POE Mother Well

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Motherwell College POEReport OperationalReview Stage

Prepared for: Alison MeldrumProperty and Capital FundingThe Scottish Funding Council

22 January 2010

Client report number 260134



Motherwell College Operational Review

BRE Client report number 260134Commercial in confidence

© Building Research Establishment Ltd 2010

Prepared by

Name Mindy Hadi

Position Principal consultant

Signature

Approved on behalf of BRE

Name Laura Birrell

Position Associate Director

Date 29 March 2010

Signature

BREGarstonWD25 9XXT + 44 (0) 1923 664000F + 44 (0) 1923 664010E [email protected]

This report is made on behalf of BRE. By receiving the report and acting on it, the client - or any third party relying on it - accepts thatno individual is personally liable in contract, tort or breach of statutory duty (including negligence).






Executive Summary

BRE was appointed in December 2008 to undertake Post Occupancy Evaluation (POE) of nine college

capital projects supported by the Scottish Funding Council (SFC). The project brief stated that the collegesector was going through an extensive period of change, catalysed by a substantial capital programme of

works to replace and change their estate. This was being driven not only by estate need, but also the desire

to modernise the delivery of education and to improve efficiencies. As a result of this, the SFC is keen to

learn from these changes, to provide lessons learned for the sector and to demonstrate to the Scottish

Government and other stakeholders the significant benefits they have conferred. Motherwell College is one

of the nine college capital projects to be reviewed utilising the POE methodology as part of the project brief.

POE provides a structured review of the process of delivering a project as well as a review of the

operational, functional and strategic performance of the building during operation. This report sets out the

findings of the of the Operational Review, addressing progress on aims and objectives set within the Full

Business Case (FBC) against initial findings using BRE methodologies, which are explained in more detail

in Section 3.

Motherwell College moved into their new campus at Ravenscraig in August 2009, the first major

development in the regeneration of the former steelworks site, which will become the country’s first new

town in over 50 years. The new campus replaced the former College, which was a 1960s building that was

no longer fit for purpose. The Full Business Case (FBC), submitted in 2003, demonstrated that the

condition of the College’s existing estate was acting as a barrier to the achievement of its longer term vision

due to its location, poor condition, and inefficient and unsuitable buildings. The College was seeking to

grow to fulfil an identified need to address social inclusion and educational under-participation in the

locality. The main aims were:

• The elimination of unsuitable accommodation

•

Relocation to a more accessible location with potential for increased growth• Provision of a modern, fit-for-purpose learning environment with greater curriculum delivery

• Ability to provide support services to student encourage retention and access

• Ability to provide a flexible curriculum to address demographic change and increase employability

• Improved ability to support and integrate students with learning difficulties

This report and future reports will map the progress of Motherwell College in meeting the aims and

objectives set out within the FBC.

The new Motherwell College is now fully occupied and, although it had only been in operation for 3 months

at the time of this evaluation, there are already indications that it is fulfilling the objectives set out in the

business case and brief.

The process of designing and delivering the new campus at Motherwell progressed smoothly overall. The

team worked very well together and relationships between all parties were felt to have been very good –






one of the keys to the project’s success. The project was completed on time and within budget and the

handover and move-in went well, facilitated by the appointment of a specialist moving contractor.

Another success factor was that the client was clear about their brief and was able to work with the

architect to realise this in the design. The 2-stage Design and Build procurement process ensured that the

design was already well-detailed prior to contract, so that there were very few changes and variations and

the client received the building they expected.

The campus is proving very popular with staff and students who see it as a great improvement on the old

building. They report that they are proud of the new College and are happy to tell friends that they are

studying there and to encourage others to follow their example.

Facilities and the amount of space for general and specialist teaching are excellent and the buildings are

fully accessible and have very good provision for users with special needs. There was a high level of

consultation and communication with the future users of the campus, including subject teachers and

estates staff and this was felt to have been a key factor in ensuring the facilities met the functional

requirements of the College in terms of both curriculum delivery and building operation. The ICT facilities

including wireless network and internet café together with flexible social spaces such as the street and food

court will attract students and should help to encourage local participation in education and skills training.

The high quality on-site nursery and residential block will also support inclusion by removing barriers to

participation.

The new location is more accessible than the old site with good transport links that will develop further over

time when the development of the adjacent Ravenscraig new town takes place. The campus is felt to be

welcoming to the local community who visit to use the training restaurant and salons which are very

popular. These are easy to access, located on the ground floor near to the entrance, and of a high standard

being ‘as good as anything you find on the high street’ .

At this stage the building had only been occupied for a short period of time, therefore there will be

comments from users relating to common ‘change management’ issues that occur when occupants move

into any building for the first time. The staged process enables issues to be mapped and reviewed at future

stages to determine if these issues have been resolved after a settling-in period.






Contents

1 Introduction 1 2 Description of the project 2

2.1 Project background 2 2.2 Aims and objectives of the Full Business Case for Capital Funding 3

3 Methodology 4 4 Findings: Process 6

4.1 Design and briefing 6 4.1.1 Feasibility stage & site selection 6 4.1.2 Project management 6 4.1.3 Appointment of consultants 7 4.1.4 Design stage 7 4.1.5 User/occupant consultation 8 4.1.6 Statutory approvals 8 4.1.7 Sustainability 8 4.2 Construction stage 9 4.2.1 Appointment of main contractor and subcontractors 9 4.2.2 Construction issues 9 4.2.3 Programme management and control 9 4.2.4 Financial issues 9 4.2.5 Management of site: disruption, health and safety 10 4.3 Handover and occupation phase 10 4.4 Summary of procurement process 11

5 Findings: project in use 12 5.1 DQI results: Individual question ratings 12 5.2 Functionality 12 5.2.1 Access 12 5.2.2 Space 14 5.2.3 Uses 17 5.3 Build quality 18 5.3.1 Performance 18 5.3.2 Engineering Services 20 5.3.3 Construction 21 5.4 Impact 22 5.4.1 Urban and Social Integration 22 5.4.2 Internal environment 23 5.4.3 Form and materials 25 5.4.4 Character and innovation 26

6 Findings: Section scores and Likes/dislikes exercise 28






6.1 Section Scores 28 6.2 Likes and dislikes 29

7 Conclusions 30 Appendix A: Participants in workshops 32 Appendix B: Lessons learned record 33






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1 Introduction

BRE was appointed in December 2008 to undertake Post Occupancy Evaluation (POE) of nine college

capital projects supported by the Scottish Funding Council (SFC). The project brief stated that the college

sector was going through an extensive period of change, catalysed by a substantial capital programme of

works to replace and change their estate. This was being driven not only by estate need, but also the desire

to modernise the delivery of education and to improve efficiencies. As a result of this, the SFC is keen tolearn from these changes, to provide lessons learned for the sector and to demonstrate to the Scottish

Government and other stakeholders the significant benefits they have conferred. Motherwell College is one

of the nine college capital projects to be reviewed utilising the POE methodology as part of the project brief.

POE provides a structured review of the process of delivering a project as well as a review of the

operational, functional and strategic performance of the building during operation. As recommended in the

SFC’s POE Guidance, the POE for Motherwell College will be undertaken at three stages within the

following timescales:

POE Stage Timescale for Delivery Post

Handover

Operational Review 3 - 6 MonthsFunctional Performance Review 12 – 18 MonthsStrategic Review 3 – 5 Years

The project was handed over in July 2009; therefore the Operational Review was undertaken during

November 2009 to provide an indicative review of the process of delivering the project (Post Project

Review) and an initial assessment of the technical and functional performance of the building during the

early stages of operation. This report sets out the findings of the of the Operational Review, addressing

progress on aims and objectives set within the Full Business Case (FBC) against initial findings using BRE

methodologies, which are explained in more detail in Section 3.

At this stage the building had only been occupied for a short period of time, therefore there will be

comments from users relating to common ‘change management’ issues that occur when occupants move

into any building for the first time. The staged process enables issues to be mapped and reviewed at future

stages to determine if these issues have been resolved after a settling-in period.






2

2 Description of the project

2.1 Project background

Project value: £70 million approx

Project start on site October 2007

Project completion

date:

July 2010

Project Manager: GTMS

Architect: BDP Architects

M&E Consultant: AECOM

Contractor: Miller Construction

Motherwell College moved into their new campus at Ravenscraig in August 2009, the first major

development in the regeneration of the former steelworks site, which will become the country’s first new

town in over 50 years. The new campus replaced the former College at Dalzell Drive in Motherwell which

was a 1960s building that was deemed no longer fit for purpose. The College caters for 20,000 students in

total, studying full and part time courses, and 530 members of staff. The new development has teaching

facilities for a wide range of courses up to degree level covering academic and vocational subjects

including Business & Management, Care, Hospitality, Sport & Fitness, Engineering and Beauty Therapy &

Hairdressing.

The 5-storey main building block has a fully glazed frontage providing views into the internal ‘street’ that

runs the entire length of the building and provides both circulation and social space. The street forms the

spine of the building and is divided into three main areas, establishing a hierarchy of space from public to

private. ‘Pods’ front onto the street, containing the reception, Food Court and Studio, with the teaching

areas opening off a corridor behind the ‘pods’, running parallel to the street. The adjacent two-storey

workshop block is L-shaped and accommodates the construction, engineering and automotive

departments. Additional facilities include an on-site, purpose-built nursery for children aged 6 months to 5

years, and a new 7-storey, 50-room student residence block, with a cylindrical design chosen to resemblethe former Ravenscraig structures. The buildings are arranged around a central plaza that provides social

space for sitting and meeting and creates a pedestrian link between the blocks.






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2.2 Aims and objectives of the Full Business Case for Capital Funding

The vision of Motherwell College is defined in its Full Business Case (FBC) for Capital Funding to the SFC

as ‘Motherwell College enriches lives’. This is to be achieved through:

• Removing barriers to participation

• Providing lifelong learning opportunities to promote employability, develop personal skills andencourage achievement and progression

• Being a dynamic and responsive organisation

The Business Case demonstrated that the College’s estate, as it stood in 2003, was acting as a barrier to

the achievement of its longer term vision due to its location, the poor condition of the facilities and inefficientand unsuitable buildings. The college was seeking to grow in order to fulfil an identified need to address

social inclusion and educational under-participation in the locality.

The preferred option outlined in the FBC was for a new, purpose-built building at Ravenscraig that would

place the college at the heart of a major regeneration initiative and that would provide the local community

with a modern and functional environment to inspire learning in the 21st

century. As well as providing new

facilities to provide the best quality of education in Lanarkshire it would also provide cost savings as a result

of reduced maintenance expenditure, utilities costs and more efficient space utilisation.

The main benefits to be achieved were:

• The elimination of unsuitable accommodation

• Relocation to a more accessible location with potential for increased growth• Provision of a modern, fit for purpose learning environment with greater curriculum delivery• Ability to provide support services to students to encourage retention and access

• Ability to provide a flexible curriculum to address demographic change and increase employability

• Improved ability to support and integrate students with learning difficulties

This report and future reports will map the progress of Motherwell College in meeting the aims and

objectives set out within the FBC.






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3 Methodology

As stated in the introduction to this report, a POE is delivered over three stages of a building’s lifecycle to

provide the opportunity to identify issues that require action from the early stages of project handover. By

undertaking a staged approach, full seasonal cycles will produce data on how the building performs and

occupants interact, for example during the winter and summer months. On collection of this data, the SFC

will be able to determine whether the project’s original aims and objectives have been met in a timescale(up to 5 years post completion) that will produce a full and informed evaluation of the project. Best practice

can be identified for future projects across the sector, enabling the optimum educational experience for

students, staff and within communities in which the college operates.

At this Operational Review stage, the building has been occupied for only a short period of time, therefore it

is expected that comments relating to common ‘change management’ issues when occupants move

buildings will be prevalent during any staff and student consultation. However, the staged process enables

issues to be mapped and reviewed at future stages to determine whether, after the period of settling in,

these issues have been resolved.

The evaluation at Operational Stage reports on the procurement process and the operational and technical

performance of the buildings. In our approach to the project, BRE undertook a series of facilitatedworkshops with project sponsors, members of the design team, students, staff and other users of the

buildings. Prior to the main workshop sessions, an observational walk-round of the buildings was carried

out by the BRE team. This enabled the team to orientate themselves around the buildings and to gain an

understanding of the design and construction issues that would have a bearing on the sessions.

The workshops were conducted by an independent consultant from BRE on the 12th

November 2009. The

first workshop, a Post Project Review’, focussed on the processes associated with the design and

construction of the project. A detailed pro-forma, designed by the research team was used to guide the

discussion. The topics covered in the session were:

• Briefing, feasibility and design

• Construction process• Handover and occupation

The session was attended by invited representatives from the supply and demand side who had been

involved in the project (see Appendix A for a list of participants).

The second workshop was a consultation workshop attended by a cross-section of end users, including

students, lecturers and other staff that focussed on the project in use. (See Appendix A for list of workshop

participants). The session was based around the completion of the Design Quality Indicator (DQI), a

methodology that can only be used by trained and accredited facilitators. The DQI is a questionnaire-based

tool that helps clients, designers and end users to evaluate how well a completed building has been

designed and constructed. The questionnaire consists of a series of short, non-technical statements looking

at the Functionality, Build Quality and Impact of a building.

• Functionality looks at the way the building is designed to be useful






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• Build Quality looks at the materials and the different systems and conditions inside the building

• Impact refers to a building’s effects on the local community and environment

The questionnaire is completed section by section during the workshop session and acts as a catalyst for

discussion amongst the participants about their attitudes and opinions regarding the project in use.

The following sections provide a general overview of the findings of the workshop sessions, observations

and informal interviews with other users. Suggestions for lessons that can be taken into account on future

projects and improvements for addressing any immediate concerns are given at the end of each

subsection. These are summarised in Appendix B.






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4 Findings: Process

4.1 Design and briefing

4.1.1 Feasibility stage & site selection

Motherwell College’s original site, located 2 km to the north of the new Ravenscraig campus, posed a

number of challenges and constraints upon the College. The 30-year old buildings were in a poor state of

repair, with a high proportion of temporary accommodation, and as such did not support educational

delivery in the 21st

century; nor was there any potential for development or expansion. The 2001 College

Estates Strategy identified these issues, and as a result an Outline Business Case (OBC) was submitted to

the SFC in June 2002 outlining a range of possible options to be considered. The strongest case was for

the College to develop a new building at Ravenscraig. This was within the College’s preferred 1½-mile

radius of the old site, and was an attractive proposition not only for the College but also for Ravenscraig Ltd

(the site development consortium) for whom the College would act as a catalyst to further development.

The master plan for the site included new housing, retail and business development as well as newtransport links, all of which would bring advantages to the College. This was the preferred option in the Full

Business Case that was submitted in November 2003 and approved in 2005.

4.1.2 Project management

At the time of the initiation of the project, the SFC had not developed the detailed guidelines for project

management that are now in place. The project manager and the College developed their own Gateway

and reporting structure, similar to the current SFC guidelines. A project execution plan was set up from the

outset identifying roles and responsibilities from the Board level downwards. This was felt to have been

very important as there were no grey areas of decision making.

A project steering group was set up to report to the Board and met regularly throughout the project. Thegroup was seen as having been very successful in overseeing such a complex project, a one-off for a

College of FE. It was seen as key to have the right number and mix of people with enough commitment to

the project for effective decision making.

The project sponsor joined the College just after the approval of the FBC. She was not devoted to the

project full-time but spent 90-95% of her time on it with support from the Estates Manager and some

administrative support to deal with the day-to-day issues. Stakeholders identified as an important lesson to

other colleges not to underestimate the amount of time this role can take: ‘do not expect to be able to carry

on with your day job as usual’ . It is also helpful to work with the project manager to develop an

understanding of the role of project sponsor, if you are doing it for the first time as would be the case for

most colleges.

Lesson: Defining roles and responsibilities from the earliest stages of a project, ensures that

decision making is streamlined with no grey areas.






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Lesson: The role of project sponsor can be very demanding this should be considered for time

management.

4.1.3 Appointment of consultants

The College appointed GTMS as project managers to assist them in preparing the Outline and Full

Business Cases and option appraisal. The architect, BDP, was also appointed early on in the project to

prepare a concept plan for the new campus to show how the college might potentially develop the site. It

was felt that it is of benefit to a project that the architect is appointed at an early stage to provide input to

the business case. GTMS advised on the appointment of the QS (quantity surveyor) and the design team,

which was an architect-led team comprising the architect, structural engineer and M&E (mechanical andelectrical) consultant. The practices had a record of working well together in the past and this was felt to

have been important as it engendered team spirit and avoided any potential areas of conflict.

As the project involved a number of legal issues associated with the land disposal, site acquisition etc, the

College also engaged a firm of solicitors with expertise in these areas to work on their behalf.

Lesson: Appointing the design team at an early stage to advise on and provide input into the

business case is of benefit to a project, particularly a large and complex one.

Lesson: Appointing an architect-led design team with a record of working together engenders team

working and avoids any potential areas of conflict

Lesson: Where there may be particular legal or financial risks involved it may be advantageous to bring in specialist advisors with the relevant experience and skills

4.1.4 Design stage

The architect worked with the College to develop the project brief based on the key points set out in the

OBC and considering the College’s aims and objectives as they move forward.

Key features of the brief were:

• to provide lifelong learning opportunities with flexible and adaptable teaching and learning space

• to maximise accessibility through DDA compliance

• to maximise inclusiveness ensuring that the new facility is welcoming, supportive and relevant withsufficient social and communal space including an on-site nursery and residential accommodationto remove barriers to education

• to improve employability and skills through teaching facilities which enable the College to meet theneeds of employers, including core skills delivery

• to cater for growth by improving efficiency of space use though a better fit between class sizes androom capacities as well as the provision of additional space

The design team took a ‘top down’ approach for the accommodation schedule using existing space

standards and once the accommodation area, cost and site concept design had been developed, a ‘bottom

up’ approach was applied to ensure that the design was still delivering on the key points identified in the

brief.

The client and design team visited other new build colleges in the region - Telford College in Edinburgh andGlasgow Caledonian University - this was felt to have been a useful way of learning lessons for their

project.






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One of the College requirements was for a flexible atrium space that would act as a showcase for

performing arts as well as an uplifting social space (a shortage of communal accommodation was

highlighted in the FBC referencing the 2001 HMI review). The architect’s solution using a glass front wall to

form an ‘inside/outside’ street was felt to be a key success element of the design - as well as providing the

required ‘wow’ factor it actually proved cheaper than a traditional design.

A key lesson was that it is important for the client and design team to work together to inform and shape the

brief; it was pointed out that that ‘a good building comes from a good brief’ .

Lesson: Visits to other buildings with a similar function can be a very useful way of learning

lessons and gleaning ideas.

4.1.5 User/occupant consultation

Once the FBC was approved, the College identified user groups who would work with the design team in

the development of detailed room data sheets to ensure that areas would be fit for purpose and meet user

requirements. It was important that the College set out some principles beforehand to manage user

expectations as there were restrictions set within project design brief. For example, it had been agreed that

all staff office accommodation would be open plan, a concern for staff. However, senior management

engaged them in the process by allowing them to view the layouts and design of the building during the

development of the design and this helped to allay their concerns. Staff also had visits every four weeks

during the building phase, and individual departments were given a tour before they moved into the new

buildings.

The College also felt that it was key to involve the estates staff all the way through the design stages. They

will be the people who have to manage and operate the building in the long term and are aware of the

functions of spaces and implications of design decisions.

Lesson: It is important to consult and involve end users in the design process. If they have

particular concerns about issues or changes, engaging them in discussions can allay concerns and

give them ownership of the project

Lesson: Involving the Estates Facilities team, who have experience of the day to day operation of

the building, in the design is key to successful operation in the long-term.

4.1.6 Statutory approvals

The planning process was fairly straightforward with no particular issues. The design team had frequent

communications with the Planning Department throughout the development process and this was felt to be

a good lesson for future projects.

Lesson: Keeping the planning department up to date through frequent communication can help to

ensure a smoother application and approval process

4.1.7 Sustainability

A College requirement was for an energy efficient, sustainable building. A BREEAM assessment was not

required, as it was not mandatory on SFC-funded projects at the time. An EPC assessment was performedon both buildings and a BREEAM desk-top, pre-assessment exercise was carried out but no formal

assessment was applied for. Passive measures such as the natural stack effect ventilation and high






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insulation values were incorporated into the design, but other sustainable technologies such as renewables

and rainwater harvesting, although considered were not used, due to the capital cost of installation.

4.2 Construction stage

4.2.1 Appointment of main contractor and subcontractors

The procurement strategy was discussed at the start of the project and a two-stage Design and Build

contract was chosen as best meeting the needs of the College. It enabled the College to control the cost

and transfer much of the risk to the contactor. The team were satisfied with the two-stage tender process

and would recommend this on similar projects. The design was fully developed pre-contract (Past Stage F),so there was little chance of alteration. Also, the contractor was on board between the first and second

stage and so was able to provide benefits in terms of buildability advice.

The contractor selection criteria included the experience of the team, track record and pro-active ideas as

well as cost and this was felt to have been important in selecting the best candidate. The design team were

novated to the contractor post-contract, but were still able to communicate directly with the client as before.

Lesson: A two-stage Design and Build contract can reduce risk to the client. It may be a good idea

to ensure that the design is has sufficient signed off detail as to reduce the risk of changes post-

contract.

4.2.2 Construction issues

Once the project was on site, the contractor took ownership of the design and there were very few changes.

One issue was that once the project started, the College realised there was the capacity to expand the

space. It was felt to be a good idea to take advantage of this to extend the workshop floor plan on the first

floor through a change control contract to create a conference room. Apart from this, it was made clear that

there would have to be a very good justification for any changes. It was felt that if the design is well detailed

and the client has been kept informed all through the design stages about what they are going to get, these

can be avoided.

Stakeholders reported good relationships between all parties throughout the project – even at times when

there were pressures they all worked together for the benefit of the project.

Lesson: Good communication and relationships are key to the success of a project.

4.2.3 Programme management and control

The completion dates and programme had all been agreed in advance with the contractor and the buildings

were completed on time – in fact the nursery was finished a month early. There were no delays that had

any impact on the programme.

4.2.4 Financial issues

The project was funded though a number of sources: Approximately 45% of the capital costs were provided

by an SFC grant with the remainder coming from an ERDF Grant, College funds and sale of existingCollege land. The project finances were felt to have been very well managed and the project finished within

budget.






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4.2.5 Management of site: disruption, health and safety

There were no issues with disruption, noise or dust pollution to neighbouring properties as the site was an

empty one. There was plenty of space for the contactor’s compound and car parking. Health and safety

were well managed. The contactor’s own health and safety manager attended the site weekly and the

Client appointed their own independent Clerk of Works who visited regularly.

4.3 Handover and occupation phase

The handover and occupation stage was felt to have progressed smoothly. It was decided to move in over

the summer holidays as this allowed a four-week period, enough time to get everything organised before

the students returned. The College distributed their own building user guides detailing their expectationsfrom occupants and including a floor plan of the buildings.

The responsibilities of the different parties were written into the contacts so there was clarity about what

each member of the team had to deliver. Commissioning was managed by the contractor, although it was

appreciated that, as with any new building, the bedding-in process of the heating and cooling systems

would take at least a year. Operation and Maintenance (O&M) manuals had also been provided, both on

paper and on CD Rom.

A specialist contractor was appointed to manage the college move, deal with the removal companies, carry

out an inventory of furniture and equipment and organise the purchase of new items. The furniture layouts

were fed back to the design team to ensure that these matched the M&E designs and final layout. It was felt

that the appointment of a specialist move contractor was very useful and the advice to other colleges wasthat this should be budgeted for at the start as ‘it is so important to get the move right - it leaves a lasting

impression on the building’ .

Training on building operation had not yet been provided at the time of the POE workshop, where it was

identified that this had not been built into the programme. It was felt that training on the BMS system in

particular would be useful for the estates staff. It was also pointed out that some training for these

personnel early on in the project would help them to understand what systems are being proposed, and to

identify and plan what training they would require on handover. Training should be a long-term process

rather than a ‘one-off’ session in order to allow users to learn how to operate the systems to their full

potential over time.

The contractor’s construction manager has been the first port of call for the College for reporting any issuespost-handover and this system has proved to be successful. However it was appreciated that, due to

commitments from other projects, it may not always be possible for the same person to provide continuity

from start to post occupation and also to provide training and support. It was felt that the key issue was to

have one nominated contact who knew about the project and could field enquiries.

Lesson: Although this is not always possible, moving in over the summer holidays allows the

maximum time to get organised before students return.

Lesson: Including responsibilities of parties on handover e.g. commissioning, O&M manuals,

training, after care in the contract, ensures clarity about delivery later.

Lesson: Appointing a specialist move contractor is very useful and budget should be allowed for this.






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Lesson: Training should be provided for the Facilities /Estates Management team. However ideally

this should not be a ‘one size fits all’ programme or a one-off session but preferably a longer term

commitment tailored to their needs. Involving Estates personnel at an early stage and working with

them to identify their needs may facilitate this.

4.4 Summary of procurement process






architect to realise this in the design. The two-stage Design and Build procurement process ensured that

the design was already well detailed prior to contract, so that there were very few changes and variations

and the client received the building they expected.

The findings highlight the importance of involving the end users of the building in the design, in particular

the Facilities or Estates personnel who will be operating the building in the long term who should be

involved from the start. They also need to be provided with support and training to ensure that they are able

to understand and operate the building systems post-handover.






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5 Findings: project in use

5.1 DQI results: Individual question ratings

The following sections report the findings from the DQI workshop session, set out under the ten DQIsections. The questionnaire findings are illustrated in the ‘Spider’ plots which show the averaged

satisfaction ratings for each individual question given by the respondents. Respondents rated each

statement in terms of how applicable it was to the project on a scale of 1-6 where 1 = ‘Strongly Disagree’

and 6 = ‘Strongly Agree’. Any occupant views, comments and concerns that arose during the workshop

discussions and interviews are also reported here under the appropriate section. Lessons learned from this

project and suggestions for potential solutions to any c highlighted by the respondents are given at the end

of each sub section in italics.

5.2 Functionality

Functionality is concerned with the arrangement, quantity and interrelationship of spaces and how

the building is designed to be useful

5.2.1 Access

Access is concerned with how easy it is for all people to get to and around the building

1.The building provides good access foreveryone2. The layout and landscape around thebuilding provides safe and convenientaccess for pedestrians3. There is good access to public transport

4. The building caters for cyclists5. There is sufficient car parking6. There is safe access and secure storagefor goods and waste7. It's easy to find your way round thebuilding8. The building layout is easily understood9. The signage is clear10. The building is accessible to users andvisitors with disabilities11. The building caters for the need ofpeople with impaired sight

0

1

2

3

4

5

6

1

2

3

4

5

6

7

8

9

10

11

12

12. The building caters for the needs ofthose people with impaired hearing

Figure 1: 'Access' question ratings






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Figure 1 demonstrates that the building scores above average for Access issues except for Question 5,

‘There is sufficient car parking’. Comments from workshop participants are provided below.

Comments and concerns

• Although the College has a Green Travel Plan in place and wishes to reduce car use, most people

travel to the college by car as this is felt to be more convenient. There are two free car parks with

nearly 500 spaces but users felt that there were still not enough places - spaces are taken on a first

come, first served basis. It was reported that the situation had improved since initial occupation

once the induction and registration period was passed; even though the number of students has

increased beyond that expected (funding for additional College places has been provided in

response to the recession). A number of staff come in early to ensure that they find a space. If the

car parks are full, users tend to park on the access road; however it was pointed out that this will

not be possible in the future as the road will become a dual carriageway. There is another car park

on a nearby industrial park that can be used unofficially. It was suggested that in future, induction

could be staggered to reduce the peak of demand for car parking.

• Provision for cyclists is good – there are cycle boxes and racks and showers but few students or

staff currently cycle to the site. There is a designated parking area for motor cycles and this is well

used.

• Public transport to the site is good with bus stops nearby. However many users did not seem to be

aware of the public transport options. It was suggested that the College monitor the situation,

publicise public transport routes and consider new travel initiatives such as car sharing.

Communication about travel alternatives could be included in the induction for new students.

• The layout is generally felt to be straight-forward – the layout is linear with three main pods

arranged along the length of the building and the pattern is repeated on most floors aiding way

finding e.g. toilets are located in the middle pod. The main staircase and lift only reaches the 3rd

floor, the top of the atrium. Alternative stairs and lifts within the corridors have to be used to access

the fourth floor and this was felt to be a little confusing for new students and visitors.

• There is one main entrance to the main building and one to the Engineering building. The layout of

the main building with rooms arranged along the long central corridor with a single entrance at one

end is felt to be good for security but does necessitate some long walks from one area to another

for both staff and students.

• The signage was felt to have been confusing at first but it has now been changed to resolve some

anomalies. Finger posts direct visitors to the various areas but there are no signs on the buildings

themselves and this can be confusing for visitors. It was suggested that if the buildings were given

names or signs indicating which departments are located in, for example the Engineering building,

this would be helpful. However it was also suggested that any visitors should report to the main

reception first and it may be preferable from a security point of view not to encourage visitors to find

their own way around.

• Access for users with a disability is felt to be very good. Five lifts serve the main building and there

is adequate parking for drivers with a disability located conveniently near to the front doors.

However the drop off area for disabled students’ mini buses is located within the secure car parkarea at the back of the building, and it is quite a distance for their helpers to wheel them round to






14

the main entrance in inclement weather. Some have been using the fire exits but this is now

discouraged.

Action: Continue to monitor car parking. Consider staggering induction days to relieve car parking

congestion.

Action: Include communication about Green Travel issues in the student induction. Publicise

public transport routes and consider initiatives such as car share schemes, and ways to encourage

cycling.

Action: Consider signage to clarify the fact that the main lift does not access the fourth floor and

that alternative lifts should be used.

Lesson: A linear layout aids wayfinding but with only one entrance point, this can mean occupants

have to travel long distances between the front door and their office/classroom.

Action: Consider placing signs on the exterior of the main buildings to aid way finding.

Action: Consider if there could be an alternative entry route into the building for students with a

disability who are dropped off by mini-bus.

5.2.2 Space

Space is about the size and interrelationship of the buildings or component spaces

Figure 2: 'Space’ question ratings

Figure 2 demonstrates that the building scores above average for all Space issues. Comments from

workshop participants are provided below.


•

The provision and quality of space for teaching general and specialist subjects was felt to be agreat improvement on the old building.

1.The spaces in building are the right sizefor their functions2.The building's layout and therelationships between rooms work well3. The circulation space works well4. The ratio of usable space to the totalarea is good5. The building's layout provides a goodbalance of communal and private spaces6. There is adequate storage space

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• The amount of informal space for students to eat and socialise at break-time was felt to be

inadequate. Students sit on the floors in the corridors to eat their lunch as there are not enough

seats in the restaurant which becomes very congested. There are also long queues to buy food.

Students are not allowed to eat in their classrooms and some were under the impression that if they

bring their own food they are not allowed to eat it in the Food Court, although this is not the case.

There is currently a single lunchtime from 12 noon till 1 pm and it was suggested that perhaps

lunchtimes could be staggered with the 8 departments having designated slots.

• There are two student common rooms (1st

and 4th

floors). At present these are furnished with pool

tables and are not very well used. There are plans to widen their appeal i.e. install more seating

and possibly X-boxes and the College intends to monitor how these spaces are used over time andinvolve the students.

• The two-level Library and Internet Café were well liked and well used.

• There is no break out/social space for students based in the Engineering Building. Students here

take time to change in and out of their working overalls therefore have even less time to queue in

the restaurant. They tend to sit on the floor in the corridors and eat their lunch, which does not

make a good impression for visitors using the conference facility upstairs. There are vending

machines in the building which are very well used but break down frequently. It was suggested that

a small shop or trolley selling snacks e.g. sandwiches at lunchtime would be helpful. A ‘market

research’ survey of potential take up of such a facility and a trial run were proposed.

• Staff are generally very happy with their open plan offices/workrooms with their integral kitchens

fitted with microwaves and sinks. Departments were provided with the standard furniture but the

actual choice of layout was up to them. The comfortable seating and kitchens were very popular

and staff tend to eat in here rather than in the canteen. Some staff found that noise from the kitchen

area at lunchtimes disturbed those who were still working - this was felt to be a largely a

management issue for the individual department to address but also it was suggested that in these

rooms, the layout could be modified. Some staff used the furniture and storage to partition off the

staff break out areas but this did not eliminate noise transfer totally.

• Toilets and wash areas were well liked. Infra-red toilet flush mechanisms were very sensitive and

female users complained about this, added to their position on the wall, meant that they are

frequently activated when the toilet is in use providing a’ bidet experience’.

• Storage space was generally felt to be adequate although some departments such as the nursery

and engineering felt that they would have liked more. Some Heads of Department were strict about

limiting what staff could bring over from the old building and had instigated audits and clear outs

pre move – this was felt to have been helpful.

• Lockers are provided for students – but students admit that they often mislay their keys, and if

these are lost, there is no way to open the locker without breaking into it. It was suggested that a

coin operated system or a deposit for the key paid at the beginning of term would encourage

students to take more care of their keys and might be a better solution. Some students reported

that the lockers in the automotive area were not sized to accommodate storage for motor cycle

helmets although these had been requested.






16

• Photography is a new course for the College and therefore staff were not involved in consultations

about layout and storage design. They are now working with the College to resolve issues such as

the provision of secure storage for cameras and equipment.

Action: Continue to explore provision for additional informal/break out space for students e.g. work

with students to extend use of student common rooms.

Lesson: On future projects note that it is important to provide for social needs of students as well

as formal educational needs. Informal seating/meeting spaces should be additional to food service

areas. It is not appropriate for students to have to sit on the floors of corridors.

Action: Investigate the problems with the vending machines in the Engineering block that break down frequently.

Action: Consider alternative spaces for serving food at lunchtimes. Consider any ways in which

queuing could be managed to increase throughput and the provision of additional seating e.g.

outside in summer. Also consider the provision of an additional serving area for

snacks/sandwiches in the Engineering building at lunchtime. This would also provide some seating

for students to eat their lunch.

Action: Work with staff and student representatives to address lunchtime overcrowding. Consider

modifying the timetable to provide a staggered lunch break if this is feasible.

Action: Discuss noise spill-over in staff work rooms with occupants. Consider managing behaviour and/or alterations to layout to provide more partitioning between office and kitchen areas.

Lesson: On future projects it is a good idea to work with departments to carry out an audit of

storage required and encourage ‘clear outs’ prior to the move.

Action: Work with the students to investigate their preferences for locker keys i.e. would they prefer

a deposit system?

Lesson: Infra-red controls for taps, showers and toilets are effective but can be over sensitive.

Attention should be paid to their positioning.






17

5.2.3 Uses

Use is concerned with how well the building caters for the functions it will accommodate

1.The building enhances the activity ofpeople who use it regularly2.The building contributes to the efficiency

of the organisation3.The building easily accommodates theusers' needs4.The building provides good security5.The building is adaptable to changingneeds6.The lighting allows for different userrequirements7.The layout allows for changes of use8.The heating, ventilation and ITinstallations allow for changes of use9.The structure allows for changes of use

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Figure 3: 'Uses' question ratings

Figure 3 demonstrates that the building scores above average for Uses issues. The lowest ratings were

given for Question 8: ‘The heating, ventilation and IT installations allow for changes of use’. Comments

from workshop participants are provided below.


• There is no access control, system i.e. swipe car entry but students and staff felt that the College is

very secure. Although in theory, ‘anyone can walk in off the street’, staff do approach and question

strangers if they see anyone wandering around.

• There is CCTV installed in key areas of the buildings and campus.






18

5.3 Build quality

Build Quality stems from how well the building is constructed: its structure, fabric, finishes and

fittings, its engineering systems, the co-ordination of all these and how well they perform

5.3.1 Performance

Performance is concerned with the building’s mechanical, environmental and safety systems

Figure 4 Figure 4: 'Performance' question ratings

Figure 4 demonstrates that the building scores above average for most Performance issues. Lower ratings

were given for issues relating to the thermal climate and air quality. Comments from workshop participants

are provided below.


• There were a number of comments about problems with the thermal climate in the buildings. It was

accepted that at the time of the workshop, the College had only been open for a few months and

that the systems were still settling down. There were reported to be some areas that were too hot

and others too cold, e.g. the motor vehicle workshops were too hot in summer and too cold in

winter, the dance studio was felt to be much too hot and as there are no windows, users have to

open the doors to cool the room – this compromises their privacy (NB: girls dress in leotards).

1.The building is easily maintained2. The building withstands wear and tear in use3. The building is easy to clean4. The building will weather well5. The building's finishes are durable6. The components in the building are easily replacedwhen necessary7. The internal environment meets recommendedstandards8. There is sufficient daylight in the building

9. The artificial lighting levels in the building aresufficient10. The thermal climate in the building is appropriateto its use11. The acoustics quality is appropriate to its use12. The air quality is appropriate to its use13. The building is healthy to use14. The building is safe to use15. There is a clear fire safety strategy

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16. The building produces a low number of complaints / faults reported by users






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• Staff found it difficult to control the temperatures in some areas. There are a number of different

heating systems used in the building and staff have a limited knowledge of how these work and

how to control them. Staff would like some instruction in the temperature control systems.

• The College is working with the project team to address the issues of temperature and ventilation

now that the buildings are fully occupied and hope to resolve the problems over the next few

months.

• Students and staff are very happy with the amount of daylight, particularly in the main building and

nursery. The workshops have high level windows and the roller doors are left open most of the time

to provide daylight, ventilation and a view out.

• Lights are controlled by movement sensors and these are felt to be working well.

• The building is generally felt to be easy to clean and maintain. Floor surfaces have been selected

to suit the function of the space. There is an issue with the floor cleaning in the electrical

engineering department – the lubricant used has marked the floor and it was suggested that a

specialist cleaning product should be identified and procured.

• The internet café has a large unglazed window overlooking the food court and street. There were

safety concerns about this as students sit on the parapet and items have been dropped over. There

is also reported to be an issue of noise transference from the canteen below into the internet café.

It was pointed out that this was a deliberate feature as the concept of the internet café was for a

‘buzzy’ space in contrast to the quiet of the library.

Action: Continue to work with the project team to resolve temperature and ventilation problems in

particular areas e.g. Dance Studio.

Action: Provide some training/ communication for staff on how the temperature and ventilation

systems operate and how they can be controlled.

Lesson: On future projects, consider the provision of a simple building user’s guide that explains

the systems and their control to the lay user.

Lesson: Lights controlled by absence detection with daylight sensors are very successful in

reducing the use of electric lighting.

Action: Investigate safety issues with the parapet in the internet café. Consider some means of

discouraging students to sit on or rest items on the parapet e.g. a slanting sill.

Action: Investigate specialist cleaning products that can be used to remove lubricant from the

flooring in the electrical workshops without causing damage to the surface.






20

5.3.2 Engineering Services

Engineering looks at the quality of the building’s components

Figure 5: Engineering Services' question ratings

Figure 5 demonstrates that the building scores above average for Engineering Services issues. No

comments from workshop participants were given for this section.


• There is free wireless internet connectivity throughout the College. However there was a lack ofconnectivity in many places and so there was confusion amongst students as to whether the

system actually existed.

Action: Check the reliability the Wifi provision and whether there are some areas where it is not

operational. Communicate with students to let them know about the provision and access. Let them

know that they can contact the ICT helpdesk if they have any problems.

1. The building is easy to operate2. The building controls systems work well3. The requirement for building controls

systems are minimized by the design of thebuilding4. The engineering systems are easy tooperate5. The engineering systems work well6. The engineering systems operate quietly7. The building is efficient in its use ofenergy and water8. The building and engineering systemsminimise CO2 emissions9. The requirement for heating is minimisedby the design of the building

10. The requirement for mechanicalventilation is minimised by the design of thebuilding11. The requirement for cooling isminimised by the design of the building

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5.3.3 Construction

Construction is concerned with how well the building is put together

1. The methods and materials used inconstruction have been well thoughtthrough

2. The layout, structure and engineeringsystems are well integrated3. The building's structure is efficient4. The materials are appropriate for thebuilding's purpose5. Engineering systems are well co-ordinated

6. The building's fittings and finishes arewell integrated7.The building has been designed sothat it can be safely constructed8. The building adopts the principles ofsustainable environmentally conscious

design9. The building design has responded tothe site microclimate10. The building is designed fordemolition and recyclability

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11. The effect of future climate changehas been considered in the design

Figure 6: Construction' question ratings

Figure 6 demonstrates that the building scores above average for most Construction issues.


• Sustainability was considered in the design of the College. This was felt to be important to

participants who would have liked to see some more features such as renewable technologies.

• It was pointed out that a decision was taken to use recycled paper hand towels rather than hot air

dryers in the toilets as, after investigation, these were found to be more environmentally friendly.

• The building is lit externally and internally all night. Although the lights are low energy, this is not felt

to convey a particularly sustainable message to the public.






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5.4 Impact

5.4.1 Urban and Social Integration

This is concerned with the integration of the building into the local neighbourhood and the relationship of

the building with its surroundings

1.The building contributes to theneighbourhood2.The building is sited well in relation to itscontext3.The area immediately outside is pleasant4.The landscape around the buildingcontributes to the neighbourhood5.The building is well located in relation tolocal facilities

6.The people in the neighbourhood like thebuilding7.The building stimulates social andeconomic regeneration

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Figure 7: 'Urban and Social Integration' question ratings

Figure 7 demonstrates that the building scores above average for Urban and Social Integration issues.

Comments from workshop participants are provided below. Slightly lower ratings were given to the

College’s relation to local facilities. This is understandable as, at present, the College is the only building on

a brand new development.


• The College is currently rather isolated as this is the first facility on what will be the site of a new

town on the Ravenscraig site. The master plan for the site includes many more facilities including a

business park and a retail centre on the west end of the site and it is assumed that these will

include food outlets. There are also plans for a Regional Sports Centre that will incorporate catering

facilities. There will be a new transport interchange and a new station. This regeneration will take sfew years but will bring benefits the College and vice versa as the College will provide training and

new skills that will help the local economy.






23

• The College has already proved very popular with members of the local community who come and

use facilities such as the access to IT facilities in the internet café as well as the training restaurant

and salons. The location of these on the ground floor of the main building with a dedicated hair and

beauty reception close to the entrance means that they are easily accessible for members of the

public. The facilities are of high quality and look similar to what would be found on the high street –

this coupled with the ‘Wow’ factor of the new building are felt to be attracting people to use them.

• It was agreed that the new building reflects a very welcoming and positive image and will

encourage students to choose to study at the college. It is a prestige building in a prominent

location so everyone knows that it is there, unlike the previous building that was felt to have been

somewhat hidden.

• The College is unusual for an FE Institution in that it has a dedicated student residency block on-

site. Staff and students agree that this makes Motherwell an attractive choice for potential students

and will encourage recruitment.

• The area outside is not felt to be very pleasant as the landscaping has not yet developed but there

are plans for planting trees, plants and grass around the campus and these will be enhanced over

time.

Lesson: On future projects, locating the ‘public access’ areas such as training restaurant and

salons near to the entrance encourages usage by the local community.

Lesson: Incorporating a high quality student residence is a factor that can be considered on other projects to encourage student recruitment.

5.4.2 Internal environment

This section is concerned with the quality inside the building’s envelope. The quantitative aspects of some

of these elements are dealt with under Performance.

1.The building is a pleasure to use2.The building provides a sense ofsecurity3.The building does not feel cramped orovercrowded4.The building reduces stress for users5.The circulation spaces and commonareas are enjoyable6.The building provides good views7.The internal environment is of highquality with an appropriate level ofpersonal control8.The natural light in the building is ofhigh quality9.The artificial light in the building is ofhigh quality10.The indoor temperature of the building

is comfortable in all seasons11.The indoor air quality is pleasant

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12.The building has good acoustics






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Figure 8: 'Internal Environment' question ratings

Figure 8 demonstrates that the building scores above average for most Internal Environment issues. Lower

ratings were given for issues relating to the temperature and indoor air quality discussed above in the

Performance Section, 6.3.1. Comments from workshop participants on these topics are provided in the

previous section.


• The College is generally felt to be spacious and airy and, apart from the lunchtime issue referred to

above in Section 5.2.2, there are no problems of over crowding although the buildings

accommodate a large number of students.

• It was felt that the provision of more informal social seating spaces including outside seating would

help to reduce stress for users.

• The layout of the campus with the workshops located in a separate building and noisy activities

confined largely to the front of the building reduces the potential for quiet activities being disturbed

by noise transference from noisy ones.

• Smart boards have been installed in all the classrooms and workshops – these are well used and

would be recommended by students and staff. This is a new departure for the technical subjects

and has been welcomed.

• There are some problems with glare from the sun reflecting on the Smart boards in some rooms. Itwas suggested that blinds could be fitted to these windows.

Lesson: Smart boards are proving very popular with staff and students as an aid to learning and

would be recommended on other projects.

Action: Consider fitting blinds on windows where the glare from the sun interferes with viewing of

Smart boards.

Lesson: On future projects it may be a good idea, as at Motherwell, to separate quiet activities from

noisy ones such as workshops, dance etc as far as possible to reduce disturbance.

Action: Consider the provision of additional informal seating eg outdoor seating if there is space to

accommodate this.






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5.4.3 Form and materials

Form and materials is concerned with the building’s physical composition, scale and configuration within its

boundaries

1.The building is well composed2.The shape of the building is pleasing3.The building is orientated to maximise theadvantages of the site

4.The form and materials are well detailed5.The materials used in the building add toits quality6.The use of colour and texture enhancesenjoyment of the building7.The materials used in the external areasare appropriate to their use and the locality

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Figure 9: 'Form and Materials' question ratings

Figure 9 demonstrates that the building scores above average for all Form and Materials issues. Comments

from workshop participants are provided below.


• The colours used internally are neutral with a different colour for each floor. There are subtle

differences as one moves along the floor with a lighter tone at the entrance end changing to a

darker one at the far end of the building. However none of the staff or students were aware of this

and commented that if the colour differences were more overt and the colours less muted, this

could be helpful to way finding.

• The finishes are felt to be of good quality. This is felt to encourage the students to look after thebuilding and not to write on the walls or kick them.

Lesson: Using high quality finishes is often worth any small additional cost as they give students

ownership and encourage them to look after the building

Action: Consider using stronger colours in the corridors as highlights to identify departments and

aid way finding






26

5.4.4 Character and innovation

Character and innovation is concerned with what people think of the overall building

1.The building lifts the spirits2.The building reinforces the image of theoccupier's organisation3.There is clear vision behind the building4. Visitors like coming here’

5.The building is widely acclaimed for itsquality6.The building has character7.The building makes you think8.The building's design and constructionVisitors like coming here contributes todevelopment of new knowledge

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Figure 10: 'Character and Innovation’ question ratings

Figure 10 demonstrates that the building scores above average for Character and Innovation issues.

Comments from workshop participants are provided below.


• Plasma screens have been located around the buildings but these were not yet operational at the

time of the workshop. The plan is to use these to communicate College news and other topics,

tailored to suit the department where the screen is located.

• The central spiral staircase is a feature of the main building. However users complained that there

is a sizable gap on each side and if items are dropped on the staircase they tend to fall though this

to ground level. This could be dangerous.

• The glazed frontage is well liked by users. The internal street is visible though the glass and this

enables people to see into the building from a distance making it a landmark, especially when the

lights are on in the evening.

• The building is felt to lift the spirits and visitors are very impressed by it. Students are proud to

come to the building, and to encourage others to join, unlike their old premises as ‘It feels like a

college, not a factory ’. Staff also feel that students are more settled and relaxed – they show more

respect and behaviour has improved, although it is still early to draw any conclusions about this.

• The nursery parents love their new building and comment that it is ‘fabulous’.

• A condition of planning permission was for the College to provide a public artwork, a sculpture that

is a central feature of the courtyard. This is lit up at night.






27

• Some staff commented that they feel more isolated and less part of the College as a whole as there

is no communal staff room – every department has their own work room and the Engineering staff

are physically separated in their own block. However it was felt that it was still early days and staff

might develop new ways of meeting together.

• The campus is a non-smoking campus. There are two designated smoking shelters at the back of

both buildings but users complain that these are a long walk around the building ( break is only 15

minutes) so they either go through the fire doors to access them or stand outside. Parents from the

nursery find it intimidating to walk through groups of smokers to access the nursery and are not

happy that their children are exposed to this. It was suggested that some alternative could be found

in discussion with the smokers.

Action: Investigate the cause of the gaps at the side of the central staircase and consider any

means of filling in the gap to prevent items falling through

Lesson: On future projects carefully consider the relative advantages and disadvantages of having

a central staff room or distributed departmental work rooms.

Action: Work with smokers, both staff and students, to identify issues with the location of and

access to smoking shelters to prevent smokers congregating around entrances.






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6 Findings: Section scores and Likes/dislikes exercise

6.1 Section Scores

This section reports the findings at a Section level rather than at an individual question level. The section

scores graph below shows the results from the questionnaire responses, grouped under the ten main

questionnaire sections. The graph takes the form of a spider diagram scaled between 0 and 6 and displaysthe averaged responses of respondents to each section. The higher the score (the further out) the better

the respondents felt the design was achieving that characteristic. The graph gives an idea of how well the

design as a whole is thought to have performed rather than by section.

.

Figure 11 Section Score responses: All respondents

As shown in Figure 11, the overall spider diagram shows that ratings were high at 4 or above, indicating a

high level of satisfaction. These results are in line with the detailed results outlined above.






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6.2 Likes and dislikes

At the end of the DQI questionnaire respondents were asked to indicate three things that they particularly

like about the building and three things they particularly dislike. The results were in line with the findings of

the interviews and workshops with the most popular aspects relating to the natural light and modern look

and feel of the building, social facilities and the spacious and open atmosphere, and the least, related to the

thermal comfort, control of heating and ventilation and car parking. The list of likes is illustrated graphically

in the Wordle ‘Word Cloud’ below. The Cloud gives greater prominence to words that appear more

frequently through their relative font size. The Word Cloud highlights which aspects of the design were most

popular with the participants.






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7 Conclusions

The new Motherwell College is now fully occupied and although it had only been in operation for three

months at the time of this evaluation there were already indications that it is fulfilling the objectives set out

in the business case and brief. The building scored highly on all the DQI sections and the feedback from

workshop participants was very positive.






architect to realise this in the design. The two-stage Design and Build procurement process ensured that

the design was already well detailed prior to contract so that there were very few changes and variations

and the client received the building they expected.

The campus is proving very popular with staff and students who see it as a great improvement on the old

building. They report that they are proud of the new College and are happy to tell friends that they are

studying there and to encourage others to follow their example.

Facilities and the amount of space for general and specialist teaching are felt to be excellent and the

buildings are fully accessible and have very good provision for users with special needs. There was a high

level of consultation and communication with the future users of the campus, including subject teachers and

estates staff and this was felt to have been a key factor in ensuring the facilities met the functional

requirements of the College in terms of both curriculum delivery and building operation. The ICT facilities

including wireless network and internet café together with flexible social spaces such as the street and food

court will attract students and should help to encourage local participation in education and skills training.

The high quality on-site nursery and residential block will also support inclusion by removing barriers to

participation.

The new location is more accessible than the old site with good transport links that will develop further over

time when the development of the adjacent Ravenscraig new town takes place. The campus is also seen

as welcoming to the local community who visit to use the training restaurant and salons which are very

popular. These are easy to access, located on the ground floor near to the entrance, and of a high standard

being ‘as good as anything you find on the high street’ .

There are some early snagging issues, mainly regarding the temperature and ventilation but these are

being monitored and are expected to be resolved once the building has completed a full year’s cycle of

operation. The two main issues for users are the lack of car parking space and overcrowding in the

restaurant at lunchtimes. The College is aware of these and, as well as monitoring the situation is

considering solutions and alternative provision.






31

As stated in the introduction to the document a more in-depth Functional Performance Review will take

place 12- 18 moths after handover. This will be able to identify how far issues that required ‘change

management’ have been resolved and how much further the project is meeting the original brief.






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Appendix A: Participants in workshops

Name Department/Organisation Role

John Downey Miller Construction Project Manager

Alan Hewitt Motherwell College Estates Manager

Jacqui Doughty Motherwell College Project sponsor

John Willock AECOM Services Engineer

Dan Mayers BDP Architect

Scott Mackenzie BDP Architect

Peter Baxter GTMS Project Manager

Andrea Dickie Nursery Senior

Nicola Mackie Care Departmental Assistant

Irvine Kinghorn Support for Learning Head of Dept

Carolina Sinnott Photography Class Representative

Nathan Hamilton Automotive Class Representative

Linda Williamson Learner services Student Advisor

Michael Kiernan Motherwell College Class Representative

John McCuskor Engineering Curriculum Leader






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Appendix B: Lessons learned record

Feasibility, Briefing and design

Focus Area Recommendations/lessons learned

Feasibility stage

Project Management Lesson: Defining roles and responsibilities from the earliest stages of a

project, ensures that decision making is streamlined with no grey areas.

Lesson: The role of project sponsor can be very demanding and time needs to

be set aside for this.

Appointment of architectand other consultants

Lesson: Appointing the design team at an early stage to advise on and

provide input into the business case is of benefit to a project, particularly a

large and complex one.

Lesson: Appointing an architect led design team engenders team working and avoids any potential areas of conflict.

Lesson: Where they may be particular legal or financial risks involved it may

be advantageous to bring in specialist advisors with the relevant experience

and skills.

Design stage Lesson: Visits to other buildings with a similar function can be a very useful

way of learning lessons and gleaning ideas.

User consultation Lesson: it is important to consult and involve end users in the design

process. If they have particular concerns about issues or changes, engaging

them in discussions can allay concerns and give them ownership of the

project.

Lesson: Involving the Facilities team who have experience of the day to day

operation of the building in the design is key to successful operation in the

long-term.

Approvals Lesson: Keeping the planning department up to date though frequent

communication can help to ensure a smoother application and approval

process.






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Construction stage

Focus Area Recommendations/lessons learnedSelection of contractor Lesson: A two-stage Design and Build contract can reduce risk to the client.

It may be a good idea to ensure that the design is as compete as possible to

reduce the chance of changes post contract.

Relationships within projectteam

Lesson: Good communication and relationships are key to the success of a

project.

Construction issues

Programme managementand controlFinancial issues

Management of the site

Handover Lesson: Although this is not always possible, moving in over the summer

holidays allows the maximum time to get organised before students return.

Lesson: Including responsibilities of parties on handover eg commissioning,

O&M manuals, training, after care ensures clarity about delivery

Lesson: Appointing a specialist move contractor is very useful and budget

should be allowed for this

Lesson: Training should be provided for the Facilities /Estates Management

team. However this should not be a ‘one size fits all’ programme or a one-off

session but should be a longer term commitment tailored to their needs

FUNCTIONALITY

Focus Area Recommendations/Lessons learnedAccess Action: Continue to monitor car parking. Consider staggering induction days

to relieve car parking congestion.

Action: Include communication about Green Travel issues in the student

induction. Publicise public transport routes and consider initiatives such as

car share schemes, and ways to encourage cycling.

Action: Consider signage to clarify the fact that the main lift does not access

the fourth floor and that alternative lifts should be used.

Lesson: A linear layout aids way-finding but with only one entrance point, this

can mean occupants have to travel long distances between the front door and their office/classroom.






35

Action: Consider placing signs on the exterior of the main buildings to aid

way finding.

Action: Consider if there could be an alternative entry route into the building

for students with a disability who are dropped off by mini-bus.

Space Action: Continue to explore provision for additional informal/break out space

for students eg work with students to extend use of student common rooms.

Lesson: On future projects note that it is important to provide for social needs

of students as well as formal educational needs. Informal seating/meeting spaces should be additional to food service areas. It is not appropriate for

students to have to sit on the floors of corridors.

Action: Investigate the problems with the vending machines in the

Engineering block that break down frequently.

Action: Consider alternative spaces for serving food at lunchtimes. Consider

any ways in which queuing could be managed to increase throughput and the

provision of additional seating eg outside in summer. Also consider the

provision of additional serving areas for snacks/sandwiches in the

Engineering building at lunchtime. This would also provide some seating for

students to eat their lunch.

Action: Work with staff and student representatives to address lunchtime

overcrowding. Consider modifying the timetable to provide a staggered lunch

break if this is feasible.

Action: Discuss noise spill over in staff work rooms with occupants. Consider

managing behaviour and/or alterations to layout to provide more partitioning

between office and kitchen areas.

Lesson: On future projects it is a good idea to work with Departments to carry

out an audit of storage required and encourage ‘clear outs’ prior to the move.

Action: Work with the students to investigate their preferences for locker keys i.e. would they prefer a deposit system.

Lesson: Infra-red controls for taps, showers and toilets are effective but can

be over sensitive. Attention should be paid to their positioning.

Uses

BUILD QUALITY

Focus Area Recommendations/Lessons learned

Performance Action: Continue to work with the project team to resolve temperature and






36

ventilation problems in particular areas e.g. Dance studio.

Action: Provide some training/ communication for staff on how the

temperature and ventilation systems operate and how they can be controlled.

Lesson: On future projects, consider the provision of a simple building user’s

guide that explains the systems and their control to the lay user.

Lesson: Lights controlled by absence detection with daylight sensors are very

successful in reducing the use of electric lighting.

Action: Investigate safety issues with the parapet in the internet café.Consider some means of discouraging students to sit on o rest items on the

parapet e.g. slanting sill.

Action; Investigate specialist cleaning products that can be sued to remove

lubricant from the flooring in the electrical workshops without causing damage

to the surface.

Engineering Action: Check the reliability the Wifi provision and whether there are some

areas where it is not operational. Communicate with students to let them know

about the provision and access and that they should contact the ICT helpdesk

if they have any problems.

Construction

IMPACT

Focus Area Recommendations/Lessons learned

Urban and social integration Lesson: On future projects, locating the ‘public access’ areas such as training

restaurant and salons near to the entrance encourage usage by the local

community.

Lesson: Incorporating a high quality student residence is a factor that can be

considered on other projects to encourage student recruitment.

Internal environment Lesson: Smart boards are proving very popular with staff and students as an aid

to learning and would be recommended on other projects.

Action: Consider fitting blinds on windows where the glare from the sun

interferes with viewing of Smart boards.

Lesson: On future projects it may be a good idea to separate quiet activities

from noisy ones such as workshops, dance etc as far as possible to reduce

disturbance.

Action: Consider the provision of additional informal seating eg outdoor seating






37

if there is space to accommodate this.

Form and materials Lesson: Using high quality finishes is often worth any small additional cost as

they give students ownership and encourage them to look after the building.

Action: Consider using stronger colours in the corridors as highlights to identify

departments and aid wayfinding.

Character and innovation Action: Investigate the cause of the gaps at the side of the central staircase and

consider any means of filling in the gap to prevent items falling through.

Lesson: On future projects carefully consider the relative advantages and

disadvantages of having a central staff room or distributed departmental work

rooms.

Action: Work with smokers, both staff and students, to identify issues with the

location of and access to smoking shelters to prevent smokers congregating

around entrances.




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