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2012-2013

Staff DevelopmentAnnual Report

Staff Development Annual Report 32 Staff Development Annual Report

ContentsWelcome

Welcome to the annual Staff Development ReportThis report gives an overview of the University’s staff development activities and achievements during the 2012/13 academic year.

Josie Elson

HR Director

We had the opportunity to evaluate our performance in relation to staff development

through the Staff Survey which was carried out during the 2013 Spring term. The

results of the survey confirmed that Learning and Development continues to be an area

of strength for the University. 78% of respondents confirmed they are able to access

learning and development opportunities that further improve their professional skills

and over 69% confirmed they had taken part in training, learning or development in

the last 12 months. Many people reported that their PDR was useful and that it left

them feeling that their work is valued by MMU. Importantly over 86% confirmed that

clear objectives had been agreed as part of the PDR, showing that it is a valuable

element of the University’s planning process.

Looking ahead, 2013-14 promises to be another important year for staff development

with the introduction of a number of initiatives to support the achievement of the

Academic Vision.

Associate Director, Valuing and Engaging People

MMU has a strong culture of developing people and a dynamic infrastructure of

staff development providers across the University. In 2012-13 a number of new

programmes and initiatives were introduced to support delivery of the University

and local staff development priorities. These included the Academic Leadership

and Management programme aimed at programme leaders, the Assistant Facilities

Manager programme and the Aspiring Leaders programme in IT Services.

During the 2012-13 colleagues from the Valuing and Engaging People team, Centre

for Excellence in Learning and Teaching (CELT) and Research Knowledge Exchange

(RKE) began work on a number of collaborative projects, which will come to fruition

in 2013-14. These include a ‘Career Pathway’ guide for academic staff and a number

of programmes to support excellence in both teaching and in research.

Gill Hemus

Welcome 3

Summary of Actions/Achievements to Support 4 the University’s Staff Development Priorities for 2012/13

•Student Experience and Satisfaction 4

•Transformation 6

•Digital Literacy 8

•Leadership and Management 10

•Learning and Teaching 12

•Research and Knowledge Exchange 13

Recognising Staff Success and Contributions 14

Local Priorities 16

University Staff Development Priorities 2013/14 19

•Forward Looking 24

Review of PDR Completions 25

Statistics on Centrally Delivered Training Courses 26

Course Evaluation 35

4 Staff Development Annual Report Staff Development Annual Report 5

Summary of Actions/Achievements to Support the University’s Staff Development Priorities for 2012/13

Student Experience and Satisfaction

Interns

The MMU Intern scheme was established in

November 2011 and is now a highly successful

element of the University’s Employability

Strategy.

The scheme provides high quality work

experience, training and development,

mentorship and evidence of skills and

experience, which interns can provide to

prospective employers.

The MMU Intern scheme has been operational

since December 2011, and to date there have

been five main intakes of Interns through the

scheme and over 131 internships created. A

further twenty interns will join MMU in January

2014.

In August 2013, twenty eight current and past

interns were surveyed to gain insight into the

effectiveness of the intern scheme. All interns

were invited to a focus group meeting, with 12

attending. The interns remarked that the training

and development involved in the programme

has been particularly beneficial, with the most

popular courses including Managing Yourself

and Your Projects, Presentation Skills and

Becoming a Better Candidate.

“MMU Interns: The Essential Guide” has been

produced in collaboration with interns, and it

is envisaged that the guide will be updated on

at least an annual basis with fresh input from

the latest intake of interns. The guide contains

advice from recent interns as well as a list

of useful links to gain further information on

opportunities and benefits available to interns

during their employment with MMU.

MMU Student Support Conference

Library Staff, working with staff from ODTD,

organised a half day Student Support Conference

in the summer, consisting of “10 minute chats”

from a range of student support departments

across the university to encourage networking,

exchange of knowledge and sharing of ideas.

The event aimed to enhance collaboration

and to aid the development of constructive

and cooperative team working, both within

and across student support departments at

MMU. Approximately 60 staff from all over

the University attended, and knowledge

of the work of colleagues from around the

institution was shared to help front line staff in

the University provide a more comprehensive

service to students.

The day’s evaluation was positive with 100%

of delegate evaluation forms both rating the

content, design & topics covered as good or

excellent, and recommending the session to

others. Positive comments were also fed back

on the actions delegates wanted to take, such

as ‘Use the Student Voice to gain more insight

into our services from a student perspective’,

‘Feedback to colleagues and look at the

possibility of delivering library sessions with

the English Language Service for International

Students (ELSIS) and Student Support Officers

(SSO’s) ‘To have more on-going communication,

where possible with other departments’.

There were also many positive remarks about

the sessions themselves such as ‘I found out

about a lot of services in one place and a short

space of time’, ‘Opportunity to talk to people

I wouldn’t normally come into contact with’,

‘Listening to others’ concerns, opinions, helping

to overcome/resolving them and building

relationships’ ‘I really enjoyed the networking

and working together at the table to brainstorm

and share ideas. It also fostered a relaxed,

friendly atmosphere sitting in small groups

with people from other departments. Hopefully

there will be a lot of positive outcomes for the

student experience and satisfaction as a result

of this event.

Of the Interns who have completed their

placement, seventeen have gained employment

within MMU. Others have gone on to graduate

level employment in the public, private and

charity sectors or postgraduate education.

Building Student Confidence

CELT has contributed to the student experience

and satisfaction agenda by hosting conferences

focussing on the theme of student voice. These

conferences were run with the involvement

of the Student Union, and included “Good to

Great” and “Students as Partners”.

In addition, faculty based workshops on

Building Student Confidence have been very

well received.

CELT has led part of the pilot project to

explore the practical and pedagogical uses of

a Career Management software package called

JobSavviGrad (JSG).

The pilot process was done in collaboration with

the Careers and Employability Service, and

was an opportunity to develop experience and

expertise in using JobSavviGrad, encourage

innovative practice linked to employability and

PDP and ultimately to enhance the student

experience. The pilot comprised a workshop

and training session.


Transformation

MMU Change Academy

The MMU Change Academy continued to

support a range of transformation initiatives

across the University.

During the summer of 2013, the MMU Change

Academy was re-launched with an enhanced

offer for network members, including monthly

network events featuring internal and external

speakers, and a Facebook page has been set

up to raise awareness and encourage ongoing

discussion.

The website has been updated and expanded

to incorporate profiles of MMU’s “Change

Champions”, details of past and forthcoming

events, case studies and toolkits to support

managers and staff with all aspects of change.

Strategic Context in HE event

As part of the MMU Change Academy

programme of activities, the University held a

Change Academy event ‘The Strategic Context

in Higher Education’ on 1st November 2012,

which was run jointly with the Leadership

Foundation for Higher Education. The event

was attended by almost 100 managers from

all staff groups, the majority of whom were

academic members of staff.

The session was designed to give people

the opportunity to find out more about the

challenges facing the sector and how these

impact on MMU. The aim was to help managers

recognise the links between the changes that

are made internally and the external drivers,

as well as to provide the opportunity for

individuals to consider how these translate

into team or individual roles. The event was

particularly targeted at academic staff as it is

Staff Survey

MMU’s second staff survey was designed

in conjunction with Capita Surveys and

Research. The survey covers work experience,

environment and satisfaction, along with views

of managers, communications and how change

is managed at MMU, among a range of areas.

The survey was open for responses from 22nd

April to 17th May. The survey received 2,305

responses, giving a 62% response rate.

Compared to the previous staff survey in 2010,

MMU enjoyed a major improvement including

84 statistically significant improvements.

However, the survey did report two

deteriorations, and several areas for

improvement were highlighted, particularly

in the areas of bureaucracy, communication,

workload, career progression and roles and

responsibilities.

These areas were discussed at the

Continuous Improvement Forum and actions

have been identified for improvement.

These are available on the MMU website:

www.mmu.ac.uk/staff/survey2013/

index2.php#results

Additionally, faculty and department plans were

received to recognise successes and address

challenges at a local level. Action planning

and communication meetings have been held

with the relevant Deans and Heads to discuss

how to cascade the survey results to staff and

identify local actions for future development

and improvement.

Investors in People (IiP) Champions

MMU is an Investors in People Champion - a

role model organisation that promotes the IiP

framework and its benefits through best practice

activity. Champions are organisations which have

achieved more than 165 of the 196 elements in

the IiP framework. This puts MMU in the top

1.5% of organisations in the country.

By achieving Champion status, MMU is

committed to sharing and learning from

its experience, encouraging good practice

across the region and supporting continuous

improvement.

In September 2013 MMU hosted an open day

event. As well as talks about our IiP journey,

the event also involved tours of the Business

School and School of Art. The event received

excellent feedback from both our IiP assessors

and visitors from other organisations.

Campus and Residential Services

Phase 2 of the Campus Consolidation programme,

involving Facilities staff at John Dalton, Hollings

and the Crewe academic areas, was successfully

implemented throughout the Summer and

Autumn terms 2013.

The second phase built on lessons learnt

from Phase 1 to refine the induction process,

improve the implementation of maintenance

skills training and use valuable feedback in the

form of small case studies from Phase 1 staff

to describe their experiences of change (both

good and bad).

With the Birley Fields campus opening to students

for the new academic year, planning is well

underway for the next stage of the consolidation

programme which will include the opening of both

academic and residential buildings.

particularly within this staff group where there

seems to be perceptions about implementing

internal changes without clear reasons.

Speakers included Paul Gentle from the

Leadership Foundation, Kevin Bonnett (previous

Deputy Vice-Chancellor) and Jackie Njoroge,

Head of Strategic Planning and Management

Information. The afternoon comprised facilitated

group discussions: the external environment,

internal strategy and how this translates to teams

and individual roles.

Professional Standards Framework

CELT has led the successful accreditation of

MMU’s Professional Standards Framework

(aligned to the UK PSF) by the Higher Education

Authority (HEA) to award Fellowship at all four

levels: Associate Fellow, Fellow, Senior Fellow

and Principal Fellow. MMU is one of only 25

HEIs in the UK to be able to offer this level of

internal accreditation.

MMU’s Professional Standards Framework is

recognised by Higher Education institutions

across the UK. These nationally driven standards

may also be required as essential or desirable

characteristics for employment, promotion, or

career development opportunities, both within

MMU and externally.

CELT arranged a series of drop-in advice

sessions; writing retreats provided one-to-one

mentorship and guidance to potential PSF

applicants. The scheme has accredited over

20 MMU staff at all levels of Fellowship in the

first term of PSF operation, and has ambitious

plans to encourage as many academic staff as

possible to achieve an appropriate recognition

of expertise.


Digital Literacy

Showcases, Workshops and Drop-ins

The Learning Innovation Team recorded 172

formal staff development events between

January and October 2013. The offering

included:

Q 18 showcase events, designed to

demonstrate pedagogic applications of

specific technologies. These were primarily

delivered to larger audiences (50+) at

University, Faculty and Departmental level

learning and teaching conferences/days.

Q 130 Practical technology enhanced

assessment workshops which provided

first-hand experience in using specific

technologies with guidance and ideas

on appropriate pedagogic scenarios. The

majority of these activities were specifically

planned and timetabled by the Learning

Innovations team. Other were specifically

requested as part of Faculty, Department

and/or Programme away days or training

events or Programme review events.

Q 24 Planning and designing technology

enhanced learning, teaching, and

assessment workshops, led by team

members to plan/rethinking Faculty, School,

Departmental, Programme and/or unit

level approaches to technology enhanced

learning, teaching and assessment. The

majority of these are specifically requested

as part of Faculty, Department and/or

Programme away days or training events

with a small proportion specifically planned

and timetabled by the team.

Moodle

The Learning Innovation Team maintains a

valued resource in supporting staff make the

most of Moodle within their learning and

teaching. The resource is available via the Staff

Resource Area. Approximately 1300 separate

staff have accessed this area since September

2013, totalling 15,000 separate hits.

All of the Faculty eLearning Support Officers

(ELSOs) offer regular drop in sessions primarily

to support staff with Moodle. Collectively,

ELSOs reported over 150 hours of drop-in

provision across the institution.

Summon conference

Digital Library Services organised the second

UK Summon and Information Literacy Day

this year. Summon is a widely used web-scale

discovery tool that MMU Library uses for its

new “Library Search”. The event was open

to staff from all academic libraries and other

interested parties, and was very timely for

MMU Library as we were just about to launch

Library Search. Due to popular demand, MMU

Library worked with ITS to live stream the

event online to a global audience of Summon

users and interested parties who were unable

to attend the event in person. In total 79

delegates attended in person and there were a

further 104 delegates online.

Knowledge and expertise was shared by

colleagues from across the UK through

presentations, lightning talks and breakout

sessions. The purpose of the event was to

provide inspiration through best practice and

generate professional discussion around using

Summon to support information literacy in

an Academic Library environment. Following

on from the event, the content from the day

(including videos, presentation slides and

breakout session materials) was made available

online at:

http://summonil2013.wordpress.com

Positive feedback was received from delegates

working both at MMU and in different library

and information sectors across the globe, such

as

“I’ve taken a lot away to inspire me for my teaching next academic year, really want to start from scratch with a lot of things I do.” and “There were some really great presentations and I’m excited to share what I learned with my colleagues here.”

Many online attendees were thankful for the

live stream, commenting that it made the

event accessible and helped them overcome

the financial and/or geographical barriers they

would have faced otherwise. A proceedings

volume from the event will be published by

Serials Solutions, the company who make

Summon and who sponsored the event.


Leadership and Management

Leadership and Management Competency Framework

At a meeting of the Finance and Human

Resources Committee in May 2012, Governors

asked that consideration be given to the

development of a management competency

framework. HR objectives include developing

a management competency framework for

grades 7-11.

The aim was to provide a definition of

leadership/management, which is relevant

to the University, and assist in developing a

meaningful model for leadership.

A large-scale consultation with managers and

staff across the University was carried out to

gather views on what should be present in a

framework for management capabilities. These

views were taken into account in formulating

the framework. Workshops were held on all

sites with 161 staff members attending. The

intention is for the framework to be reviewed

periodically to ensure it continues to be

appropriate and relevant for our managers and

our University.

The University’s leadership and management

framework describes the key capabilities

that all leaders and managers should be

working towards within our University. These

capabilities have been grouped into seven

areas:

Q Leadership integrity

Q Champions student and service focus

Q Translates and communicates direction

Q Manages others

Q Achieves results

Q Fosters teamwork

Q Develops self and others

None of the capabilities stand in isolation;

they are all intrinsically linked and each has an

impact on the others. Each area of the framework

contains descriptions of generic behaviours that

would be apparent if someone is demonstrating

the capability and development indicators to

signal where improvement is required.

The framework has been used to underpin

a variety of management training, and is

increasingly being used in PDRs. In the future,

more use will be made of the framework during

recruitment, including in assessment centres.

A bespoke online 360 degree feedback tool will

also be developed using these competencies.

Assistant Facilities Manager Development Programme

Starting in January 2012, this demanding

development programme continued throughout

2013 concluding with an intensive Development

Centre. The programme was developed to

enable the Grade 7 Campus and Residential

Services Managers to successfully implement

many of the upcoming high profile change

projects within the Facilities Department. The

programme was sponsored by senior managers

within the department, with training, project

working and team building events used to

address key competency areas as identified by

the participants themselves.

Building on the success of project work

and the delivered sessions, the programme

then moved on to include a benchmarking

workshop with colleagues at the Marriott

Renaissance Hotel in Manchester. The group

had the opportunity to meet a range of staff

from the hotel’s management team to compare

similarities in their roles, identify best practice

and discuss how they had overcome problems.

The final section of the programme involved

a selection of the course participants going

through a demanding Development Centre.

Participants were given the opportunity to take

part in a series of assessments – from group

work and feedback, to presentations through

to a ‘real life’ interview. Colleagues from across

the University sat on interview panels and

were impressed by the quality of candidates

and their ability to demonstrate what they had

learnt throughout the programme.

One of the outcomes of the Development

Centre was an outline design for a similar

development programme for Team Leaders

across Facilities; an idea now being taken on

for 2014.

A full evaluation of the programme was

undertaken using surveys and feedback from

both participants and their line managers. As

a result of the programme, there was an 85%

improvement in participants’ ability to draw

on support of colleagues; as one participant

stated, “We can, as individuals, pool our

significant experience and support each

other”. There was a 45% rise reported by the

managers in their ability to perform in their

job roles, in particular “confidence to deal with

staffing issues and projects.” These learning

outcomes stand alongside the benefits

delivered by the participants as a result of

their project working during the programme.


Learning and Teaching

Many faculties undertook bespoke teaching and

learning activities.

In the Faculty of Business and Law, the

Faculty’s policy and framework for Peer Support

for Teaching (PST) was updated. Observed

teaching is ongoing within the Faculty. To

support staff in developing and enhancing

their presentation abilities, Drama colleagues

provided training sessions which enabled staff

to practice their skills. Workshops were also

provided to raise awareness of the importance

and impact of body language when presenting

to students.

The work of the Faculty of Education

E-learning group, now the wider Teaching and

Learning group, has commenced and has shown

some impact in specific areas. Investment for

staff in mobile iPad devices and training in their

use has been received positively. Investment in

technology enhanced learning tutors has been

made. This will enable the technology focused

aspects of the teaching and learning agenda to

become more embedded across the Faculty, in

ways which staff welcome: smaller group staff

development and one to one support.

Academic CPD

The PgCert and Masters in Academic Practice

have been revalidated to be flexible and

accessible with a blended learning approach.

This has resulted in significantly higher

recruitment in the Autumn term of 2013. Four

cohorts have recruited well at Manchester and

Crewe campuses. Units have been delivered

in, inter alia:

Q New to Teaching

Q Introduction to Learning and Teaching

Q Developing Academic and Professional

Practice

Q Researching Academic Practice

Q Assessment in HE

MMU Library Special Collections roadshows

Between May and June 2013, staff from the

University’s Special Collections Museum

presented road shows at Faculty meetings. The

roadshows were aimed at raising awareness

of the collections across the University, with

the intention of increasing staff and student

engagement with them. Studies have shown

(as has the experience of museum staff) that

museum objects have the power to inspire,

inform, excite and educate; they can be used

to acquire subject specific knowledge as well

as more generic transferable skills such as

communication and teamwork. For that reason,

Special Collections Museum staff were seeking

different ways of getting this message out and

inviting people to visit and use the University

Museum’s unique collections, particularly

from other disciplines who may think that the

University Museum holds anything for them.

These road shows, each taking about 30

minutes, were run at most Faculty Student

Experience meetings and other Faculty

meetings and included the following:

Q A short PowerPoint introduction as to what

the Special Collections are and how they

can be used, including digitised images to

highlight the main parts of the collections.

Q A small number of objects were taken to

the meetings to give a flavour of the sorts

of items in the collections, including L.S

Lowry’s registration and attendance records

when he was a student at the original

Manchester School of Art.

Q Colleagues at the meetings were asked for

their help in identifying what might appeal

to academic colleagues and students from

different disciplines so that the collections

can contribute more effectively to enriching

the student experience across the University.

Q Colleagues were encouraged to be advocates

of the University’s cultural assets, and

invited to a behind-the-scenes tour of the

stores following the roadshow.

Feedback to Special Collections has been

that these sessions have generally been

welcomed across the university, and

increase the knowledge and awareness of

the materials. For more information or to get

in touch with Special Collections staff, see:

www.specialcollections.mmu.ac.uk

Research and Knowledge Exchange

During 2012/13 one of the main focuses for

the team was preparation for the Research

Excellence Framework (REF) 2014. The team

provided a wide-range of briefings and staff

development to academic staff and those

involved in the running the Ref process at MMU.

Equality and diversity was an area of focus for

the national REF and RKE worked with ODTD

to offer training on the E&D implications for the

REF, and the University’s Code of Practice to

REF staff.

A mandatory research induction for all new

academic staff was introduced in 2012/13. The

induction sessions, run in collaboration with

Finance and Legal Services and the Library,

provided new staff with an overview of the way

research is managed and supported, useful

resources and contacts.

A range of training on research supervision,

some of which could be undertaken at PGCert

or MA level as part of the University’s CPD

portfolio, were offered. RKE introduced a range

of new sessions on ethics, an issue which is of

growing importance and which the University

will consider further in 2013/14.


Recognising Staff Success and Contributions

MMU’s Learner of the Year Award

In May Debra Worthington from Education

Liaison was honoured at MMU’s Adult Learners

Day as winner of the Learners of the Year award

for her consistent contribution to enhancing

and improving the student experience while

taking the ILM Level 3 Certificate in First Line

Management.

The MMU Learner of the Year award is only

presented if we have an outstanding candidate

who use the programme and the assignments

to develop and enhance the service in their

own area of work. The award is intended to

reward staff who have made a real difference

to the quality of student life. This could be

by identifying current or future problems and

solving them or recognising changes which

they then work to implement that will make a

real difference. This means that in some years

there may not be a winner, this year however

Debra’s contribution really stood out and she is

a truly well deserved winner .

Alison Laithwaite, Organisation Development

and Training Officer and the ILM Centre

Manager, commented: “The student experience

is really all down to the staff and their

attitude and approach to their work. Debra’s

commitment was obvious and shone out of all

the assignments she wrote for her qualification,

they were a joy to mark.”

Lecturers awarded National Teaching Fellowships

In 2013 both Dr Mark Langan from the School

of Science and the Environment and Dr Nicola

Whitton from the Education and Social Research

Institute were awarded a National Teaching

Fellowship.

The £10,000 award recognises

individual teaching and learning

excellence and is intended for the

Fellow’s professional development.

Up to 55 individual awards are

made nationally each year by the

Higher Education Academy (HEA)

and MMU has previously had four

other members of staff recognised,

Claire Hamshire in 2012, Joanna

Verran in 2011, Kate Kirk in 2004, and

David Nicholls in 2002.

Staff Celebration Awards

The inaugural MMU Staff Awards took place on

4th July and was judged to be an overwhelming

success. There were twelve categories and

winners and highly commended staff were

selected from over 600 nominations.

The event was hosted by Debra Stephenson,

actress and impressionist and MMU alumnus.

Categories were judged by members of the

Staff Awards Overview Committee, led by a

governor: Wendy Wright.

As part of the event, a visual and multi-media

exhibition of the work and achievements of

every part of the University ‘a celebration of

MMU’ was held in the North Atrium before

the ceremony commenced. Faculty and

professional services co–ordinators organised

creative and informative displays and exhibits to

celebrate the work of each faculty/department.

Following the awards ceremony an after-party

with refreshments and live music was held on

the roof garden of the Art School.

It is noteworthy that the ManMetLife feature

on the Awards results was the most visited

of the year. The Staff Awards Implementation

group have met to review the event and have

commenced planning of the 2014 event.

Debra Worthington

Rebecca Lawthorn

Winner of the Outstanding Contribution to the University’s Values, MMU Staff Awards 2013


Local Priorities

Staff Communication Days at The School of Art

The School of Art continued with its pattern

of calling all staff communication days

throughout the year. These are published on

the staff calendar at the beginning of the year

and take place on Wednesdays. These events

followed the priorities highlighted in the staff

development plan. The themes for 2012-13

included:

Innovative teaching in Manchester School

of Art: Discussions on student views and

examiners reports, use of innovative technology

when teaching, peer observation and group

activities on past teaching experiences

Postgraduate Study: Outline of new

postgraduate framework, options for research

in the curriculum and presentations on

professional platforms and external projects

Arts Learning Foundation: The Associate

Dean for Learning and Teaching introduced the

Arts Learning Foundation, a School initiative

to support L&T using a ring fenced fund.

This session was followed by an open day

for staff where workshops were opened and

demonstrations available to all academic staff.

Grade 7-9 Managers in Faculty Student and Academic Services

The generic programme of staff development

activity planned for all grade 7-9 Faculty

Student and Academic Services (FSAS)

managers was implemented across all campus

teams. The programme included leadership and

management, leading transformation, project

management and networking and has proved

highly successful in providing a consistent

baseline for all staff.

All managers at these grades have since

contributed to cross-campus project work,

enabling services to be developed in a consistent

and efficient way across the University and

striving to achieve continuous enhancement.

Several areas of focus have included gaining

an increased understanding of the REF and

Research Knowledge and Enterprise following

the implementation of this restructure and

developing good working relationships with

colleagues in central departments. Satellite

task and finish groups emanating from the SIP

Management Group have required managers to

use their project management skills to identify

effective working practices and optimum

service levels achievable across all campuses,

for the benefit of the student experience.

These managers and those at G6 have

contributed to a range of Away Days and

staff development events across the faculties

focusing on for example: Enhancement of

the Student and Staff Experience; Smashing

the Silos; preparing staff for moves to the

Manchester campuses: considering new ways

of working and creative thinking, in addition to

the strategic direction for 2013; themed round

table events which profiled key developments

in central SAS departments presented by those

colleagues and contributions from FSAS staff

focusing on enhancements achieved through

collaborative working, providing further

beneficial networking opportunities.

Some G9 managers have gained the ILM Level

5 Award in Leadership and have contributed to

discussions on the recently launched Leadership

and Framework Competency Framework.

Upskilling staff and managers in the Faculty of Education

In order to attain greater flexibility in staffing,

staff in pertinent areas responded well to new

demands requested of them and made good

use of workload time invested for this purpose.

Staff development in unit leadership and line

management has also impacted positively on

the willingness and ability of staff to undertake

such responsibility. Overall, the review

suggests that most staff do understand the

need for flexibility and that they respond to

change positively.

The year has seen further successful completion

of master’s study for staff supported by the

Faculty through its Higher Degree Award

Scheme. There remains very few establishment

staff who are not qualified to at least masters

level. Continued support has been agreed for

those already registered on doctoral awards

at MMU and has commenced for one or two

members of staff who recently registered. The

review has identified further need to work with

a more highly qualified staff to transfer learning

from the success of their individual research to

organisational performance, beginning with

the question of how individual tutor research

impacts on practice.

IT Services - Aspiring Leaders

A programme was designed to provide support

and development for staff across the whole of

IT Services who wanted to “Make a Difference”

to the service whilst developing leadership and

management confidence and capability. The

wider aim of the programme is to underpin

IT Services’ succession planning strategy by

identifying and preparing future leaders. A

competitive application process was launched,

with approximately twenty-five applications

received for the ten places available.

Participants attended a programme of workshops

which covered a range of soft and hard skills

including transactional analysis, coaching

others, presentation skills, project management

and delivering customer excellence.

Outside of the workshops candidates have

taken part in 360 degree feedback, TMSDI

diagnostics and a range of challenges that have

seen them identifying a wide range of projects

that will “make a difference” to the experience

of staff and students. This has involved them

meeting with senior managers and staff from

IT services and across the organisation and

getting support for these projects. The group

will take one project forward after presenting

their idea to the Vice-Chancellor and other

senior staff.

Lilac Lite one day conference

Library staff from the Library’s InfoSkills Team

(MMU’s Information Literacy team) organised

a day’s sharing of experience on Information

Literacy in the summer. Held at MMU Business

School, the day’s exchange of experience on

Information Literacy issues was run jointly

with the NoWAL consortium (North West

Academic Libraries) and the CILIP IL Group

(Chartered Institute of Library and Information

Professionals: Information Literacy group).

The event brought together a flavour of the

ideas and thoughts, together with some of

the speakers from the prestigious LILAC

conference (Librarians’ Information Literacy

Annual Conference) and award winners. It was

a chance for those who couldn’t attend the full

conference to discuss good practice with other

delegates and reflect upon bringing the work


done elsewhere back to their home institutions.

The day also provided an important networking

opportunity and a chance to explore the

feasibility for future collaborative working

partnerships.

33 staff attended from different institutions

around the North West, including 15 MMU

staff and the feedback was very positive. All

thoughts, ideas and lessons from the day

have been fed back into the MMU InfoSkills

programme to improve to the teaching sessions

for the students.

The sector as a whole continues to experience

significant change and challenges in 2013/14

as the on-going impact of variable fees is

revealed. Against a rapidly changing external

environment, the University is engaged in

an ambitious change programme which will

support our drive to build on our strengths and

improve performance.

Academic Vision

The University has a clear strategy to become a

top 50 university in both teaching and learning

and research by 2020.

The University has made great progress in

the physical development of its estate and

the modernisation of its services and systems.

EQAL has provided a vehicle for the re-planning

of the undergraduate curriculum. However,

less attention has been paid to the other core

academic priorities and areas for investment

and development.

The newly-revised strategy places emphasis on

the areas of Research, Teaching, Enterprise and

Knowledge Exchange and International.

The student experience continues to be the

University’s overarching and primary staff

development priority. A number of the other

proposed institutional staff development

priorities will also directly or indirectly, support

improvements to the student experience.

The University staff development priorities for

2013/14 are:

University Staff Development Priorities 2013/14

Student experience and satisfaction

Every staff group contributes to the student

experience, either directly or indirectly. Given

the broad and all-encompassing nature of

this priority the staff development provided

will need to be both broad and varied. Most

areas of the University have, in their strategic

planning considered their role in relationship to

the student experience and have set strategic

objectives accordingly. In some cases this has be

translated into local staff development priorities.

The central staff development providers will

work with faculties and professional services

teams to support these objectives and to offer

bespoke staff development support.

All central training providers will prioritise

resource for activities that support improvement

of the student experience. Particular priority will

be given to those academic programmes taking

part in Targeted Programme Improvement (TPI)

for example by the provision of a TPI specific

instance of the Academic Leadership and

Management development programme and

one to one coaching for programme leaders,

principal lecturers and Heads of Department.

The University’s staff development programme

will include leadership and management

development designed to give managers the

capability and confidence to address the issues

that adversely impact on the student experience

and to tackle under-performance. The ‘Working

together to improve outcomes’ programme

which brings together different staff groups to

examine how they can improve the way they

work together to positively affect the student

experience. Customer service training and

development will be provided.


The University will focus on embedding

cultural change to address key issues in

student feedback and to meet theMMU Student

Commitment.

To support the drive to ensure that all academic

staff understand the importance of this

objective and to engage with it, CELT will offer

mandatory academic induction sessions. A

differentiated approach to academic induction

will be taken to reflect different roles and career

stages.

Excellence in Learning and Teaching

Improving the quality of teaching is a key

University priority, therefore, the provision

of the relevant support to academic staff and

academic managers is a staff development

priority.

The University will focus on enhancing teaching

and learning and the systematic embedding of

high quality, innovative teaching and learning.

The Centre for Excellence in Learning and

Teaching (CELT) will deliver a staff development

programme and CPD portfolio of flexible modes

and routes.

This will have three key strands:

Q A strategic framework of support initiatives

for academic staff to improve student

satisfaction, retention and success,

including support for innovative teaching

and learning, and academic and personal

tutoring; this will be practical, policy driven

and with measurable outcomes.

Q The development of resources and strategies

designed to support observation of teaching

and feedback on academic practice.

Q The development of Career Lifecycle CPD–

with emphasis on flexible approaches to

academic enhancement, and accreditation

of work-based learning. Collaboration with

ODTD, CASQE, LRT etc. will enable any

academically focussed CPD they provide to

be considered as part of this accreditation

and recognition framework.

In their plans, a number of faculties set out

plans to focus on the quality of teaching and

making teaching engaging and innovative.

In response to this CELT and LRT will work

together to develop a range of initiatives to

support curriculum design and delivery, using

student feedback on ‘excellent teaching’ as a

starting point, and including a focus on how

learning technologies can be used to enhance

the student experience.

The development of a robust but flexible

framework to support excellence in teaching is

a priority for 2013/14. A steering group has been

set up to develop a framework to achieve this.

The framework will include revised and more

robust arrangements for peer support and will

introduce arrangements for the management

review of teaching. It is anticipated that this

framework will be implemented during the

2014 spring term.

Digital literacy was a University staff

development priority for 2012/13. The focus of

that priority was ensuring that academic staff

have the necessary baseline technology skills in

relation to the use of technology. Digital literacy

continues to be important to underpin excellent

teaching and learning. For 2013/14 CELT and

LRT will offer accredited units on technology

enhanced learning and LRT & ITS will work

closely to provide an integrated approach to

developing academic staff digital literacy via a

range of face-to-face and online approaches.

Organisational Sustainability

A challenging environment alongside growing

expectations means that MMU now needs

to be more business-like, influential in the

community, whilst ensuring that both the

student experience and attainment levels are

maintained within acceptable parameters.

In short, MMU needs to be able to unlock

potential, transform culture and improve results

across both workforce and students alike if

the university is going to thrive in the current

climate.

The university must sustain its performance

over time, particularly during testing economic

periods. Sustainable organisations manage

business operations as efficiently as possible in

the short term whilst planning and delivering

long term improvement. Organisations must

continually scan the horizon and build true

agility to change and adapt as needed.

Recent research by the Chartered

Institute of Personnel Development (CIPD)

confirms the following themes as drivers

of long-term sustainable performance:

Q alignment

Q shared purpose

Q locus of engagement

Q balancing short and long-term horizons

Q capability-building

Q agility

Together these components enable

organisations to be open to new directions,

assess the limitations and risks of existing

approaches, and keep moving and adapting.

The revisions to the PDR scheme and process

will help to create alignment between job roles

and the higher-level objectives.

Leadership and management development

programmes along with bespoke OD

interventions will emphasise the importance

of alignment and shared purpose and will help

managers to develop the capabilities to balance

the short and long-term horizons.

At an institutional level the University will

expand the range of activities designed to

engender shared-purpose and engagement.

Additional activities will include conferences

for mixed groups of staff where people can find

out more about how other teams are supporting

the University’s strategic objectives and share

good practice.

Capability-building needs to be a continuous

process and is integral to successful

organisational development. The HR

department will work with senior managers

to develop staff development plans aligned

to workforce and succession plans. Specific

skill development needs will be identified and

incorporated into local and institutional level

staff development plans.

To support succession planning, the University

is developing a Career Pathways tool to set out,

in interactive diagrammatic form, the range

of roles at MMU. The tool will initially focus

on academic roles, and will be extended to

cover professional services roles. The tool will

provide information on what each role involves

and development activities and experience that

will help individuals to move into each role.

Agility is covered as part of the

‘transformation, flexibility and adaptability’

staff development priority set out below.


Transformation, flexibility and adaptability

MMU is currently undergoing considerable

change which will pick up pace in 2013-14 as

faculties move to new locations as part of the

capital programme. Flexibility in everything

we do is of paramount importance. In order

to succeed as an institution our buildings,

infrastructure and the services we deliver to

students must be flexible and our staff must be

both flexible and adaptable.

Change and transformation has been a

University staff development priority for the last

two academic years and the University now has

a comprehensive programme of change related

staff development, and an internal Change

Academy which provides a locus for support

and resources to those involved in or looking to

transform and improve areas of responsibility.

To reflect the progress made, and the new and

emerging challenges, this re-focused priority

has two elements. The first is about building

capacity within teams and individuals to

respond flexibly to challenges and adapt to

new situations and contexts. This encompasses

cultural change, and so development support

for this will tend to need to be tailored to

the needs and issues of particular teams.

ODTD will prioritise resource to provide this

support. Development sessions on Resilience

are already available from ODTD and further

development sessions on Flexibility and Agility

will be added. This will encompass emotional

intelligence, creativity and critical thinking.

The second is about supporting staff who are

moving work location, and adapting to new

ways of working: this includes using new

technology and equipment. Staff training will

be provided to support staff with new delivery

modes including online modules to support the

increasing international activities.

To encourage strategic thinking and to

deepen understanding of the challenges and

opportunities in the Higher Education sector,

the ODTD team will again coordinate a Strategic

Context in Higher Education conference. The

event will build on the success of the November

2012 event and will feature a keynote speech

from Paul Gentle of the Leadership Foundation,

along with talks from senior University staff

and will conclude with a panel session chaired

by Paul Gentle.

The MMU professoriate is core to the delivery

of the student experience. It has a significant

role in leading and embedding the University’s

research and knowledge exchange strategy and

providing inspirational teaching and learning

opportunities for our students. A Professoriate

Performance and Remuneration Scheme has

been developed linking reward to performance

and encouraging excellence in teaching and

learning, research and knowledge exchange.

The new arrangements, which includes a

Professoriate Performance Development Review

Scheme will be introduced during 2014.

Research and Knowledge Exchange

MMU is a student centred and research rich

University that regards (world-class) research

and knowledge exchange activities as

indispensable assets for its reputation and long-

term sustainability. The University is currently

undertaking a major review of research and

knowledge exchange with the commitment

to developing and implementing a strategy

designed to instigate a change in the research

a knowledge exchange culture and facilitate an

increase in quality and activity.

The transition from RAE 2008 to REF 2014 has

shown the importance of continually improving

the quality and quantity of impactful research

delivered by staff at MMU. This is reinforced in

the emerging research and knowledge exchange

strategy which identifies as a key priority an

increase in the number and proportion of staff

actively engaged in world class research and

knowledge exchange.

Targeted staff development will be developed

and delivered to support our research and

knowledge exchange ambitions. Such support

will particularly, but not exclusively, focus on

early career academic staff and future research

and knowledge exchange leaders. Both these

groups will play a key role in developing the

research and knowledge exchange culture and

enhancing our reputation.

A working group for ‘Best Practice in

Research and Knowledge Exchange’ has been

established and as part of its remit will develop

a clear and comprehensive framework of staff

development to support research capability and

career progression. It is anticipated that this

framework will be in place by the end of the

2013 autumn term.

Staff Development Annual Report 2524 Staff Development Annual Report

Forward LookingThe University faces a challenging but exciting

future as it balances its long-term strategic

goal of achieving Top 50 teaching and research

excellence with short and medium-term

operational demands. Colleagues across the

University’s staff development community

are working on a range of programmes and

initiatives, including a future research leaders

programme and new arrangements for peer

and management review of teaching will

underpin achievement of the specific goals set

out in the vision.

The Academic Vision is informed by many

factors, including the Staff Survey, Investors in

People and the National Student Survey.

These factors will also have a significant

bearing on staff development priorities in the

coming months and years, to ensure that the

staff development strategy underpins and

enhances the University’s ability to meet its

ambitious targets.

Staff Survey

The 2013 Staff Survey results identified a

number of overarching themes for which further

improvement is needed. Areas of strategic

importance for staff development in the future

include:

Q Communication

Q Feeling Valued

Q Career Progression

Q Roles and Responsibilities

The Continuous Improvement Forum have

evaluated the findings of the Staff Survey and have

put in place an action plan to build on successes

and address concerns identified by staff.

Investors in People (IiP)

MMU has performed remarkably well against

the IiP framework, but it is crucial that the

University does not become complacent. To

ensure that MMU continues to meet and

exceed the IiP benchmark, the Continuous

Improvement Forum will meet on a quarterly

basis to evaluate feedback from the review and

prepare for the next assessment in June 2015.

National Student Survey (NSS)

The NSS is a useful indicator of student

feedback and of course provides vital

benchmarking data against the sector. NSS

results are digested and areas which are not

meeting the expected standard may undergo

Targeted Programme Improvement, whereby an

excellent department will provide mentorship

and support, sharing best practice and offering

advice. Staff development issues are identified

during this process to address local priorities.

Review of PDR Completions

The ODTD Team carried out their annual monitoring of PDR completions, with 92.2% of staff

reported as having has a PDR. This breaks down as follows:

This table excludes data for sessional staff but

includes data in relation to staff who are on

maternity leave or long term sick.

Within RKE there have been significant staff

changes which has resulted in a delay in

carrying out PDRs with some staff

Area Number of Staff*

No. of reported

PDRs

Reported PDRs as a %

Art & Design 168 150 89.29

Schools of Business and Law 254 229 90.16

Cheshire 121 100 82.64

HLSS 198 170 85.86

Hollings 117 110 94.02

HPSC 177 166 93.79

Faculty of Education 146 135 92.47

Science & Engineering 281 246 87.54

Central SAS 63 63 100

Student Services 74 74 100

Faculty SAS 341 332 97.36

Technical Services 187 184 98.40

Services 2 2 100

Facilities 686 650 94.75

LRIS 323 280 86.69

Marketing and Communications 46 44 95.65

Human Resources 46 41 89.13

Financial & Legal Services 95 90 94.74

MMU International 18 18 100

Recruitment and Admissions 69 64 92.75

Research and Knowledge Exchange 29 28 96.55

SPMI 10 8 80.00

Vice Chancellor’s Office 9 6 66.67

Total 3460 3190 92.20

The current completion rate has increased

again this year, 3.4% up on the previous year

Q The completion rate for 2011 was 86.6%

Q The completion rate for 2012 was 88.8%


Statistics on Centrally Delivered Training Courses, Recorded from September 2012 to August 2013

Number of individuals attending at least one training course 1952

Number of training courses run 316

Total number of attendees across all training courses 4306

Attendance on Statutory and Mandatory training courses 1442

Attendance on Leadership and Management Development courses including

management essentials and ILM programmes618

Attendance on Professional Development and soft skills courses 2246

Attendance on training undertaken by central training provider recorded centrally

Training Provider Number of training courses

Number of attendances

Centre for Academic Standards and Quality

Enhancement (CASQE)7 281

Centre for Excellence in Learning and Teaching

(CELT)27 442

Facilities 21 171

Financial and Legal Services 5 148

Health and Safety Training 25 240

Information Technology Services 64 702

Library Services 33 376

Organisation Development Training and Diversity 122 1858

Research and Knowledge Exchange 12 88

Total 316 4306

Number of Staff attending training courses by Faculty or Department

Faculty of Art and Design 69

Faculty of Health, Psychology and Social Care 78

Hollings Faculty 65

Faculty of Humanities, Languages and Social Science 79

Faculty of Education 42

Schools of Business and Law 177

MMU Cheshire 66

Faculty of Science and Engineering 184

Services Group 13

Facilities Business Administration 8

CaRes 274

Prompt 23

Security Services 23

Learning and Research Information Services 4

Library Services 116

Learning and Research Technology 14

Information Technology Services 119

Environmental Sustainability 6

Central Student and Academic Services 41

Student Services 45

Faculty SAS All Saints Central 51

Faculty SAS All Saints North 56

Faculty SAS All Saints South 48

Faculty SAS Didsbury & Gaskell 44

Faculty SAS MMU Cheshire 28

Technical Services (A&D/MMUCH) 24

Technical Services ( Hollings/IoE/HPSC) 33

Technical Services (Science & Engineering) 52

Financial and Legal Services 33

Marketing, Communication & Development 12

Human Resources 50

Research and Knowledge Exchange 12

MMU International 10

Strategic Planning and Management Information 16

Recruitment and Admissions 30

Vice Chancellor and DVC’s Offices 7

Total 1952


Staff demographics of attendance at University training courses as a proportion of all University staff

Table 1- Staff Group

Staff Group Total number of

staff

% of total staff

population

Number of staff by group

who have attended training

% of staff group

who have attended

training **

Academic Staff 1232 36.60 644 52.31

Senior Academic Staff 117 3.48 59 50.43

Support Staff 1975 58.73 1232 62.38

Senior Support Staff 40 1.19 17 42.50

Total 3363* 1952

Table 1 Staff Group, this table shows that for senior academic, academic and support staff over

half of the staff in those groups have attended training in the reporting period.

Table 2 - Gender

Gender Total number of staff

employed by gender

% of total staff by gender

Number of staff by gender who have attended

training

% of staff by gender who have attended

training **

Female 1856 55.29 1131 60.93

Male 1507 44.80 821 54.47

Total 3363* 1952

Chart 1

Trend data by Gender

Female staff attending training has shown a small decrease of

5.28% on the last reporting period, male staff attending training

over the past 2 years as shown in chart 1 remains constant.

Table 3 – Working Hours

Part-time/ Full-time

Total number of staff by

hours of work

% of total staff by hours of

work

Number of staff by hours

of work who have attended

training

% of staff by hours of

work who have attended

training **

FT 2633 78.29 1545 58.67

PT 730 21.71 407 55.75

Total 3363* 1952

Chart 2

Trend data by full and part-time working hours

The percentage of full and part-time staff undertaking at least

one days training has remained constant.

Table 4 - Disability

Disability Total number of

staff by disability

% of total staff by

disability

Number of staff by disability who have attended training

% of staff by disability

who have attended

training **

Declared Disabled 210 6.25 118 56.19

Not known to be Disabled 3049 90.66 1754 57.52

Refused or Not Known 104 3.09 80 76.92

Total 3363* 1952


Table 5 - Age

Age Total number of

staff by age

% of total staff by age

Number of staff by age who have attended training

% of staff by age who

have attended training **

16 to 20 7 0.21 2 28.57

21 to 25 131 3.90 67 51.14

26 to 30 277 8.24 153 55.24

31 to 35 368 10.94 230 62.50

36 to 40 384 11.42 199 30.98

41 to 45 493 14.66 269 54.56

46 to 50 564 16.77 331 58.68

51 to 55 488 14.51 312 63.93

56 to 60 436 12.96 268 61.46

61 to 65 208 8.18 115 55.29

66 or older 7 0.21 6 85.71

Total 3363* 1952

Chart 3

Trend data by Age

There has been a 11% decrease in staff attending training

activities across the 36-40 staff age range and a 14% decrease

across the 41-45 staff age range in this reporting period.

The data does show that training across all age ranges remains

up on the 2010-2011 figure.

Table 6 - Ethnicity

Ethnicity Sub-categories Total number of

staff by ethnicity

% of total staff by

ethnicity

Number of staff by

ethnicity who have attended

training

% of staff by ethnicity

who have attended

training **

Asian or Asian British -

Bangladeshi 16 0.48 12 75.00

Asian or Asian British - Indian 50 1.49 30 60.00

Asian or Asian British - Pakistani 38 1.13 22 57.89

Black or Black British - African 60 1.78 24 40.00

Black or Black British - Caribbean 68 2.02 30 44.12

Chinese 49 1.46 24 48.98

Mixed - White and Asian 15 0.45 7 46.66

Mixed - White and Black African 3 0.08

Mixed - White and Black

Caribbean 9 0.26 7 77.77

Other Asian Background 33 0.98 16 48.48

Other Black Background 13 0.39 5 38.46

Other Ethnic Background 35 1.04 19 54.28

Other Mixed Background 12 0.36 7 58.33

Other White Background 178 5.29 92 51.68

White - British 2605 77.46 1551 59.54

White - Irish 83 2.47 47 56.63

Refused or Not Known 96 2.86 59 61.46

Total 3363* 1952

* Staff in post on 15 December 2012

** Tables 1 to 6 show the percentage of staff who have attended at least one training event in

the reporting period of staff in post in the respective group or category


Staff attendance on Statutory and Mandatory Courses

Table 7 Staff Group

Staff Group Male FT Male PT Female FT Female PT

Academic 295 120 5 134 36

Senior Academic staff 21 16 5

Support staff 1119 473 43 421 182

Senior Support staff 7 7

Sub-Total 609 48 567 218

Totals 1442 657 785

Table 8 Disability

Staff GroupDeclared Disabled

Not Known to be Disabled

Information Not Provided

Academic 295 10 273 12


Support staff 1119 92 982 45

Senior Support staff 7 2 5

Sub-Total 104 1278 60

Totals 1442

Table 9 Age

Age Number of Staff

16 to 20 1

21 to 25 57

26 to 30 154

31 to 35 170

36 to 40 162

41 to 45 230

46 to 50 237

51 to 55 224

56 to 60 145

61 to 65 59

66 or older 3

Total 1442

Table 10 Ethnicity

Ethnic Group Number of Staff

Asian or Asian British - Bangladeshi 11

Asian or Asian British - Indian 30

Asian or Asian British - Pakistani 19

Black or Black British - African 16

Black or Black British - Caribbean 27

Chinese 13

Mixed - White and Asian 5

Mixed - White and Black African

Mixed - White and Black Caribbean 4

Other Asian Background 14

Other Black Background 5

Other Ethnic Background 11

Other Mixed Background 2

Other White Background 49

White - British 1163

White - Irish 28

Refused or Not Known 45

Total 1442

Information on Statutory and Mandatory training courses is available in the Staff Development

Programme April 2012 to March 2013 and April 2013 to March 2014

Staff attendance on Leadership and Management Development courses including management essentials and ILM programmes

Table 11 Staff Group


Academic 114 44 6 64


Support staff 486 1 206 48 231


Sub-Total 1 256 54 307

Totals 618 257 361

Table 12 - Disability

Staff Group Declared Disabled



Academic 114 5 109

Senior Academic staff 14 2 9 3



Sub-Total 46 553 19

Totals 618

Table 13 Age

Age Number of Staff

16 to 20

21 to 25 9

26 to 30 32

31 to 35 64

36 to 40 96

41 to 45 107

46 to 50 94

51 to 55 129

56 to 60 77

61 to 65 10

66 or older 9

Total 618

Table 14 Ethnicity





Black or Black British - African


Chinese 6




Other Asian Background

Other Black Background




White - British 519

White - Irish 16


Total 618

Information on Leadership and Management Development courses including Management

Essentials programmes is available in the Staff Development Programme April 2011 to March

2012 and April 2012 to March 2013


Staff attendance on Professional Development Courses

Table 15 Staff Group


Academic 897 31 362 71 433


Support staff 1254 37 347 647 223


Sub-Total 70 755 718 703

Totals 2246 825 1421

Table 16 Disability

Staff Group Declared Disabled



Academic 897 39 829 29




Sub-Total 136 2036 74

Totals 2246

Table 17 Age

Age Number of Staff

16 to 20 1

21 to 25 80

26 to 30 166

31 to 35 250

36 to 40 208

41 to 45 318

46 to 50 381

51 to 55 360

56 to 60 349

61 to 65 125

66 or older 8

Total 2246

Table 18 Ethnicity





Black or Black British - African 18


Chinese 29




Other Asian Background 23

Other Black Background 4




White - British 1798

White - Irish 71


Total 2246

Information on Professional Development training courses is available in the Staff Development

Programme April 2012 to March 2013 and April 2013 to March 2014

Course Evaluation

Courses delivered by Organisation Development, Training and Diversity

Year ending 30 September 2013

Poor Fair Good Excellent Total

Event administration/joining instructions 3 41 301 385 730

% 0% 42% 25% 33%

Trainer/facilitator - presentation skills 0 13 167 574 754

% 0% 2% 22% 76%

Content - design & topics 0 11 321 421 753

% 0% 1% 43% 56%

Exercises & Activities 9 42 283 364 698

% 1% 6% 41% 52%

Your own contribution/participation 5 98 431 174 708

% 1% 13% 61% 25%

Will areas covered help you improve /change your current working practice?

Yes No Not Said Total

492 9 253 754

% 65% 1% 34%

Knowledge perception of group as a whole

0% 20% 40% 60% 80% 100%

Before Course 28 137 255 251 65 5

After Course 1 4 10 119 458 135

% Increase 71%

Analysis of numbers showing how perceived knowledge increases

+0% + 20% +40% +60% +80% Total

% of Total above 4% 43% 35% 16% 2% 100%

The information provided above is based on information contained in the course evaluation sheets, not

all participants complete every section on the evaluation sheet.


Statutory and Mandatory training sessions




% 0% 2% 43% 55%


% 0% 0% 22% 78%


% 0% 2% 34% 64%


% 0% 4% 36% 60%


% 0% 8% 66% 26%



140 2 33 175

% 81% 1% 18%


0% 20% 40% 60% 80% 100%

Before Course 6 26 45 62 34 2

After Course 0 2 4 14 116 49

% Increase 70%


+0% + 20% +40% +60% +80% Total

% of Total above 4% 45% 34% 14% 3% 100%





% 1% 6% 42% 51%


% 0% 1% 19% 80%


% 0% 2% 40% 58%


% 0% 3% 46% 51%


% 0% 13% 64% 23%



219 3 49 271

% 81% 1% 18%


0% 20% 40% 60% 80% 100%

Before Course 17 54 75 98 15 1

After Course 2 0 6 68 167 26

% Increase 81%


+0% + 20% +40% +60% +80% Total

% of Total above 3% 45% 30% 17% 4% 100%



Leadership and Management Development courses including management essentials and ILM programmes





% 0% 5% 40% 55%


% 0% 4% 30% 66%


% 0% 2% 40% 58%


% 4% 15% 33% 48%


% 3% 21% 52% 24%



130 1 225 356

% 36% 1% 63%


0% 20% 40% 60% 80% 100%

Before Course 4 63 138 110 19 1

After Course 0 0 2 58 200 59

% Increase 70%


+0% + 20% +40% +60% +80% Total

% of Total above 5% 34% 41% 18% 2% 100%



Professional Development Courses


8114-KS

This report is available online at:

www.mmu.ac.uk/humanresources

You can give us feedback on the report by sending an email to: [email protected]

We welcome and look forward to reading your comments.

Josie Elson

Associate Director, Valuing and Engaging People

E: [email protected] | T: 0161 247 6496

Helen Vaughan

Secretary to Associate Director, Valuing and Engaging People


Development and Training Team

Kate Rowland

Development and Training Manager


Sarah Acton

Interim Development and Training Manager


Deborah Snell

Organisation Development and Training Officer


Alison Laithwaite



Paul Walsh



Sophie Chivers

Development and Training Assistant/Course Bookings


www.mmu.ac.uk/humanresources

This publication is available in alternative formats.Please telephone +44 (0)161 247 6298.

staff development annual report - manchester metropolitan … · 2015-07-22 · 6 staff development...

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