What does blended working mean for me?

Blended working enables staff to be more flexible in how, when and where they carry out their work.

As a result of the impact of COVID-19, many professional services staff started working remotely and, following the reopening of campus, this practice has continued for, on average, 40 to 60% of the time. Our Pulse Survey results and the ongoing consultation with our community show that this has been beneficial in a number of ways for many staff and should be retained.

In parallel, staff recognise the benefits of working together on campus in order to maintain collegiality and collaboration, and that some student and staff-facing roles are, and will remain, campus-based when not in emergency conditions.

Our move to a blended working approach aims to balance both of these important aspects. It should always be carried out in a way which supports and fits in with the needs of the organisation and the operational requirements of the relevant team(s).

Get to know our six blended working principles and what they mean for you:

Collaboration — location, campus presence, technology


Where their role permits, staff may request to work part of their time remotely or on campus (generally 40 to 60% of contractual hours on campus depending on role).

Location is agreed between an individual and their manager according to the nature of the work activity being undertaken – collaborative spaces will be available on campus.

Campus presence

Individual teams within divisions (e.g. usually a maximum of ten individuals) agree a regular day to come together on campus. This will normally be weekly and will be no less than once a month.

Individual team meetings and one-to-one meetings should be held in person on campus.

Recruitment and induction of new staff members carried out in person on campus with key colleagues (e.g. team members, key stakeholders) available to support their induction.

Hybrid meetings will be held where necessary to account for the combination of different working patterns. In such cases, relevant technology should be used and the meeting managed carefully to ensure inclusivity regardless of location of individuals.

The need for on-site presence at meetings (including formal meetings) will take into consideration factors such as length of meeting, number of individuals and the type of matter for discussion. 

On-site activities should be held in accordance with the aim of supporting collaboration, LSE community and sense of belonging; such activities would most likely include training sessions and team building sessions.

Participants in small, informal meetings will decide on the most appropriate format.


Relevant software and hardware will be provided to enable staff to make full use of collaborative tools to stay connected whilst working remotely.

All staff to attend training and take responsibility for using relevant and newly-adopted collaborative tools.

Technology is to be used to promote effective and constructive working relationships in line with the Etiquette Policy for Email and other Online Communication Tools.

All staff who are working remotely to take responsibility for using the room booking system and undertaking any necessary training as necessary.

Technology is used to promote communication and accessibility.

Managers are accessible to staff and ensure that they regularly update on their whereabouts – both online and in person.

Flexibility — work hours, outputs, building capacity

Hours of work

Core opening hours continue to operate from 9.30am to 5.30pm.

Flexibility in working hours may be possible and should be discussed between managers and individuals.

Regular, permanent flexible working arrangements are requested in line with the Flexible Working Policy.

Delivering outputs

Objectives discussed through the CDR process and specific deliverables agreed on an ongoing basis.

Outputs include a balance of specific individual ‘work tasks’, e.g. report-writing, with collegiate activities, e.g. collaboration on a project, supporting colleagues.

Regular one-to-ones held which focus on outputs and measure success.

Employees take responsibility for updating managers on progress against deliverables on a regular basis.

Managers regularly provide employees with feedback.

Building capacity

All relevant managers attend training on managing remotely.

Staff undertaking blended working attend training on remote working/delivering outputs.

Relevant support provided to staff to help them achieve objectives and outputs.

Inclusion — online and remote working

Onsite working

Campus is designed to provide facilities and spaces to promote a positive campus experience.

Access to wellbeing and collaborative events to support engagement and connection with other on-site workers and those working remotely.

Remote working

Managers are in regular contact with staff regardless of their location of work.

Teams take responsibility to virtually connect with, and support, colleagues when working remotely.

Staff take opportunities to connect with colleagues (particularly more junior colleagues) on an informal basis when working together remotely.

Staff with disabilities are provided with reasonable adjustments to allow them equal access to blended working.

Decisions made on work distribution/opportunities, reward and promotion are based on outputs, not location.

Sustainability — travel, printing, e-devices

Business travel

Online collaboration: attending and organising meetings and events without the need to travel, making the most of the digital tools available to us. We all take active steps to minimise business travel, and in particular air travel, as a simple way to reduce our carbon emissions.


Digital Smart: working and collaborating on documents using the digital and online tools we adopted while working from home. We embrace the transition from paper to Digital Smart to reduce our use of resources and direct impact on the environment.


Less is more: as we adopt new ways of working, we make the most of our resources, and rationalise our use of e-devices. Switching to virtual phones, centralised printing and only buying devices helps reduce our environmental impacts.

Accountability — individuals, teams, managers


Individuals ensure they are clear about their required outputs.

Blended working is used to enhance their performance, and that of others, by taking the opportunity to carry out work in the most effective way/location. Individuals take responsibility for their developmental needs and, where applicable, raise issues that are affecting their performance with their line manager.

Individuals take responsibility for keeping themselves up-to-date with team/division/School developments.

All staff take responsibility for maintaining positive relationships with colleagues, stakeholders and the wider LSE community regardless of location.


Teams take ownership for shared objectives and support each other in achieving these.

Teams work together to produce outputs, ensuring that they work collaboratively and on campus where necessary.

When working remotely, teams stay connected by using virtual tools.


Managers ensure that they set SMART working objectives for their staff, including those related to the Effective Behaviours Framework.

Regular CDRs, one-to-ones and team meetings are held to ensure individuals and teams stay connected.

Managers take positive steps to support team morale, staff wellbeing and engagement.

When issues/development needs arise, managers deal with these supportively, putting relevant measures in place to address them.

Safety — working environment, workload, wellbeing

Working environment

Staff complete the online health and safety assessment – for both campus and remote working – indicating any issues of concern.

Staff undertake relevant online health and safety training and follow recommendations, i.e. regular screen breaks, remote desk set-up.

Managers undertake online health and safety training and carry out relevant risk assessments.


Managers ensure that required outputs are reasonable in terms of role, grade and working hours and do not place an individual under unreasonable pressure.

Managers regularly ‘check-in’ with staff and, where workload is of concern, work with them to help identify priorities and provide additional support.

Staff promptly bring workload concerns to their manager’s attention.

Managers carry out individual stress risk assessments where appropriate.

General wellbeing

Managers actively promote and role model good wellbeing practice in line with the School’s Mental Health and Wellbeing Policy.

Wellbeing is an integral part of one-to-one discussions and objectives/outputs – both in terms of individuals supporting themselves and others.

Staff proactively maintain their wellbeing and use the available School resources where relevant to address concerns.