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examples

Some recent projects ...

Here are just a few of the many projects we have been involved in recently.

... in higher education

A self-assessment tool for people management in higher education

OPM provided specialist advice, design support and research for the development of a self-assessment tool for people management in higher education institutions across the UK. The project was commissioned and led by a steering group of members drawn from human resources professional bodies in the sector - the Universities Personnel Association (UPA) and the SCOP Personnel Network (SCOP PN) - and received funding support from the Higher Education Funding Council for England (HEFCE).

The self-assessment tool was developed ‘bottom-up’, with significant input from HR practitioners and managers who would be using it. A wide range of people from higher education institutions were involved in workshops to shape the tool design and several institutions helped to pilot a prototype tool. Throughout the process the OPM team designed and facilitated a range of related development activities and events to encourage engagement by various stakeholders in the sector.

Following consultation with the sector, and with UPA/SCOP support, the tool is now being used widely as part of continuous improvement of human resources management practice in institutions and to report to stakeholders, including HEFCE.

The tool and supporting guidance is available at http://www.hefce.ac.uk/lgm/hr/selfassess/.

... in further education

Foster Review of Further Education Colleges – Think pieces

We were commissioned to write two of 15 think pieces commissioned by the Foster Review of Further Education as part of the evidence underpinning the final report. The Foster Review was an independent review of the future role of FE colleges by Sir Andrew Foster, which focused on the future role of further education colleges (final report published November 2005). This Review directly informed the Further Education and Training Bill, announced in November 2006.

The two OPM think pieces centred on: the role of further education in relation to equality, diversity and social inclusion; and business planning, income generation, and culture and ethos. Both papers were developed through a combination of desk research, and interviews and workshops with leading experts and professionals from the learning and skills sectors.

Links to the papers

The New Economic Mission for FE Colleges

OPM was commissioned by the Learning and Skills Council and the Department of Innovation, Universtities and Skills (DIUS) to produce a study on the Economic Mission for the further education (FE) system. The study included a desk-based review of mission statements from a cross-section of thirty FE Colleges and a summary of outputs from regional consultation events run by the DIUS and the LSC. We also conducted interviews with a range of national strategic bodies, including the Association of Colleges, the Association of Learning Providers, the 157 Group, the Centre for Excellence in Leadership and Sector Skills Councils.

Guidance will shortly be circulated to governors and governing bodies of all FE colleges illustrating how best to respond within the changing context and how to focus strategic planning to meet the needs of learners and employers. Here are three samples of good practice:

Hartlepool College are considering recruiting certain types of governors to their governing body. In particular, they hope to attract governors with a good understanding of the economic needs of the town. In addition, they wish to recruit governors with a broad understanding of the economic priorities of the college.
East Berkshire College, like many colleges, recruit governors that reflect the wider community. For example, one governor is a member of the South East England Development Agency, an agency which works to improve the social, economic and physical infrastructure within the area.
Cambridge Regional College has recently appointed a corporate lawyer to the governing body of the college. This has contributed to greater expertise in strategic partnership working and skills in contracting.

Link to the summary of the Government's White Paper Raising Skills, Improving Life Chances [March 2006]

DfES: Training for foster carers

OPM evaluated the current provision of training for foster carers in England – through extensive desk research, in-depth qualitative interviews with representatives from both local authorities and independent fostering agencies, focus groups and interviews with looked-after children and young people, and consultation with foster carers themselves. This helped us to produce a map and critical analysis of current provision, examples of good practice and recommendations for improvement

Surrey LSC: Review of adult education provision

We carried out a programme of stakeholder engagement on behalf of Surrey LSC and Surrey County Council to review the way in which non-accredited adult education was provided. Based on the views of a diverse range of stakeholders, we developed a number of options for future delivery of the provision and evaluated these against a set of user-based criteria.

Schools examples

Setting up new schools

OPM support and encourage parents’ groups, local organisations, local schools and charitable companies to become involved in settting up new schools under new legislation to encourage greater diversity of school providers. The government Department for Children, Schools and Families (DCSF) has commissioned us to support competitions for new schools.

Download our online brochure for a new school in Okehampton, Devon

Download our online brochure for a new school in Sherford, Devon

Download our online brochure for a new school in Bolnore, West Sussex

Download our online brochure for a new school in Finlay, Gloucestershire

Teachers as Innovative Professionals

We have been preparing a report for the Innovation Unit and the General Teaching Council for England (GTCE). The report will explore what steps need to be taken to create conditions for innovation in teaching - particularly in contexts that some teachers characterise some teachers as likely to encourage overaccountability and risk aversion. There are three key elements to our research: a literature review of existing evidence; in-depth telephone interviews with 35 representative teachers drawn from a cross-section of schools; and case studies of ten schools that are known to be particularly innovative. Download the preview brochure about Teachers as Innovative Professionals

Managing Childhood Asthma in Schools

Good management of asthma is vital for children of school age with the condition. Our approach brought children and young people together with health and education professionals. The focus of the research – carried out for the Office of Public Service Reform – was on understanding the impact of asthma on children and young people in school and listening to their recommendations for improving asthma management.

We would like to thank the children and young people who took part for their ideas, drawings and enthusiasm. Many of them said this was the first time their views on the issue had been sought. We would also like to thank the schools for giving their pupils the opportunity to take part in the project.

Managing Childhood Asthma in Schools - Full report (pdf, 400kb)

If you think we might help you in your work, please contact us on 0845 055 3900