1. Talent Today, Talent Tomorrow

Now – What’s the issue?
As we look towards 2015 and beyond, it is vital that we have a strategic plan that enables the University to grow, develop and acquire the talent and skills which we will need in the future.
Colleagues told us that they wanted to see improvement in the following areas:
  • Succession planning: in some areas we have an ageing workforce and we need a coherent plan on how we will bring forward the next generation and enable staff to share their many years of skills and experience with colleagues. Succession planning is a particular challenge in small, specialised teams.
  • Career planning and guidance: individuals perceived a lack of guidance about how they could develop a career path within the University. Many said that it was hard to move between different areas and they didn’t feel new qualifications were recognised.
  • Recruitment and retention: there is a perception that external candidates are often favoured over internal for vacancies so some staff look outside in order to progress.
  • Promotion: some concerns that promotion is not available to non academic staff and that current processes could be more transparent and acknowledge a broader range of factors.
/ What will we do about it?
  1. Create a succession planning toolkit which enables managers to plan their workforce needs and development and offers creative options to expand skill sets across the piece. Planned for year 1.
  2. Introduce a new modern apprenticeship scheme (already approved). Planned for year 1.
  3. Devise a career pathways process that supports individuals to take the initiative in developing and building their career, highlighting transferable skills development and how to work towards their next step. For professional and support staff this could involve building a portfolio which shows a readiness to be promoted to the next level when an appropriate role opens up. Proposed for year 2.
  4. Review of sabbaticals, secondments, scholarships and exchanges as part of the career pathways work.Proposed for year 2.
  5. A review of academic promotion processes (already underway, this is being led by Professor Sue Scott). Planned for year 1.
  6. Introduction of the ‘AcceleRATE framework’ (already underway in GCU LEAD) to support and encourage staff in academic and student learning support roles to obtain professional teaching recognition, through either a formal taught route or a Recognition of Prior informal Learning (RPiL) route and to position the university for increased league table competition by 2015. Planned for year 1.

2015 – What should you expect to see?
  • A clear succession planning toolkit incorporating guidance on career pathways supporting all colleagues and the organisation to develop and retain the skills required for 2015 and beyond.
  • Inclusive and transparent processes that acknowledge experience, qualifications, differing career paths and readiness to operate at a more senior level.
  • Modern Apprenticeship scheme to attract and develop early-career talent for GCU.
/ How will you know?
  • Improved exit destination analysis and labour turnover rates.
  • Achievement of the Athena Swan accreditation.
  • An increase in the ‘what I say’ and ‘what I value’ scores on the GCU Corporate Compass as measured through staff surveys (pulse survey in November 2012; full survey in November 2013).

  1. Recognising Achievement and Rewarding Contribution

Now – What’s the issue?
In a climate of pay restraint and slow economic growth, motivation is key and recognition that goes beyond financial measures needs to be embraced. We want to create the conditions where staff can perform at their best and are recognised for their contribution to the success of the University.
Colleagues told us that they wanted to see improvement in the following areas:
  • Performance and Development Annual Review (PDAR) scheme: The majority of colleagues expressed dissatisfaction with the current process. There are concerns about the procedure, paperwork, appropriateness of using the same scheme for all staff, managers’ skills in undertaking review discussions and the balance of praise and remedial messages received. There was also a lack of explicit understanding about how the process is cascaded or how well it clarifies each person’s contribution to the organisation’s goals.
  • Training and development: A number of colleagues do not feel they have access to, or funding for, training initiatives. The opportunity to take time away from the day job for training and development is also an issue in some areas.
  • Praise and recognition: In many areas colleagues feel that their contribution is not adequately acknowledged or recognised, especially when they ‘go the extra mile’.
  • Performance: there is a perceived lack of consequence when staff do a good, bad or indifferent job.
/ What will we do about it?
1.Devise a new approach to performance and development reviews which addresses the concerns raised. Ensure that managers and reviewers develop the right skills to facilitate a review process which is valued by staff and adds value to the organisation. Planned for year 1.
2.Support managers in the ‘art’ of giving and receiving honest, constructive feedback. Equip managers with the tools to give praise where appropriate and tackle issues confidently and sensitively. This will form part of the People Management Passport as explained in the ‘Better Staff Experience...’ section. Planned for year 1.
3.Review options for rewarding exceptional contributions that are fair and transparent.
Proposed for year 2.
4.Introduce and facilitate opportunities for colleagues to get together to celebrate our combined and collaborative successes.
Proposed for year 2.
5.Launch the ‘Pride’ Project to identify and capture what we do well in all areas of the University and share internally and externally using appreciative inquiry. The project would also support the development of the Caledonian Code. Planned for year 1.
2015– What should you expect to see?
  • A new approach to Performance and Development Annual Review (PDAR) which is cascaded from the Executive and supports honest, meaningful conversations for all colleagues. Reviews result in a clear line of sight between strategic direction and operational delivery.
  • Colleagues and teams are recognised for their contribution in a way which shows appreciation and is meaningful for the recipient(s).
  • Opportunities for colleagues to celebrate achievements together where the organisation can say ‘thank you’.
/ How will you know?
  • Increased PDAR completion rates and quality of review conversations and documentation, as monitored by HR Business Partners.
  • An increase in the ‘what I say’, ‘what I value’ and ‘what I do’ scores on the GCU Corporate Compass as measured through staff surveys (pulse survey in November 2012; full survey in November 2013).

  1. Better Staff Experience for a Better Student Experience

Now – What’s the issue?
GCU already provides an excellent student experience. Improvement in the staff experience should be encouraged to further enhance the experience for our students.
Colleagues told us that they wanted to see improvement in the following areas:
  • Parity and consistency: There is a perception of a ‘2-tier’ workforce where ‘non academic’ colleagues feel that they are valued less by the institution.
  • Two-way communication and approach to decision making: Concerns about a lack of opportunity for views to be expressed and considered before decisions were taken, and requested clearer feedback on the rationale for decisions made. Suggestions that colleagues at more junior levels could be empowered to make decisions.
  • Workload and priority planning: Concerns were raised about the number of priorities staff are asked to deliver and that the pace of change may inhibit our ability to implemented key tasks effectively. It was felt that a number of local and University-wide processes were not fit for purpose and would benefit from review.
  • Getting the basics right: There were a number of examples of positive practice which could be built upon. It was reported that the resolution of relatively minor local issues and requests would have a significant impact on staff’s working lives.
  • Relationship building: It was felt that there is significant further work to do in order to build and enhance relationships, mutual understanding and appreciation at different levels of the organisation.
/ What will we do about it?
  1. Consider a number of initiatives that would alleviate concerns regarding communication, understanding, processes and bureaucracy. This would commence with discussions at the forthcoming Executive Board awayday in August 2012 and then be cascaded through the organisation. Planned for year 1.
  2. Introduce a GCU People Management Passport accredited programme using a blend of tailored development for those with management responsibilities at all levels of the University. Planned for year 2.
  3. Roll out of the GCU PACE (People Achieving through Collaborative Excellence) programme to empower colleagues to take control of the way processes are managed and executed. Already underway for year 1.
  4. Commence the process of gaining Investors in People accreditation and use this methodology to support and shape our goals and progress in the areas which impact on the staff experience. Pilot in three areas planned for year 1.

2015 – What should you expect to see?
  • All staff across the institution feel valued and that their ‘voice’ is acknowledged and listened to; honest, constructive two-way communication is embraced.
  • Bureaucracy is kept to a minimum and decisions are made at an appropriate level; the process and rationale for decision making is transparent and understood.
  • An effective People Management ‘passport’ accredited programme to equip all new and existing managers to effectively manage their part of the organisation.
  • GCU PACE is used as a tool for empowering colleagues to use innovation to manage their workload better and foster a culture of continuous improvement.
  • Vision and priorities are translated in order that colleagues can see how their contribution influences the whole.
  • Colleagues feel supported and valued by the flexibility of their working practices and the wider GCU community.
  • A combination of work and social activities foster visibility, knowledge sharing and relationship building across the institution and at all levels.
/ How will you know?
  • Achievement of the Investors in People award.
  • An increase in all of the scores on the GCU Corporate Compass as measured through staff surveys (pulse survey in November 2012; full survey in November 2013).
  • An increase in student satisfaction scores in National Student Survey (NSS) and International Student Barometer (ISB)