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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.
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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.
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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.
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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.
12 Staff Development Annual Report Staff Development Annual Report 13
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.
14 Staff Development Annual Report Staff Development Annual Report 15
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
16 Staff Development Annual Report Staff Development Annual Report 17
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
18 Staff Development Annual Report Staff Development Annual Report 19
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.
20 Staff Development Annual Report Staff Development Annual Report 21
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.
22 Staff Development Annual Report Staff Development Annual Report 23
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%
26 Staff Development Annual Report Staff Development Annual Report 27
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
28 Staff Development Annual Report Staff Development Annual Report 29
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
30 Staff Development Annual Report Staff Development Annual Report 31
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
32 Staff Development Annual Report Staff Development Annual Report 33
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
Senior Academic staff 21 18 3
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
Staff Group Male FT Male PT Female FT Female PT
Academic 114 44 6 64
Senior Academic staff 14 5 9
Support staff 486 1 206 48 231
Senior Support staff 4 1 3
Sub-Total 1 256 54 307
Totals 618 257 361
Table 12 - Disability
Staff Group Declared Disabled
Not Known to be Disabled
Information Not Provided
Academic 114 5 109
Senior Academic staff 14 2 9 3
Support staff 486 39 432 15
Senior Support staff 4 3 1
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
Ethnic Group Number of Staff
Asian or Asian British - Bangladeshi 1
Asian or Asian British - Indian 7
Asian or Asian British - Pakistani 4
Black or Black British - African
Black or Black British - Caribbean 6
Chinese 6
Mixed - White and Asian 1
Mixed - White and Black African
Mixed - White and Black Caribbean 1
Other Asian Background
Other Black Background
Other Ethnic Background 14
Other Mixed Background 1
Other White Background 29
White - British 519
White - Irish 16
Refused or Not Known 13
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
34 Staff Development Annual Report Staff Development Annual Report 35
Staff attendance on Professional Development Courses
Table 15 Staff Group
Staff Group Male FT Male PT Female FT Female PT
Academic 897 31 362 71 433
Senior Academic staff 71 2 42 27
Support staff 1254 37 347 647 223
Senior Support staff 24 4 20
Sub-Total 70 755 718 703
Totals 2246 825 1421
Table 16 Disability
Staff Group Declared Disabled
Not Known to be Disabled
Information Not Provided
Academic 897 39 829 29
Senior Academic staff 71 8 60 3
Support staff 1254 87 1125 42
Senior Support staff 24 2 22
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
Ethnic Group Number of Staff
Asian or Asian British - Bangladeshi 15
Asian or Asian British - Indian 30
Asian or Asian British - Pakistani 21
Black or Black British - African 18
Black or Black British - Caribbean 16
Chinese 29
Mixed - White and Asian 13
Mixed - White and Black African
Mixed - White and Black Caribbean 3
Other Asian Background 23
Other Black Background 4
Other Ethnic Background 14
Other Mixed Background 12
Other White Background 118
White - British 1798
White - Irish 71
Refused or Not Known 61
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.
36 Staff Development Annual Report Staff Development Annual Report 37
Statutory and Mandatory training sessions
Year ending 30 September 2013
Poor Fair Good Excellent Total
Event administration/joining instructions 0 4 75 96 175
% 0% 2% 43% 55%
Trainer/facilitator - presentation skills 0 0 38 136 174
% 0% 0% 22% 78%
Content - design & topics 0 3 60 111 174
% 0% 2% 34% 64%
Exercises & Activities 0 7 62 105 174
% 0% 4% 36% 60%
Your own contribution/participation 0 14 113 45 172
% 0% 8% 66% 26%
Will areas covered help you improve /change your current working practice?
Yes No Not Said Total
140 2 33 175
% 81% 1% 18%
Knowledge perception of group as a whole
0% 20% 40% 60% 80% 100%
Before Course 6 26 45 62 34 2
After Course 0 2 4 14 116 49
% Increase 70%
Analysis of numbers showing how perceived knowledge increases
+0% + 20% +40% +60% +80% Total
% of Total above 4% 45% 34% 14% 3% 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.
Poor Fair Good Excellent Total
Event administration/joining instructions 2 15 115 139 271
% 1% 6% 42% 51%
Trainer/facilitator - presentation skills 0 2 52 217 271
% 0% 1% 19% 80%
Content - design & topics 0 5 108 156 269
% 0% 2% 40% 58%
Exercises & Activities 0 9 125 136 270
% 0% 3% 46% 51%
Your own contribution/participation 0 33 170 61 264
% 0% 13% 64% 23%
Will areas covered help you improve /change your current working practice?
Yes No Not Said Total
219 3 49 271
% 81% 1% 18%
Knowledge perception of group as a whole
0% 20% 40% 60% 80% 100%
Before Course 17 54 75 98 15 1
After Course 2 0 6 68 167 26
% Increase 81%
Analysis of numbers showing how perceived knowledge increases
+0% + 20% +40% +60% +80% Total
% of Total above 3% 45% 30% 17% 4% 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.
Leadership and Management Development courses including management essentials and ILM programmes
Year ending 30 September 2013
38 Staff Development Annual Report Staff Development Annual Report 39
Poor Fair Good Excellent Total
Event administration/joining instructions 0 17 144 195 356
% 0% 5% 40% 55%
Trainer/facilitator - presentation skills 0 14 105 236 355
% 0% 4% 30% 66%
Content - design & topics 0 15 164 174 353
% 0% 2% 40% 58%
Exercises & Activities 11 42 96 137 286
% 4% 15% 33% 48%
Your own contribution/participation 8 63 153 71 295
% 3% 21% 52% 24%
Will areas covered help you improve /change your current working practice?
Yes No Not Said Total
130 1 225 356
% 36% 1% 63%
Knowledge perception of group as a whole
0% 20% 40% 60% 80% 100%
Before Course 4 63 138 110 19 1
After Course 0 0 2 58 200 59
% Increase 70%
Analysis of numbers showing how perceived knowledge increases
+0% + 20% +40% +60% +80% Total
% of Total above 5% 34% 41% 18% 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.
Professional Development Courses
Year ending 30 September 2013
8114-KS
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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
E: [email protected] | T: 0161 247 6298
Development and Training Team
Kate Rowland
Development and Training Manager
E: [email protected] | T: 0161 247 6176
Sarah Acton
Interim Development and Training Manager
E: [email protected] | T: 0161 247 6176
Deborah Snell
Organisation Development and Training Officer
E: [email protected] | T: 0161 247 6748
Alison Laithwaite
Organisation Development and Training Officer
E: [email protected] | T: 0161 247 6410
Paul Walsh
Organisation Development and Training Officer
E: [email protected] | T: 0161 247 1962
Sophie Chivers
Development and Training Assistant/Course Bookings
E: [email protected] | T: 0161 247 6430
www.mmu.ac.uk/humanresources
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