1. Improving the Efficiency & Effectiveness of the EMA Processes at SERC
Pamela Edgar
Improving the Efficiency & Effectiveness of the EMA Processes at SERC
My name is Pamela Edgar and I am the Senior Customer Services Officer for Student Funding.
My Area for Investigation is the Education Maintenance Allowance or EMA
This project will explore the issues that have arisen following the implementation of new automated EMA attendance processes at SERC in order to improve the efficiency and effectiveness of the EMA processes for all stakeholders.
EMA is a fortnightly payment of up to £60 for students who are aged 16, 17, 18 or 19 years. It is paid directly to young people from households with an income of £33,950 or less who stay on in education after they reach statutory leaving age

2. GIS
SERC currently has over 1500 students eligible to receive EMA payments across five campuses
Positive or negative attendance return submitted each week to EMA via their web portal.
Time-consuming & labour intensive process.
Streamline for 2012/13 -decision taken transfer confirmation of attendance process from paper-based timesheets to the e-register attendance system already in operation in the College.
Defined benefits including:
reducing the duplication of attendance confirmation for academic staff as attendance confirmation is already completed via e-registers;
reducing customer services payment processing time,
meeting audit requirements,
reducing the potential for fraud.
An environmental impact as it has reduced paper, photocopying and storage costs.
Achieved aim of the new EMA process was the increased accuracy and timeliness of payments to the students.
Issues have arisen in the implementation of this process.
This project will explore any knowledge and process gaps with regard to the EMA system across SERC and make recommendations as to how these gaps can be closed.

3. Project Aim, Scope & Objectives
improve the efficiency and effectiveness of the new automated EMA processes within SERC
Scope
establish the current levels of understanding about the EMA processes and to identify any knowledge gaps
Objectives
Identify knowledge & process gaps and implement communication strategies
Identify cost savings
Reduce EMA related complaints/queries
Aim of this project is to improve the efficiency and effectiveness of the new automated EMA processes within SERC.
Scope of this project is to establish the current levels of understanding about the EMA processes and to identify any knowledge gaps.
The impact of carrying out this project will result in improved efficiency & effectiveness of the EMA processes.
Specific SMART objectives are:
To identify the knowledge and process gap among staff and students, in terms of their understanding of the current EMA processes, and to implement both short term, by 30 May 2013, and longer term, by 16 September 2013, communication strategies to increase the level of understanding.
To identify cost savings to the College during 2013/14 by increasing the efficiency and effectiveness of the EMA processes.
To reduce the number of EMA related complaints/queries received by the College by 50% during the 2013/14 academic year.

4. Project Justification
more effectual system will be embedded creating a clearer and more efficient EMA process for the students
improve student motivation
reduction of EMA handing time for both Customer Services and Academic staff.
Current communication to students is via
Increase in complaints in 2012/13
Completion of this project will result in a more effectual system being embedded creating a clearer and more efficient EMA process for the students which in turn should improve their motivation and enable a reduction of EMA handing time for both Customer Services and Academic staff.
Prior to and following the implementation of the new EMA processes for 2012/13 various communication methods have been used to advise students on the changes to the EMA processes. The most regular means of communication to EMA students was via their student accounts. However, recent figures from the College’s marketing department with reference to the open rate of the student newsletter have confirmed that in general SERC students do not check their SERC account. The open rate was just 3%.
An increase in the number of recorded EMA complaints received during the 2012/13 academic year and the large increase in the volume of s from academic staff to the SCSO: Student Funding with reference to EMA during the 2012/13 academic year also confirms that that there is a knowledge gap and that current communication strategies are not working effectively. During the month of April 2013 the SCSO received 42 s from SERC staff in relation to EMA queries, an average of 2 s per working day. While still at a high level this is large reduction from previous months when the SCSO would have spent up to 3 working days per week dealing with EMA related issues.

5. The chart shows the type and volume of EMA enquiries received by Customer Services staff during a 1 week period in April 2013.
38% - incomplete e-reg
29% - unauthorised absences
24% - confusion over payment dates & holidays
5% - New student
5% - ES withdrawal
Receipt of EMA payments is a motivating factor to students in encouraging them to attend college and in many cases it is the only income that the student has. If students are not receiving their EMA payments on a timely basis or do not understand the reasons why they have not received payment then this may have a negative impact on student retention and in turn the FLUs funding that the College receives for student retention. Currently there is a significant number of staff hours spent on resolving queries which needs to be reduced.

6. Research & Findings Identify Knowledge and Process Gaps
Common misconceptions:
Paid for holidays (24%)
Customer services staff can change e-register (20%)
Not ed re EMA (16%)
Research carried out in line with the 3 objectives of the project
Qualitative & quantitative research used
Feedback log, student surveys, CS EMA enquiry log. Interviews with Academic staff, students union
Use of decision making models - Cause & effect analysis & decision tree
Identify Knowledge and Process Gaps
Student survey gave the student a number of statements about the current EMA rules and processes and asked the students to confirm if these were true or false. From the information collected there is clear evidence that EMA students are not fully aware of all the EMA rules and processes at SERC. The top misconceptions among EMA students are:
80% of students incorrectly thought that once they become age 18 their parents could still contact the College on the student’s behalf about EMA without the student being present or giving permission.
24% of students surveyed were not aware that they do not receive payment for holidays. As there have already been seven holiday weeks during this academic year for which the students have not been paid this was a surprisingly high result.
20% of EMA students mistakenly think that that Customer Services staff can change the attendance marks on their e-register.
16% of those surveyed were not aware that they receive s about EMA to their SERC account.
In-depth interviews with Academic and Students Union staff confirmed
students did not understand that they do not receive payment for holiday dates.
students do not understand what weeks of EMA payment they receive on each payment date.
staff concerns about the authorisation of absences - clearer guidance on what types of absence can be authorised and what evidence is required to authorise an absence.
EMA processes really needed to be spelt out to the students and regularly reinforced.

7. Reduce EMA related complaints/queries
Identify Cost Savings
Reduce EMA related complaints/queries
Lecturing staff time
average 50mins per week
SCSO: Funding time
Average 14hrs per week
Customer Services Assistant time
Average 36hrs per week
Identify Cost Savings
A survey was carried out of Academic staff to ascertain their time spent dealing with EMA related queries including: dealing with EMA process queries;
reasons for non-payment;
updating of e-registers;
confirmation of learner agreements and confirmation of bonus payments.
While time spent will be significantly greater at certain times of the year i.e. when learner agreements and bonus payments need confirmed the staff were asked to provide an average weekly time. For this academic year the average weekly time spent by academic staff on EMA was calculated at fifty minutes per week.
Processing of EMA also has significant time costs for the Customer Services unit. This includes an average of fourteen hours for the SCSO and thirty six Customer Services Assistant hours per week.
Reduce the number of EMA related complaints/queries
Students’ feedback on the EMA processes was also identified through SERC’s feedback log and the volume of negative feedback received during 2012/13 relating to EMA.
main reason 64% is due to e-registers not being correctly completed on time The delay in completion of the e-register in turn delays the release of the EMA payment to the student.
24% students not understanding the EMA processes,
While 9% were related to the non-payment due to unauthorised absences.
The results confirm that there are significant improvements that can be made to the current EMA processes to improve the efficiency and effectiveness of the process.
Main areas for improvement have been recognised as:
increasing awareness of EMA rules and processes,
improvements to the accuracy and timeliness of marking of e-registers;
improved guidance on the authorisation of absences.
Due to the timescale of this project and the role of the SCSO one area will be focused on. This will be to increase awareness of the EMA processes as it is apparent that a new communication strategy on the EMA rules and processes is required to meet the project aim of improving the efficiency and effectiveness of the EMA processes. Through the implementation of an improved communication strategy there should naturally be both a cost saving to the College and a decrease in the number of EMA related complaints/queries received.

8. Options Option 1: communicate with students in writing
Option 2: text messages to the students
Option 3: develop an EMA ‘App’
From the knowledge gained a number of options have been suggested for the new communication strategy for the students:
Communicating with all EMA students in writing: detailing and reminding them of the EMA rules and processes. Reminder letters could also be sent about payment dates, non-payment at holiday periods and eligibility criteria for bonus payment.
However, a risk of communicating with the students in writing is that the letter will contain a lot of information and therefore may not be read.
Text messages to EMA students at key points during the academic year e.g. signing of learner agreements, bonus payments, holidays etc.
However, students’ phone numbers will change and therefore the information may not be received by all students. Costs assoicated with texts
Development on an EMA ‘App’ containing all relevant EMA information that students may require e.g. payment dates, holidays, frequently asked questions, access to their e-register. For the ‘App’ to be effective it will have to be regularly accessed by the students. ‘Hits’ on the ‘App’ can be monitored to identify usage rates.
To assist with evaluating these options the data and information will be analysed and evaluated to reach conclusions.

9. To assist with this process a decision making model called a decision tree will be used to identify the constraints of each option
From the decision tree it can be seen that the costs associated with options 1 and 2 are high. (Postage 1 letter 1500x0.33 = £495) (1 text 1500 x = £54) As one of the objectives of the project is to reduce costs associate with EMA this is a major constraint. Also as already shown in the research a considerable number of students do not read their SERC s, therefore, it is unlikely that they will read a letter posted to them about EMA.
A major concern with Option 2, text messaging, is that the Students already receive an text message from EMA the Friday before each payment date to advise if they will be receiving payment or not. SERC also sending text messages may cause confusion as the student is unsure who is contacting them about EMA and therefore students may contact the Student Loan Company, who run EMA, about the SERC EMA text messages.
Option 3, the development on an EMA ‘App’ best meets the aims of the project. This communication strategy uses up to date technology, with low set up costs, (£275 e-author & band 6 time) (£156 1day Band 5 e-author and 5hrs band 6 SCSO £120 including all NIC & pension costs) to present the necessary information in a format that will appeal to the students and is easily accessible for the students at any time.

10. Chosen Option & Impact Development of an EMA ‘App’ Reference Toolkit
Information available 24/7
Empowering the student
Increase awareness & understanding
reduce queries/negative feedback
Reduce staff costs
Quick to implement as ‘App’ template already in use
The development of an EMA ‘App’ will provide the students with a reference tool kit to answer their EMA questions. As the information is available electronically the students can access it at any time of the day or night. Some students can feel reticent about having to contact their course tutor or customer services staff for assistance with their EMA. Through the ‘App’ the student will be able to access their e-register and frequently asked questions empowering the student by enabling them to find the answers to their own queries.
By providing the student will all the information they need to know about EMA in one central location this increase in awareness of the EMA rules and processes should in turn reduce the volume of EMA related queries and negative feedback received by the College.
The introduction of the ‘App’ will also reduce staff costs associated with the EMA process as the number of EMA telephone queries received by Customer Services Assistants, s received by the SCSO and the amount of time spent by Academic staff on dealing with EMA during tutorial classes should reduce. In the first instance staff can refer students to the ‘App’. However, if the issue is to do with unmarked registers or absence authorisation the student will then need to speak with their tutor. Introduction of ‘App’ will only be effective if it is used by the students. This can be measured by monitoring the ‘hits’ on the ‘App’.

11. https://student.serc.ac.uk/ema/
EMA ‘App’

12. EMA ‘App’
Business case

13. So what? Short Term Gains Reduce staff time
Reduce complaints/negative feedback
Longer Term Gains
Cost savings in terms of staff time
Improved College reputation due to less EMA complaints
Opportunity to showcase ‘App’ to external stakeholders
Further developments of App
The project will have both short and longer term impacts on the work-related area.
Short term reduce staff time in processes and queries. Reduction in negative feedback
Longer Term
cost savings in terms of staff time.
reduction in logged negative feedback,
improved reputation, - showcase App to Cllr’s who have submitted feedback on EMA on behalf of constituents – rebuild reputation
increased morale and motivation among students.
future developments - linkage between the ‘App’ and the E-isla,
- inclusion of step by step video on how to access and sign the learner agreement
- Moodle style training course on EMA processes.
- staff access to the App
The project has also confirmed that the authorisation of absences and the timeliness of the marking of e-registers are still an on- going issues. In parallel to this project a Standard Operating Procedure (SOP) has been developed for the 2013/14 academic year on the Authorisation of Absences. Monitoring and review of both the SOP and the timeliness of e-register marking in the longer term will also increase the impact of this Project.

14. Any Questions?
Thank you & any questions