Presentation deliverd by Chris Lang

1. LEARNER-CENTRED
PROCESS REVIEW
Chris Lang, Director of Finance and
Resources
26th April 2012

2. PURPOSE FOR THIS SESSION:
Chris Lang, Director of Finance & Resources,
Cambridge Regional College will share first-
hand experience of process review.

4. Trigger Points/Comments
“Is your organisation historically good at
making process improvements?”
“Organisations are full of failure.”
• 80% of change projects fail to deliver; and,
• 80% of failures are caused by people and
leadership issues.
(Pareto Principle - "vital few and trivial many".)

5. College Values

7. LEARNER INVOLVEMENT STRATEGY
By September 2007, all organisations in receipt of LSC
funding were expected to have a “Learner Involvement
Strategy”, which outlined the ways in which colleges
intended to enhance learner input into the programmes and
services designed to benefit them. The four key aims of our
strategy are:
• To ensure that teaching and learning is responsive to the
needs of individuals
• To strengthen learner participation and representation
• To create a culture of learner involvement
• To monitor and review the impact of learner involvement
strategies and practices, and continuously update and
enhance our practice.

8. ADDITIONALITIES
• From 2009/10 loading FT programmes with
additionalities not a priority;
• Academies advised to remove many/most;
• Consulted through Course Reps and Academy
Boards on which ones students valued and why;
• Managers took decisions heavily influenced by
this;
• Kept some would have got rid of and offered
others as full-cost options.

9. ENGLISH AND MATHS PROVISION
Poor learner experience in first term 2010/11:
• Where screening before learners arrived so they where placed in groups from first week
e.g. L2 FS Maths – lots of groups and timetable change sin first half term; and,
• Where not automatically offering all learners with GCSE English or Maths D Grades
chances to seek to improve that.
Following consultation with students this was
changed significantly for 2011/12 so that:
• Larger generic groups from start of term, whilst screening, assessment and dialogue
with learners occurs – concluding with Learner Review Days at end of first half term so
that all learners are put on most appropriate programmes for 2nd half term;
• English and Maths resit groups set up and timetabled so that available to all learners
with D grades.

11. EARLY ENROLMENT
In 2010/11 Enrolment students in two subject areas (Arts and
Sports and Public Services) , in particular , felt disadvantaged by the
main enrolment process, because they had trips at the end of the
first week, and students where not allowed to enrol unless they had
paid the fees for these trips.
In 2011/12 Early (week before term) special Enrolment sessions
where set up for full-time students in these two academies. They
where all able to pay fees, set up payment plans, submit LSF
applications and therefore be enrolled and embark on their trips
with no problems.

12. SMOKING POLICY
• Used the learner routes to get lots of views;
• SMT decided on no-smoking site apart few
specific shelters at the perimeter;
• However, got feedback live that was not
working;
• This time went out and did a student survey
on a few proposals;
• Agreed to a shelter by C Block.

13. OTHER LEARNER EXAMPLES
• Cash machine on site and free of charge;
• Branded Costa coffee outlet and prices;
• College closure process and Edutext;
• Register process; and,
• Environmental management and recycling.

14. NON-LEARNER EXAMPLES
• Finance System Project
– Use of flowcharts
– Use of user groups
• Government Procurement Cards
– Efficient and streamlined process
• Staff recruitment process
– Use of BIT consultant and processes

15. CONCLUSIONS
• All about efficiency and effectiveness;
• Customer views on these very informative;
• Need to use variety of techniques and tools;
• Knowledge of which to use and experience of
them very important; and,
• Internal capacity to review process has to be
built.
» THE END