plus, to display the disability 2-ticks
symbol (√√) on job adverts and other corporate literature
• Through an organisation called, the Business Focus Team, the College has
established an external service called the, Disability Recruitment Advice Line.
Amongst other things, the service will enable disabled people to obtain
practical assistance from the Team in respect of completing job applications
for jobs at the College and, provide face-to-face interview feedback if required
in the event that a disabled candidate has been unsuccessful at interview.
The College will also receive a range of statistical information which will be
used for reporting purposes to the Diversity Committee and future
improvements to its recruitment and selection literature and processes.
10
Please refer to Appendix One for more detailed analysis of the College’s workforce
profiling statistics.
Disability
2006-07
2005 - 06
2004 - 05
Declared Disabled
2003 - 04
2002 -03
0 50 100 150
Number of Staff
The number of staff with a declared disability has increased from all previous years
where the total was 0, to a total of 10 [7%] staff who have declared their disability in
2006/07. This is a significant increase and highlights a response to the continued
efforts the College is making to attract disabled candidates and encourage existing
disabled staff to declare their disability. An example of the efforts made by the
College is the Disability Equality Questionnaire carried out by HR in April 2006,
where employees were encouraged to complete and return a questionnaire in
relation to their disability. As a result of this questionnaire 5 people [3.5%] were
happy to provide their names and declare an existing disability. In relation to the
above chart, the other 5 [3.5%] people that have declared their disability have joined
the College through recruitment in the 2006-07 period. This illustrates excellent
progression, and can be partly attributed to the College’s successful acquisition of
the disability two ticks symbol in April 2007.
Ethnicity
11
Chart to Illustrate Ethnicity of Employees 2006/07
14
12
6
Black or Black British - African
Other Asian Background
4 Chinese
Asian or Asian British - Indian
2 Asian or Asian British - Bangladeshi
0
2002 - 03 2003 - 04 2004 - 05 2005 -06 2006 - 07
Year
Gender
80
70
60
50
Number
Male
40
Female
30
20
10
0
1997 - 1998 - 1999 - 2000 - 2001 - 2002 - 2003 - 2004 - 2005 - 2006 -
98 99 2000 01 02 03 04 05 06 07
12
Chart Illustrating Gender Split in Percentage Terms
1997 - 2007
70
60
50
Percentage
40 Male
30 Fem
20
10
0
1997 - 1998 - 1999 - 2000 - 2001 - 2002 - 2003 - 2004 - 2005 - 2006 -
98 99 2000 01 02 03 04 05 06 07
13
Since 2002-03 the College has, through its HR Strategy, set challenging targets to
increase the number of female staff employed, with particular relevance to academic
staffing. The data contained in the charts suggests that the College has been making
steady progress to achieve the increase in the overall totals. The proportion of
women in academic roles is currently at 31%, which is an increase of 1% in
comparison to 2005-06. [See additional charts in Appendix 1 for more charts and
further clarification].
Age
60
50
18 - 30
40
31 - 40
30 41 - 50
51 - 60
20
61 +
10
0
1997 - 98 1998 - 99 1999 - 2000 - 01 2001 - 02 2002 - 03 2003 - 04 2004 - 05 2005 - 06 2006 - 07
2000
The chart above illustrates the steady increase in headcount within the College, and
the changes in headcount within the different age brackets. The notable increase has
been in staff numbers in the 31 – 40 age range from 1997 – 2007. From 2005-06 to
2006-07 the number of staff in this age bracket has risen by 5% [see below tables for
more information]. Overall, the numbers of staff in all five age brackets is at a steady
ratio.
2005-06
2006-07
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Full Time / Fractional
120
100
80
Full-time
60
Fractional
40
20
0
1997 - 1998 - 1999 - 2000 - 2001 - 2002 - 2003 - 2004 - 2005 - 2006 -
98 99 2000 01 02 03 04 05 06 07
The above chart illustrates that overall the numbers of both full-time and fractional
employees has steadily increased over the ten year period. Of particular relevance is
the relationship between full-time and fractional academic staff [see chart below]
43%
Fractional
Full Time
57%
During the 2006-07 period we employed a total of 21 [43%] full-time and 28 [57%]
fractional academic staff members, making a total of 49 permanent academic
members of staff. As part of the upcoming HR Strategy Action Plan, the College aims
to reduce the numbers of fractional members of academic staff in order to bolster the
numbers of full-time academic staff.
15
Turnover / New Starters / Leavers
160
140
120
Total Staff
100
Leavers
80
Starters
60
Turnover (%)
40
20
0
1997 - 1998 - 1999 - 2000 - 2001 - 2002 - 2003 - 2004 - 2005 - 2006 -
08 09 2000 01 02 03 04 05 06 07
The chart illustrates that turnover within the College over the ten year period of 1997
– 2007 has been steady, showing little fluctuation in response to new starters and
leavers. The number of total staff was at an almost constant level until 2002/03, when
the number of employees increased almost two-fold over a three year period from 76
– 131 employees [an increase of 42%]. This continued until 2005/06, when the
numbers, although still rising, began to level off to the current total of 141 permanent
staff members.
In the QAA Audit which occurred in March of this year, the College was rewarded with
a positive outcome in that the audit team confirmed that confidence could be placed
in the soundness of the College’s current and future management of the academic
standards of the awards delivered on behalf of the University of Sussex and also the
quality of the learning opportunities available to students.
The Audit Team’s draft report highlighted amongst of things, 5 notable instances of
institutional good practices that it considered made a particularly positive contribution
to the management of academic standards and/or the quality of learning
opportunities. Amongst 5, included a reference to, ‘the provision of clear, informative
induction material for new staff..’, which is both complimentary and useful to the HR
team, as the new staff Induction material is due for revision during the next academic
year. The College’s investment in staffing and staff training contributed to the
successful decision of the QAA.
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(v) Annual Performance Review
The College recognises the importance of achieving maximum productivity across its
workforce and that a key tool by which this can be achieved, is through the annual
staff appraisal process.
The appraisal process has been established for some 12 years now and participation
is compulsory for all permanent full and part-time staff.
The appraisal process, amongst other things, serves as a useful means by which
individual staff development and training needs can be extracted by HR in order to
prepare the organisational training needs analysis. The information, together with the
College’s strategic development and training priorities is then subsequently used to
establish the in-house programme of activities for the following academic year.
Under Phase II of the National Framework Agreement the existing arrangements for
rewarding staff contribution were reviewed and new policies / procedures were
developed during the course of 2006-07 to recognise outstanding individual or team-
based contributions across the College. [see also (vii) below – ‘Framework for the
Modernisation of the College’s Pay and Reward Structures’]
Over the last 2 years the College has addressed 2 individual cases of under
performance. In one case, the matter was handled informally, although the individual
decided to seek alternative employment outside the College and was successful in
doing so. The second case has yet to be resolved to the satisfaction of the College
and is therefore on-going.
(vii) Framework for the Modernisation of the College’s Pay and Reward
Structures
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• The provision of equal pay for work of equal value, underpinned by the
implementation of a robust job evaluation system [Phase I]
The work undertaken in this area has been developed within the context of the
College’s Total Reward Strategy and over the last 2 years, the key activities arising
from this sector-wide initiative have been:
• The development and implementation of new policies and procedures for the
pay progression and promotion
In common with many small specialist institutions which offer similar subject
specialisms, the College makes substantial use of hourly-paid sessional staff. These
individuals are often practising professionals, who integrate the latest thinking and
practices from industry into the academic curriculum. Sessional staff are a key
component of the student learning experience at Ravensbourne and have a key role
to play by enhancing the academic provision.
Over the last 2 years the College has continued to review the employment
relationship with sessional staff and the key developments have been:
The College has 36 sessional staff in this category and it is unlikely that there
will any substantial increase in the future. This is because the College wishes
to continue with its strategy to reduce its over-reliance on the use of hourly-
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paid sessional staff by progressively reducing the numbers employed in
favour of allocating, where appropriate, sessional teaching budgets to
increase the numbers of full-time academic staff. [See Appendix One – chart
F, for details of the relationship between student number, full-time academic
and sessional staff]. Currently, the academic headcount comprises 21 full-
time and 28 fractional staff. The major benefit is that it will provide a greater
sense of organisational coherence across academic course teams.
In common with all organisations, whether operating in the public or private sectors, a
key continuing objective for the College is to provide an effective and efficient support
service to both its internal and external customers. A key enabler for this to happen is
the provision of appropriate opportunities for staff to attend training and
developmental activities. The key activities and outcomes arising from this objective,
and which have been achieved over the last 2 years are:
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Internal Training Attended
100% 89%
90% 79% 76%
80%
70%
Percentage
60%
48% Support
50%
Academic
40%
30%
20%
10%
0%
2005/6 2006/7
Year
The above charts show a 10% difference between academic and support staff
attendance, which is due to that fact that 40% of the 32 training events held were
mandatory for academic staff only, with only 25% of the total 32 events being
mandatory for support staff.
The trend is similar to that in 2004/5, with a 14% difference in attendance figures
between academic and support staff, again due to the fact that more events held
were aimed at academics.
28% of the 32 events held in 2005/6 were not mandatory if they had been attended
the previous year and included Health and Safety training events such as Fire Safety
Awareness, attended by staff every 2 years.
Although the programme for 2006/7 included 5 more events than the previous year,
only 37% were mandatory for academic staff to attend, this shows a decrease of 3%,
with 30% of the events only mandatory if they had not been attended in the past two
years, this is an increase of 28% from 2005/6.
In conclusion there were fewer mandatory events for both support and academic
staff, to enable staff to concentrate on the Quality Audit.
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External Training Attended
90% 81%
80%
70% 61%
60% 53%
Percentage
50% Support
39%
40% Academic
30%
20%
10%
0%
2005/6 2006/7
Year
There was an increase in the number of support staff attending external events in
2005/6, compared to the previous academic year 2004-5. This was mainly due to
increased publicising of the opportunities available to staff, by HR.
The academic figure of 81% is 28% higher than the support figure of 53%, as it
includes attendance by academic staff on CPD courses, required as part of their
qualifications.
There has been a reduction in the number of external training that both academic
and support staff have attended this year, compared to 53% attendance for support
staff and 81% for academic staff in 2005/6. This is due to two main reasons. Firstly
a large number of both academic and support staff had to commit a lot of time to the
College’s Quality Audit this year. Secondly, the staff development budget only funds
one member of staff to attend a particular external event and staff are now
encouraged to feedback via meetings or a presentation to their colleagues who also
wanted to attend.
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(x) Development and extension of the quality of the college’s learning
and teaching across the full range of the College’s academic provision
The College set itself a number of targets in relation to the development and
extension of the quality of the College’s learning and teaching activities and has
achieved those over the last 2 years; these are in relation to:
The following activities and outcomes have been achieved in this area over the last 2
years:
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6 Summary of Human Resources Priorities and Objectives for 2007-08 to
2009-10
The key HR priorities and objectives for the next years relate those activities which
support the development of the business during its organisational transition and
physical relocation to the Greenwich Peninsula in 2009-10. These are:
• The retention of high calibre staff at the current site and at the Greenwich
Peninsula
• To continue to develop and extend the quality of the College’s learning and
teaching across the full range of its activities
23
A detailed account of the objectives and associated targets and outcomes will be
provided in the Action Plan [currently under development].
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7 Future Challenges and Forward Planning
The challenges faced by the College over the next 3 years are many and varied as
evidenced by its aims, objectives and operating contexts. In order to rise to those
challenges the College will need to maintain the momentum of the last 6 years of the
HEFCE Rewarding & Developing Staff Initiative. The Action Plan, must, therefore,
continue to hold the interest of colleagues who will, in conjunction with the Human
Resources team, deliver the targets and achieve the desired outcomes.
The College has produced a comprehensive 3-year Action Plan [see attachment] of
targeted activities and outcomes, the achievement of which are key to many of the
College’s strategic goals over the next 3 years.
The content of the Action Plan overleaf is closely aligned with the various key
organisational strategies and plans. In this respect the Human Resources Strategy
and Action Plan continues to shape, and be shaped by the College’s business
objectives, which in turn, continues to integrate with the College’s business planning
generally.
The targets, outcomes and objectives contained in the Strategy tables are therefore
aligned with:
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APPENDIX 1
Gender Balance
Chart A
40
35
30
25 Male
20 Female
15
10
5
0
1997 - 1998 - 1999 - 2000 - 2001 - 2002 - 2003 - 2004 - 2005 - 2006 -
98 99 2000 01 02 03 04 05 06 07
Chart B
60
50
40
Male
30
Female
20
10
0
1997 - 1998 - 1999 - 2000 - 2001 - 2002 - 2003 - 2004 - 2005 - 2006 -
98 99 2000 01 02 03 04 05 06 07
26
Age Range
Chart C
4%
15%
21%
18 - 30
31 - 40
41 - 50
51 - 60
61 +
36%
24%
Chart D
30
25
20
15 Full-time
Fractional
10
0
1997 - 1998 - 1999 - 2000 - 2001 - 2002 - 2003 - 2004 - 2005 - 2006 -
98 99 2000 01 02 03 04 05 06 07
27
Support staff composition
Chart E
90
80
70
60
50 Full-time
40 Fractional
30
20
10
0
1997 - 1998 - 1999 - 2000 - 2001 - 2002 - 2003 - 2004 - 2005 - 2006 -
98 99 2000 01 02 03 04 05 06 07
Chart F
0.6
0.4
0.2
Student Numbers
Percentage
-0.4
-0.6
Year
The College has since 2002-03 sought to reduce its over-reliance on hourly-paid
sessional staff by converting sessional teaching hours to bolster its full-time teaching
component. The graph illustrates that the college has been largely successful in
achieving this strategy.
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