Academic staff
Academic staff
Learning and development guide 2014–15
As part of the Birmingham Academic, the University commits to providing ‘appropriate training, mentoring and guidance, regular staff development and performance review and feedback.’ Create impact.
People and Organisational Development (POD)
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Learning and development guide 2014–15
Contents
Welcome from Leigh Casey List of contributors Highlights of 2013–14 and looking forward to 2014–15 Combining development options: Academic members of staff Development for senior leaders The Senior Leadership Programme (SLP) The Emerging Leaders’ Programme (ELP) The Senior Leaders’ Alumni Programme Leadership and Management skills Making the most of your resources Hands on financial management Having constructively challenging conversations Project Management – principles Project Management – applications Project management support tools Risk assessments Health and safety co-ordinators’ development programme Fire warden training Postgraduate Certificate in Academic Practice (PCAP) Full programme Associate module Enhancing your teaching Supervising students Skills for researchers Making your mark in research – Introduction to impact and engagement Research Team Leader Developing as a research team leader (Nottingham collaboration) Writing skills Raising Your Research Profile: Four ideas sessions from the Library Introduction to Endnote (bibliographic software) Grant writing Journal article writing Writing about teaching Personal effectiveness and safety Developing resilience Creativity and innovation Working with influence Dealing with challenging workplace behaviour Enhancing your role in attracting students Data Protection and the Freedom of Information Act 2000 (classroom based) Data Protection Act 1998 (online) Office health and safety
How to book You will find dates and booking forms for all courses and workshops, including those for CLAD, IT Training, Workplace Wellbeing, Library Services and the Project Office on the POD website: intranet.birmingham.ac.uk/ staff/development/index.aspx
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Fire safety training Introduction to biological safety Compressed gas safety Chemical risk assessment Chemical and laboratory safety Laser/optical safety Introduction to radiation protection Change and transition Leading successful change Handling challenging personal transition Managing performance Setting objectives and performance standards Introduction to the Performance Development Review (PDR) process PDR ongoing support and surgeries Presenting yourself effectively Presenting yourself with impact CV writing and interview skills Becoming an effective interviewer Special stages in your career Career development workshops Central induction Managing your retirement Promotions workshops for academic staff Coaching and mentoring Becoming a member of the University’s coaching academy Coaching support from the academy Coaching support from external providers Being an effective mentor Buddying, work shadowing and job swaps Diversity in the workplace Online equality and diversity training Recruitment and selection workshops Unconscious bias workshop The Aurora leadership programme First aid courses First aid at work Emergency first aid at work First aid update Online/eLearning (Canvas) Training Courses Canvas: introduction for staff Canvas: managing and presenting content Canvas: communication tools Canvas: creating and managing assignments Canvas: computer-marked assessments IT Training
We would always encourage you to discuss your choices with the person most involved in your development before booking to ensure that these support local needs and your own career development. This person will probably be your PDR reviewer, your Head of School or your department head.
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Once you have booked, we would be very grateful if you could do your best to attend or, if this is not possible, to give us as much notice as you can so we can offer your place to someone else.
Academic staff
Welcome from Leigh Casey, Head of People and Organisational Development Welcome to this guide which outlines the learning and development options available to you in 2014–15 as a member of academic staff. Every entry in the booklet helps to underpin the Birmingham Academic, which, in turn, supports the University’s Strategic Framework. We have drawn together and connected programmes, courses, workshops and one to one and on-line development opportunities from People and Organisational Development (POD), the Centre for Learning and Academic Development (CLAD), IT Training, Workplace Wellbeing, Library Services and the Project Office. We have kept some classic and time-honoured offerings alongside those we added last year, which proved useful and popular, and have added new ones to help with the fast-moving challenges we all face. We hope that this guide gives you the opportunity to see, in one place, the wide range of options that are open to you to help you in your development. Some of the programmes, courses and workshops are run at central locations. An increasing number are now run in your own workplace, with local colleagues, so that we can tailor material to best suit your specific needs. The POD consultant for your College will deliver many of the local workshops and courses and, along with your local HR team, will be your main point of contact for queries. As the year progresses, it is likely that we will make minor amendments and updates to this guide and we will almost certainly continue to broaden the range of options and opportunities. You can keep up to date with developments via Twitter and the POD website. Please see the POD website homepage for further details. (intranet.birmingham.ac.uk/staff/development/index.aspx) We hope you find this guide helpful. We would welcome your feedback and comments. Please contact Tom Stanasiuk, POD Operations Officer, in the first instance (x58108 t.stanasiuk@bham.ac.uk). We all wish you luck with your development.
Best wishes, Leigh
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Learning and development guide 2014–15
List of contributors
We would like to thank the following who have contributed to this brochure or who have helped us with feedback and suggestions over the last two years. POD
Project Office
Feedback
Kate Crane
Pippa McNee
Heather Paver
Yvonne Yelken Vince O’Grady Marc Adams
Legal Services Debbie Warren
Elaine Clough Ryan Sharman
CLAD-LS Clare Saunders Michelle Arnold Matt Sherlock Gareth Rainford Trevor Batchelor HAS Michelle Khan-Price Cheryl Shepherd Wellbeing Leslie Wright Frances Wakefield Mark Hoare Sophie Gask
Finance Gill Ball Greg Langston Suki Basra
E-brochures Project team
Sarah Brant
Project Leader
Adrian Buckley
Leigh Casey
Declan Vaughan Jennie Lapworth
Project Manager
Bal Bansal
Tom Stanasiuk
Alison Jinks Niamh Kelly
Supplier
Helen Webb
Design and Publications
Sapna Patel
Library Services Judith Hegenbarth Christopher Cipkin Lynne Harris Zbig Gas Sue Stevens
Emma Sweeney
Proof reader
Conor McGoldrick
Anita King
Anna Williams (Fawcett) Dan Cartwright Lynda Tait Una Martin Janet Lord
Design and Publications Production team
Duc Pham Andrew Sanders
Academic staff
Highlights of 2013–14 and looking forward to 2014–15 2013-14 was a busy year for learning and development. The key event was the pilot of the Emerging Leaders’ Programme, which ended at the end of March 2014. After a review of the pilot, POD is now running two cohorts each year. This has given POD a good basis on which to pilot some development interventions this year for those new to leadership and management (see page 9). The second highlight of the year has been the launch of a range of workshops to support the
University’s inaugural year of Equality and Diversity in Employment. You will find details of the relevant workshops (Recruitment and Selection, Promotions and Unconscious Bias) on page 28. More workshops have been delivered locally in Colleges to help colleagues address real-life issues. This change is supported by developments in IT, such as Canvas, which bring us nearer to providing development on demand, so that you do not have to wait for a course. There will be more to come in 2014-15.
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Learning and development guide 2014–15
Combining development options: Academic members of staff While all of the development options in this brochure ‘stand alone’, sometimes you may want to combine options, for example, if you are taking on a new role. Overview The two most obvious points in your career are when you join the University and when you first step up to a team management role and we have set out some options for you. There are other combinations that work well together (for example, attending a leadership programme while having a one-to-one coaching intervention). If you would like any help or advice, please speak to your local POD consultant in the first instance.
New joiner: academic members of staff
New manager: academic members of staff
For new members of academic staff, we would suggest that, as well as your local induction options, you select the following: Postgraduate Certificate in Academic Practice (probationary requirement for Lecturers) (page 12) Data protection and the Freedom of Information Act 2000 (mandatory) (page 19) Office health and safety (page 20) Fire safety training (page 20) Central induction (page 25) Online equality and diversity training (page 28) Recruitment and selection workshop (both the online training and workshop are mandatory before you can sit on a recruitment or promotion panel from 2015) (page 28)
For members of academic staff who have recently taken on managerial responsibilities, we would suggest combining the following options: Making the most of your resources (page 9) Having constructively challenging conversations (page 9) Setting objectives and performance standards (page 23) Introduction to the Personal Development Review (PDR) process (mandatory before you carry out any work on PDRs) (page 23) PDR ongoing support and surgeries (page 23) Unconscious bias workshop (page 28) Online equality and diversity training (page 28) Recruitment and selection workshop (both the online training and workshop are mandatory before you can sit on a recruitment or promotion panel from 2015) (page 28)
Academic staff
Development for senior leaders
‘I think that leadership follows the 80:20 rule, 80% inherent, 20% can be learned. The Senior Leadership Programme really helped in my development as an academic leader.’ Professor Janet Lord, Professor of Immune Cell Biology Overview We have enhanced our provision of senior leadership development to include the new Emerging Leaders’ Programme (see page 8).
The Senior Leadership Programme (SLP) Key contact Kate Crane (x43690 k.crane@bham.ac.uk).
in senior cross-institutional strategic roles in Higher Education. Content Development of the skills of strategic,
Leadership is something that can be demonstrated in a number of different ways. It might mean progressing through formal leadership and management positions. Alternatively, it might mean academic leadership or showing leadership in a less formal way through mentoring and coaching. The Emerging Leaders’ Programme helps senior colleagues to recognise where their talents and motivations lie in terms of leadership and supports them in finding the right outlet for these talents. Those who will be going on to take up more formal positions will attend the Senior Leadership Programme in due course. However, there are a range of other options and all are equally valued. For example, colleagues may choose to become a member of the University’s Coaching Academy (see page 26) or become a mentor (see page 27). They may also benefit from coaching and mentoring themselves, tailored to their own situation. In addition all alumni of the Emerging Leaders’ and Senior Leadership Programmes are eligible to attend the Senior Leaders’ Alumni Programme (see page 8).
Duration Ten days over six months plus additional group work. Delivery method All classroom workshops, except for one residential module, will be run at POD House (31 Pritchatts Road). Action learning sets and other work will be based in a variety of locations. Who it is suitable for The SLP is a bespoke programme designed for senior leaders and equivalents in professional services (Grade 10 or above) who may be about to take up a greater formal leadership and managerial role, for example, a Head of School role or a leader of a large or complex administrative function, or who may already be in senior management roles and wish to refresh their leadership skills. Please discuss your interest with your Head of College or Director as entry onto this programme is by a competitive selection process. What you will be able to do after the programme The SLP is designed to assist and support you through the challenges you face as a strategic leader in times of rapid change, including a focus on preparing you to lead
connected and joined-up leadership in the context of the University and the Higher Education sector Exploration of and refocus on the expectations and success criteria for your role as a senior leader in the University Development of coaching skills to help face the challenges as a strategic leader in times of change Exploration of the culture of the University, where it comes from and how we can influence it Development of a variety of problem solving techniques to address complex problems in Higher Education The building of strong networks of colleagues in academic and professional services roles across the University. Identification of key stakeholders and the power and influence of relationships within the University to support you as a strategic leader So what’s distinctive? The opportunity to make a step change in your leadership capability, while building your network through working with peers on shared strategic issues.
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Learning and development guide 2014–15
‘ELP has provided me with a formal framework for thinking about leadership challenges and how to potentially approach them. ELP has put me in touch with people of different personalities, and I came to appreciate how each of them could fill distinct leadership roles.’ Dr Klaus Fütterer, Deputy Head of Biosciences
The Emerging Leaders’ Programme (ELP) Key contact Marc Adams (x45949 m.adams@bham.ac.uk). Duration Seven days in total Five days classroom based development (two, two-day and one, one-day workshop) Three, two hour action learning sets, individual feedback on your leadership style and climate, compilation of your personal leadership profile, and preparation of your personal improvement project In addition, there are optional management skills ‘refresher’ workshops run before the main programme covering topics such as ‘Time Management’, ‘Strategic Financial Management’, and ‘Communicating with Impact’. You will then build on these skills during the programme Delivery method All classroom workshops will be run at POD House (31 Pritchatts Road). Action learning sets and other work will be based in a variety of locations. Who it is suitable for You will be someone who wishes to contribute leadership capability to the University in a number of ways. You may be an aspiring Head of School or a member of Professional Services at a similar level (AR9/AA9). Alternatively, you may wish to take a less formal but equally visible leadership role as an academic leader coach or talent developer. Please discuss your interest in this programme with your Head of College (or Service Director) as entry is by nomination and selection. What you will be able to do after the programme You will have a better understanding of your unique impact as a leader in the Higher Education sector, your strengths and development needs, and be able to successfully apply a range of leadership styles to different situations.
Content The nature of leadership, the relationship
between leadership and management, models of effective leadership and the impact that leaders have on others Understanding your leadership DNA, the influence of values, ethics and personality on your style of leadership Motivating individuals to perform at their best, leading and developing teams to enhance their performance Supporting people through change; recognising your sources of power and using these to effectively influence others So what’s distinctive? The programme will provide you with the opportunity to reflect on what sort of leader you are currently, the type of leader you wish to become, and to share your leadership challenges with colleagues in a confidential setting. The Senior Leaders’ Alumni Programme Key contact Kate Crane (x43690 k.crane@bham.ac.uk). Duration Various.
Delivery method Events will be run across the campus and notified to you on a regular basis. These will include presentations and discussions as well as mentoring and coaching support and further training events. Who it is suitable for Members of a current or past cohort of the Senior Leadership Programme (SLP) and Emerging Leaders’ Programme (ELP). What you will be able to do after the programme Continue networking with colleagues and others and developing your learning about leadership. The programme plays a key role in building an alumni body for the SLP and ELP. Content The events will help you keep up to date with the latest research and hot topics in leadership, to share best practice and to look both inside and outside the University at innovations in leadership. So what’s distinctive? On-going opportunities to develop yourself as a leader alongside senior colleagues.
Academic staff
Leadership and Management skills
New programme coming autumn 2014 POD plans to pilot a development programme for new leaders and managers in autumn 2014 and roll this out more widely in spring 2015. This programme will be modular and open to all. You will be able to plan your own development by picking the options that best suit your needs. Many of these options will be available on-line. You will be able to store them in your own development portfolio and assess your progress. You will be able to access assistance from the University’s Coaching Academy if this would be helpful. Please look out for details on the POD website during 2014–15.
Overview In this section you will find a range of development options to support you as you take on managerial responsibilities, including how to manage the resources available to you, such as finance, making your projects more successful and assessing risk.
Content There will be a strong focus on practice sessions and discussion. There will be some self diagnosis work to establish your preferred management style and to help you judge how appropriate this is to the circumstances in which you work. In addition there will be discussion sessions on: Tactics for effective time management What might lie behind the presenting issue of ineffective time management Awareness of team roles and how to use them effectively An overview of leadership styles and identification of your own preferred style of leadership Establishing and monitoring team priorities and getting the team members behind you
How budgets are set at the University
So what’s distinctive? A highly practical course which provides you with the basic toolkit for managing your team.
Key contact Marc Adams (x45949 m.adams@bham.ac.uk).
Hands on financial management (offered in conjunction with the Finance Team)
Making the most of your resources
Key contact Ryan Sharman (x43401 r.j.sharman@bham.ac.uk).
Key contact Elaine Clough (x58771 e.clough@bham.ac.uk).
Duration One day.
Duration Two days.
Delivery method Classroom based at POD House (31 Pritchatts Road).
Delivery method Classroom based at POD House (31 Pritchatts Road). The workshop may also be run locally with eight to twelve participants. Who it is suitable for You will be responsible for leading teams of academic, academic-related or support staff. You need to know how to manage your time and to help your team colleagues manage their time. You need to be able to flex your management style to get the best out of your team. It is more likely than not that you are at an early stage as a manager. What you will be able to do after the course You will be able to focus your team on a clear set of priorities, ensure that these are achieved in an appropriate timescale and use the talents of your team in the most beneficial way.
Who it is suitable for You will be a member of academic, academicrelated or support staff, responsible for putting budgets together, monitoring and reporting on them and taking necessary corrective action during the year. What you will be able to do after the course You will be able to produce a simple budget, quickly resolve monitoring problems and talk confidently to your colleagues about relevant financial matters. Content There will be a strong focus on discussion and issue resolution. This will include working through real-life budget issues which we will encourage you to bring to the workshop. In addition there will be sessions on:
and an explanation of the framework that approves and monitors them The basics of setting a simple budget, using zero based budgeting techniques Finance terminology made simple, so you can converse with confidence and explain the basics to your colleagues Budget warning signs and what to do about them So what’s distinctive? This is an opportunity to ask any questions you like about finance and to build your confidence in this area. Having constructively challenging conversations
Duration One day. Delivery method Classroom based at POD House (31 Pritchatts Road). The workshop may also be run locally with eight to twelve participants. Who it is suitable for This course is suitable for academic, academic-related or support staff who manage or supervise the work of others and who, in the course of their work, need to address and resolve what may be a difficult or challenging situation. What you will be able to do after the course You will have the confidence to take back what you have practised on the course (a challenging conversation of your choice) to prevent a challenging or potentially challenging situation from escalating. Content Focus on practice sessions and specifically: A useful structure to follow when you face a challenging conversation A ‘real play’ of your own specific challenge, with feedback, in a safe environment A timely identification of the risks of not having the conversation and the benefits if you do So what’s distinctive? The opportunity to plan out a critical conversation in advance and the chance to build your confidence to deliver it.
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Project Management – principles (offered in conjunction with the Project Office) Key contact Ryan Sharman (x43401 r.j.sharman@bham.ac.uk).
How to conduct a stakeholder analysis and
put together a communications plan Determine roles and responsibilities appropriately Set tolerances and know how to raise issues in a timely fashion How to review a project
Duration One day.
So what’s distinctive? The opportunity to formalise common practice (and common sense) within a structured framework.
Delivery method Classroom based at POD House (31 Pritchatts Road).
Project Management – applications
Who it is suitable for You will be a member of academic, academicrelated or support staff who manages small projects. You are likely to be new to project management and require an understanding of the University of Birmingham project management methodology. What you will be able to do after the course You will be able to explain the purpose of various project stages and relevant documentation, project success criteria, benefits management, the purpose of a business case, stakeholder analysis and risk management. Content Focus on theory, the University project management handbook, practical exercises and a case study, specifically: Why some projects succeed while others fail The stages of a project Project documentation How to put a business case together
(offered in conjunction with the Project Office) Key contact Ryan Sharman (x43401 r.j.sharman@bham.ac.uk). Duration Two days. Delivery method Classroom based at POD House (31 Pritchatts Road). Who it is suitable for You will be a member of academic, academicrelated or support staff who manages small or medium sized projects and you may have some experience and/or limited formal project management training. You require a greater understanding of the University of Birmingham project management methodology and you may have attended an introductory project management course and wish to apply the concepts covered to a simulation.
What you will be able to do after the course You will be able to put into practice enhanced project management skills, including leadership skills, gained from your experience of working on a simulation. Content Focus on simulation, theory and the University project management handbook, specifically: How to explain the importance of gathering project requirements How to schedule a project, manage risks and report effectively on project progress The importance of involving the project team in planning Describing the roles and responsibilities of the parties involved in a project Carrying out a project review Knowing the basic principles of influencing and negotiating, managing meetings, leading teams and leading change as these skills apply to the role of project manager So what’s distinctive? The opportunity to get under the skin of project management, using a well-regarded business simulation. Project management support tools In addition to the two workshops detailed above, the Project Office has a range of resources to help you manage your projects as effectively as possible. As well as the project management handbook, you have access to toolkits designed to help you, among other things, with project planning, project health checks and risk management. Please contact the Project Office directly (projects@contacts. bham.ac.uk and intranet.birmingham.ac.uk/it/ projects/index.aspx), Ryan Sharman in POD (x43401 r.j.sharman@bham.ac.uk) or your local POD consultant for further information.
Academic staff
Risk assessments (run by Workplace Wellbeing) Key contact Mark Hoare (x44947 m.r.h.hoare@bham.ac.uk). Duration Half day. Delivery method Classroom based. Who it is suitable for You will be a member of academic, academicrelated or support staff who has to carry out risk assessments personally or supervise those who do. What you will be able to do after the workshop You will be able to: Display your awareness of the health and safety arrangements at the University Understand the reasons for risk assessments Understand the theory of carrying out a risk assessment and put this theory into practice Content Health and safety co-ordinators’ development programme (run by Workplace Wellbeing) Key contact Mark Hoare (x44947 m.r.h.hoare@bham.ac.uk). Duration Four, half-day modules, run annually. Delivery method Classroom delivery at 54 Pritchatts Road. Who it is suitable for You will be a health and safety co-ordinator or another staff member who has health and safety responsibilities. What you will be able to do after the workshop You will be able to advise on health and safety issues, based on your understanding of the health and safety legislation applying to the University. You will understand the University’s policy on management of health and safety at University and local level.
The identification of common hazards
and risk assessments, inspections and accident investigations The health and safety legislation applying to the University The University’s policy on management of health and safety at University and local level Health and safety law Role of the enforcing authorities Information and standards Electrical safety Fire safety First aid arrangements Emergency arrangements Accident procedure and investigation Ergonomics including workstation design and VDUs Stress Fire warden training (run by Workplace Wellbeing) Key contact Melanie Ashfield (x45817 m.ashfield@bham.ac.uk).
Duration Two hours, generally the first Tuesday of every month. Delivery method Classroom delivery at 54 Pritchatts Road. Who it is suitable for You will be a member of academic, academicrelated or support staff who has fire warden responsibilities. You should attend this training every two years. What you will be able to do after the workshop You will be able to ensure colleagues and visitors evacuate the building safely and efficiently in case of an emergency. Content You will learn how to: Respond to a fire alarm Know what to do if you suspect a fire Check buildings safely for occupants Know what fire-fighting equipment to use and when to use it Check buildings for obvious fire risks and know who to report them to Apply the University’s fire policy and related legislation
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Postgraduate Certificate in Academic Practice (PCAP) Run by CLAD Full programme Key contact Sue Morón-García (pgcertenquiries@contacts.bham.ac.uk). Duration Twelve days of participatory and interactive face-to-face sessions for the two core modules (six days each), plus preparation and follow-up work. The length and format of the optional modules varies. The expected period of registration for the full PCAP programme is three years, to match the standard probation length. Participants are able to study for one module per year, each of which is designed to be completed within six months of part-time study. Delivery method All face-to-face sessions will be held centrally. Who it is suitable for You will be an academic member of staff with a substantive teaching and assessment role at the University. To apply for the PCAP, you must be involved in the following activities: n Designing, planning and delivering no fewer than 40 undergraduate and/or postgraduate teaching hours per academic year. Some of these must be linked (ie, teaching on the same module or to the same group of students). Teaching includes marking and the supervision of project or research students n Employing a variety of teaching methods and providing a range of learning experiences
n Developing and implementing
appropriate assessment strategies and criteria, formative and summative, to support learning n Providing feedback to students on summative and formative assessed work n Providing pastoral and academic support to students n Supervision or co-supervision of students at undergraduate or postgraduate level (eg, supervision of a final-year project or dissertation for undergraduates, a Masters project or a PhD) Content The overall aim of the programme is to provide a comprehensive preparation for the learning and teaching aspects of an academic role, and to relate this to wider responsibilities associated with professional practice such as research and academic leadership. The three modules cover the following: Module 1: Foundation of Learning and Teaching in Higher Education (20 credits at Master level) Module 2: Effective Academic Practice in Higher Education (20 credits at Master level) Module 3: One of the optional modules listed below (20 credits at Master level) – Designing Higher Education Research – Learning in the Digital Age – Understanding Leadership in Higher Education So what’s distinctive? Completion of the full programme meets part of the probationary requirement for new academic staff and leads to a pay increment in recognition
of the professional knowledge and skills gained through continuous engagement with a full range of academic practice activities. In addition: Successful completion of the first module – Foundation of Learning and Teaching in Higher Education – confers professional recognition as Associate of the Higher Education Academy (HEA) Successful completion of the second module – Effective Academic Practice in Higher Education – in addition confers professional recognition as Fellow of the HEA Associate module Foundation of Learning and Teaching in Higher Education (the first module of the PCAP) is offered as a stand-alone module for academic staff who have a teaching role but who may not be undertaking the breadth of duties required for enrolment onto the full programme. To apply for the associate module you must be involved in the following activities: Teaching and supporting learning (outlined below) a substantial part of which must take place at the same time as this module is taken Designing, planning and delivering no fewer than 30 undergraduate and/or postgraduate teaching hours per academic year. Some of these must be linked (ie, teaching on the same module or to the same group of students). Teaching includes marking and supervision of project or research students. Employing at least two types of teaching or support for learning and providing a range of learning experiences Implementing appropriate assessment strategies and criteria, formative and summative, to support learning Providing feedback to students on summative and/or formative assessed work and Providing academic and/or pastoral support to students Please note a limited number of places on the optional modules are available as continuing professional development opportunities for those who already have a PGCert in Learning and Teaching in Higher Education / Academic Practice or who are a Fellow of the Higher Education Academy. You will be expected to undertake the same assignment as others on the module.
Academic staff
Enhancing your teaching Run by CLAD
Supervising students
covering supervision of research students Key stages of a research project and how
Key contact Sue Morón-García (pgcertenquiries@contacts.bham.ac.uk). Duration Half day. Delivery method Run centrally and classroom based. Who it is suitable for Any academic member of staff supervising research projects and dissertations, typically but not exclusively, at postgraduate level. Content Your experiences of supervising students Building the relationship between supervisor
and student, and tackling common difficulties The code of practice and regulations
to help students plan and coordinate their work Ways to support the personal and professional development of research students Where to find training and support for students So what’s distinctive? This is an opportunity to find out what happens elsewhere in the University and to share practice with colleagues tackling the same conundrums. You will learn how to develop a good working research relationship, find practical strategies for dealing with problems and relate these principles to supervision at all levels. You will find out more about the support and development processes available to students.
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Skills for researchers
Overview Following a successful evaluation we will continue to offer Making your mark in research – Introduction to impact and engagement (formerly known as the Impactful Reasearcher) during 2014–15. Researchers are encouraged to explore all other programmes and resources offered by POD and our partners that will support your personal and academic career development. Making your mark in research – Introduction to impact and engagement Key contact Vincent O’Grady (x46050 v.c.ogrady@bham.ac.uk). Duration One day. Delivery method Classroom based at POD House (31 Pritchatts Road). Who it is suitable for You are a researcher looking to develop your skills in engaging with all those connected to your research and enhancing the impact that you and your research can have. What you will be able to do after the course You will be able to promote yourself and your work in your current research context and to contribute to the ongoing Impact Agenda. Content Under the broad theme of research impact and engagement you will develop a plan that informs others about you and your research, raises your profile and influences those around you to help you. Specifically: Considering the perceptions and meaning of research impact in your context Exploring how your research fits into the wider research context Practice adapting your research focused communication for greatest impact and maximum engagement Identifying your personal pathways to impact So what’s distinctive? A unique opportunity to engage with the management of your research and researcher profile and to begin the process of making a greater impact in both your research and your career.
Academic staff
Research Team Leader
Overview We believe that the skills needed for research leadership are very similar to those needed by all team leaders. As a result, research team leaders are offered the opportunity to join the following programmes: The Emerging Leaders’ Programme (ELP). See page 8 for details. However, we anticipate that attendance on this programme will be by exception, as other options are more suitable as a first step. The Institute of Leadership and Management (ILM) offerings. These are high quality learning and development interventions, catering for those at team leader level through to experienced managers and leaders. If you join one of these programmes, you will be learning alongside academicrelated and support team leaders. They will be going on to submit assignments which contribute towards an ILM qualification at varying levels. There is no requirement for you to submit assignments, or to study for the qualification, unless you would like to, and you are very welcome to do this. In other words, you are invited to join the programmes for the workshop days only. For further details, please contact Yvonne Yelken (x48701 yelkeny@bham.ac.uk). As well as these options, we offer places, by selection, on the following programme run in collaboration with University of Nottingham. Developing as a research team leader (Nottingham collaboration) Key contact Vincent O’Grady (x46050 v.c.ogrady@bham.ac.uk). Duration Five days spread across six months. Delivery method Classroom based on and off campus.
Who it is suitable for You are a researcher who considers yourself to be in the early stages of your research career, who has aspirations and potential to lead in your research field and to be an effective team leader. It is a new collaborative initiative between the Universities of Birmingham and Nottingham. To be awarded a place on the programme you will also need the explicit support of your Head of School. What you will be able to do after the course You will be able to adapt your leadership style to motivate and support your team members, manage change within your working environment, plan your ongoing academic and leadership development and build your research network across both institutions. Content Through a combination of collaborative working, case studies and relevant input this programme is designed to provide an introduction to leadership and management
skills in the context of an academic research career. Specifically: The key differences between leadership and management The roles and responsibilities of a leader in the research context Leadership styles and their likely impact Workplace communication Motivating the team to perform Dealing with change in the workplace Next steps in managing your career and future development As part of the programme you will be encouraged and supported to find a suitable mentor. This will be a key element of your action plan for sustained personal and career development. So what’s distinctive? A new opportunity tailored for researchers who aim to develop their academic career through collaboration with peers and colleagues from Birmingham and Nottingham.
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Learning and development guide 2014–15
Writing skills
Overview Library Services runs workshops to help you get the most out of your research and present it in the best possible way. Raising Your Research Profile: Four ideas sessions from the Library (run by Library Service) Key contact Judith Hegenbarth (x46570 j.hegenbarth@bham.ac.uk). www.intranet.birmingham.ac.uk/library/ryrp Duration Four, two-hour sessions (1. ‘Publishing Strategies’, 2. ‘New Publishing Models’, 3.‘Bibliometrics’ and 4.‘Social Media’). Delivery method Each session involves face to face teaching and includes ‘hands-on’ time on workshop computers to allow participants to begin their own bespoke investigation. Content Who it is suitable for All researchers and staff who support them.
Publishing Strategies: Choosing the right
journals for you New publishing models: Extending reach
What you will be able to do after the course Be aware of sources of information
on journal titles Know which factors to consider when
choosing a journal to submit to
through UBIRA, Open Access and beyond Bibliometrics: What can you measure
and how? Social Media: Generating interest
Who it is suitable for All researchers and staff who support them.
and momentum via new channels What you will be able to do after the course
Have hands-on experience of using
Ulrich’s Web Understand the ‘open access’ publishing model Know how to submit papers to UBIRA and make your papers discoverable Know how to find open access journals to submit your papers Know how to find material in open access journals Measure the impact of your research Maximize the impact of your research Use author and journal metrics Use electronic resources to measure impact Set up and use a blog and use relevant tags and metadata Use social media to send updates on your projects and follow like-minded researchers Use academic networks and raise the profile of your work on these Avoid the pitfalls of social media
Delivery method Involves face to face teaching and includes ‘hands on’ time on workshop computers to allow participants to begin building their own library of references.
So what’s distinctive? All researchers are being encouraged to raise their profile, but this series of sessions gives advice and practical steps to enable staff to begin this task immediately. Introduction to Endnote (bibliographic software) (run by Library Service) Key contact Zbig Gas (x58097 z.gas@bham.ac.uk). intranet.birmingham.ac.uk/as/libraryservices/ library/usecollections/infoskills/endnotetraining Duration 2.5 hours.
Manage and create an Endnote library Personalise the library using a variety
of features Input references into your Endnote library
using a variety of means (eg direct export, import filters and connect functions). Link to non-bibliographic materials such as image and full text Output references using different styles including the simple editing of output styles Manage term lists Content This course introduces the Endnote software package, a product designed to help researchers input, store, organise, retrieve and format lists of references in a variety of discipline specific styles. So what’s distinctive? This course will allow participants to practice creating a library of references from their own discipline.
Academic staff
Grant writing
Journal article writing
Writing about teaching
Key contact Vincent O’Grady (x46050 v.c.ogrady@bham.ac.uk).
Key contact Vincent O’Grady (x46050 v.c.ogrady@bham.ac.uk).
(run by CLAD)
Duration One day.
Duration One day.
Delivery method Classroom based at POD House (31 Pritchatts Road) in conjunction with our external consultants, Scriptoria.
Delivery method Classroom based at POD House (31 Pritchatts Road) in conjunction with our external consultants, Scriptoria.
Who it is suitable for You are a member of staff who is required to write research proposals to secure funding.
Who it is suitable for You are a member of staff who is expected to write journal articles as part of ongoing academic activity.
What you will be able to do after the course You will be able to write with clarity and accuracy and avoid common errors in grant writing. You will be able to improve your writing style and keep your grant funders interested. Content This course addresses the do’s and don’ts of writing research proposals to secure funding. We take you through examples of real proposals in an interactive session, discussing the positives and negatives of each one. Because good proposals depend on good writing, we teach how to write with clarity and accuracy, as well as tips and tricks to make the process as pain-free as possible. Specifically: How do funders evaluate proposals and why do good projects fail to get funding? What should a proposal include? Writing clearly and avoiding common errors Improving your style and keeping your readers interested The writing cycle and making writing easy Editing and proofreading your own work Time-saving techniques in MS Word So what is distinctive? The course is fast-paced, is taught by professional writers with PhDs who know how to maximise your chances of success, and is interactive. You are encouraged to ask the questions you may have always wanted to ask.
What you will be able to do after the course You will be able to write for academic journals and overcome common barriers to publication. You will be able to write with greater clarity and accuracy. Content You will learn the general principles of effective writing and how this applies to writing for academic journals. You will learn how to make the process easier and more efficient. Specifically: Writing research papers Journal article structure and why papers are rejected Common mistakes General principles of effective writing Improving your style and keeping your audience interested The writing cycle and making writing easy Editing and proofreading your own work Time-saving techniques in MS Word So what is distinctive? The course is fast-paced, is taught by professional writers with PhDs and success in this field, and is interactive – you are actively encouraged to pose the questions you have always wanted to ask.
Key contact Sue Morón-García (pgcertenquiries@contacts.bham.ac.uk). Duration Half day. Delivery method Run centrally and classroom based. Who it is suitable for Any academic member of staff who wants or needs to write about their teaching. Content This workshop takes a hands-on approach, offering practical exercises and insights designed to support the process of writing about a development in your teaching. Specifically you will: Be able to explain your pedagogy and start linking it to the literature Have developed some techniques for supporting your writing process Have defined a couple of areas for further investigation Understand what gets published and where Be able to identify how you might go about publishing your thinking and findings about teaching and learning. So what’s distinctive? You will learn how to write about your teaching approaches and your students’ learning. We will discuss some examples from educational research publications and look at what it takes to be published in this field .
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Learning and development guide 2014–15
Personal effectiveness and safety
Developing resilience Key contact Elaine Clough (x58771 e.clough@bham.ac.uk). Duration One day. Delivery method Local delivery, run with eight to twelve participants. The workshop will be delivered jointly by POD and the Workplace Wellbeing team. Who it is suitable for You will be a member of academic, academicrelated or support staff facing a change in your working life in the near future. This could be a change in role or a new project. Alternatively, you may wish to develop skills, attitudes and tactics to help you deal with an increasingly demanding workload and/or more effectively manage your responses. What you will be able to do after the course You will be able to draw on techniques you learn during the workshop to help you meet any challenges and surprises at work pro-actively and positively. You will be more consciously aware of and be better able to manage your emotions. Content There will be a strong focus on discussion, practice of techniques and personal reflection. The workshop will be delivered locally, and we will tailor the content both in advance and on the day to suit your needs as closely as we can. So what’s distinctive? Practical, relevant tools and tips to help you make the most of, and feel comfortable with, each and every working day.
Who it is suitable for You will be a member of academic, academicrelated or support staff who is playing a key role in an initiative or project requiring an innovative solution. Alternatively, you may be part of a team examining how the University or your team might do something differently. Consequently, you need to produce some high calibre ideas and be able to quality control these.
Road). The workshop may also be run locally with eight to twelve participants.
What you will be able to do after the course You will be able to generate better ideas which will contribute to the success of your project.
What you will be able to do after the course You will be able to conduct productive relationships with your colleagues assertively, confidently and also with due regard to their varying viewpoints.
Content There will be a strong focus on exercises and discussions to help generate ideas. The workshop will also offer guidance on how you might assess the quality of your ideas. Finally, it will introduce a range of tools, models and aids, contained in a workbook, which you will find useful after the workshop.
Key contact Vince O’Grady (x46050 v.c.ogrady@bham.ac.uk).
So what’s distinctive? An opportunity to stand back from the day to day work and use your mind to help generate innovative ideas and practices. Working with influence
Duration One day.
Key contact Marc Adams (x45949 m.adams@bham.ac.uk).
Delivery method Classroom based at POD House (31 Pritchatts Road). The workshop can also be run locally with eight to twelve participants.
Duration Two days.
Creativity and innovation
Delivery method Classroom based at POD House (31 Pritchatts
Who it is suitable for You will be responsible for leading teams of academic, academic-related or support staff. Alternatively, your job may need you to influence colleagues across and outside the University to achieve results.
Content There will be a strong focus on practice sessions. This will include working through the real-life issues you face. In addition there will be discussion sessions on: Frameworks of power and influence, including the difference between positional power and personal power and your rights and responsibilities in terms of power and influence Deploying different influencing styles; for example, assertiveness, persuasion and influencing through listening, matching your body language and tone with your words Dealing with others’ unhelpful influencing styles; for example, passive aggressive So what’s distinctive? This is a relevant, practical course that helps you build on your personal influencing strengths and gives you pointers on how to improve your influence in relationships at work.
Academic staff
Dealing with challenging workplace behaviour
Enhancing your role in attracting students
Key contact Elaine Clough (x58771 e.clough@bham.ac.uk).
Key contact Vincent O’Grady (x46050 v.c.ogrady@bham.ac.uk).
Duration One day.
Duration One day.
Delivery method Local delivery, run with six to ten participants.
Delivery method Local delivery, run with six to twelve participants.
Who it is suitable for You will be a member of academic, academicrelated or support staff experiencing behaviour displayed by those around you which you find challenging. This may include over-assertive behaviour from colleagues which you find difficult to respond to. It may even include what you consider to be bullying or harassing behaviour. The workshop will also provide an opportunity to reflect on your own behaviour.
Who it is suitable for You will be part of a group of staff within a School who is seeking to make a greater impact on recruitment of students in today’s increasingly competitive environment.
What you will be able to do after the course You will be able to deal effectively with challenging behaviour from colleagues and understand what options are open to you in such circumstances, including the support available outside your immediate work team. You will be able to modify your own behaviour if necessary. Content There will be a strong focus on discussion and practice sessions. This will include working through the real-life issues you face and helping you find an appropriate response. So what’s distinctive? Tailored support to help you in the face of challenging behaviour and difficult circumstances.
What you will be able to do at the end of the course You will be able to describe the changed market within which your School and College is now operating. You will be able to identify the key benefits to a range of stakeholders of studying in your School and at Birmingham in general and identify key changes in the approach to recruitment in your School or Department. Content You will work collaboratively with colleagues to answer the question ‘why should I/my child study at Birmingham?’ Specifically: The changing market in Higher Education What’s distinctive about Birmingham, my School, my discipline? What do prospective students (and their parents) want to know? Approaches to engagement with prospective students (and their parents) What can I do to promote study at Birmingham? So what’s distinctive? An opportunity to work with colleagues to share best practice and develop a collegial approach to attracting and recruiting new students.
Data Protection and the Freedom of Information Act 2000 (classroom based) Key contact Ryan Sharman (x43401 r.j.sharman@bham.ac.uk) Duration Half day. Delivery method Local delivery, run with eight to twelve participants. Who it is suitable for You will be a member of academic, academicrelated or support staff who has just started at the University (please note this training is mandatory for every new member of staff). Alternatively, you may wish to refresh your knowledge of the subject. What you will be able to do after the programme You will be able to put into practice your knowledge of The Data Protection Act 1998 (which provides a legal framework for holding and dealing with personal data) and The Freedom of Information Act 2000 (which permits individuals to access information recorded by public authorities). Content Focus on presentation, discussion and use of examples, covering: The eight principles of the Data Protection Act 1998, including processing of sensitive personal data, data subjects’ rights, offences under the Act; and disclosure of data and current issues relevant to the University The Freedom of Information Act 2000, including the types of data covered by the Act, publication schemes, role of the Information Commissioner, rights under the Act; and how the University deals with requests and exemptions and who can apply them So what’s distinctive? The opportunity to gain an understanding of how the Acts affect your role and the University more broadly and a chance to find out more about the University’s publication scheme.
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Data Protection Act 1998 (online) Please note that this module does not cover the Freedom of Information Act. If you need to complete training on this subject, an online module is due to be released later this year or alternatively attend a classroom based session. Key contact Ryan Sharman (x43401 r.j.sharman@bham.ac.uk)
Act 1998, including processing of sensitive personal data, data subjects’ rights, offences under the Act; and disclosure of data and current issues relevant to the University
A brief introduction to health and safety How health and safety is managed
at the University and at local levels Information about the Health
and Safety Unit and its web pages So what’s distinctive? The opportunity to gain an understanding of how the Act affects your role and the University more broadly.
What should be covered in a staff induction Workstations and computers General office risks Fire precautions Emergency procedures
Office health and safety Fire safety training
Duration 30 minutes. Delivery method Online (coming soon). Who it is suitable for You will be a member of academic, academicrelated or support staff who has just started at the University (please note that this training is mandatory for every new member of staff). Alternatively, you may wish to refresh your knowledge of the subject. What you will be able to do after the programme You will be able to put into practice your knowledge of The Data Protection Act 1998 (which provides a legal framework for holding and dealing with personal data). Content Focus on online material and case studies, covering: The eight principles of the Data Protection
(run by Workplace Wellbeing) (run by Workplace Wellbeing) Key contact Mark Hoare (x44947 m.r.h.hoare@bham.ac.uk) Duration Half day. Delivery method Delivered locally. Who it is suitable for All staff who work in offices and similar work places, need an appreciation of the risks that may be present and want to know how these risks might be controlled. What you will be able to do after the course Apply your knowledge of risks, precautions and procedures to ensure your own health and safety and that of colleagues. Content Focus on input and discussion, specifically:
Key contact Melanie Ashfield (x45817 m.ashfield@bham.ac.uk). Duration One hour, usually the first Wednesday of each month. Delivery method Centrally, at 54 Pritchatts Road. Who it is suitable for All staff members and post-graduates, every two years. What you will be able to do after the workshop You will be able to apply what you have learned to reduce fire risks and false alarms, to identify obvious fire risks and know who to report them to, to respond to fire alarms and to know what to do if you suspect a fire.
Academic staff
Introduction to biological safety
Chemical risk assessment
Laser/optical safety
(run by Workplace Wellbeing)
(run by Workplace Wellbeing)
(run by Workplace Wellbeing)
Key contact Beverley Davies (x45255 b.davies.saf@bham.ac.uk).
Key contact Dean Cross (x45252 d.f.cross@bham.ac.uk).
Key contact Dr Gus Zabierek (x45253 g.a.zabierek@bham.ac.uk).
Duration Two hours.
Duration 30 minutes.
Duration Three hours.
Delivery method This course is arranged and advertised through individual Colleges. Anyone required to attend outside of these scheduled courses should contact Beverley Davies directly.
Delivery method This course is run each term for Colleges and can also be run on demand. To nominate yourself please contact your School’s health and safety coordinator. It can be combined with the Chemical and laboratory safety course or run separately.
Delivery method Bespoke course, run locally on demand.
Who it is suitable for This course is mandatory for staff (and new post graduates) who will be working with biological agents and materials: ie, microorganisms, blood, tissue, cells, and also potentially infectious materials such as sewage and environmental samples. What you will be able to do after the course You will understand the following: Hazardous properties of biological materials Applicable legislation Risk assessment Routes of exposure Principles of safe working
Who the course is suitable for This course is aimed at staff members (and post graduate students) handling chemicals and hazardous substances. What you will be able to do after the course You will understand the University’s policy on hazard and risk and how to complete the chemical hazard and risk assessment pro forma.
Duration 15 minutes. Delivery method Online course. Who the course is suitable for You will be a member of staff (or postgraduate student) who handles and uses compressed gases. What you will be able to do after the course You will understand how to safely store, transport and use compressed gas cylinders.
Introduction to radiation protection (run by Workplace Wellbeing)
Compressed gas safety
Key contact Dean Cross (x45252 d.f.cross@bham.ac.uk).
What you will be able to do after the workshop You will understand the variety of laser products in use, what governs what we do and how do we go about doing it safely, including but not restricted to optical hazards.
Chemical and laboratory safety (run by Workplace Wellbeing)
(run by Workplace Wellbeing)
Who it is suitable for This course is suitable for all staff members who need an introduction to laser/optical safety and specifically those who work with Class 3R, 3B and 4 laser systems.
Key contact Dr Gus Zabierek (x45253 g.a.zabierek@bham.ac.uk).
Key contact Dean Cross (x45252 d.f.cross@bham.ac.uk).
Duration Three hours.
Duration One and a half hours.
Delivery method Centrally, at 54 Pritchatts Road.
Delivery method This course is run each term for Colleges. To nominate yourself please contact your School’s health and safety coordinator.
Who it is suitable for This course is mandatory for those staff members who use unsealed radioactive material rather than x-ray equipment, unless otherwise agreed.
Who it is suitable for You will be a member of staff (or postgraduate student) who handles chemicals in a laboratory. What you will be able to do after the course You will understand the University’s policy, the different types of chemical hazard, exposure routes and safe working practices.
What you will be able to do after the workshop: You will understand the following: Radiation and Ionising Radiation Radionuclides and Radiation Generators Units Background Radiation Biological Effects Legislation Local Arrangements
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Learning and development guide 2014–15
Change and transition
Leading successful change Key contact Marc Adams (x45949 m.adams@bham.ac.uk). Duration One day. Delivery method Local delivery, run with eight to twelve participants. Who it is suitable for You will be responsible for leading a team of academic, academic-related or support staff through a change project or initiative. Alternatively, you may be playing a pivotal role in a wider change programme affecting your College, School or equivalent in Corporate Services. What you will be able to do after the course You will be able to apply, with confidence, what you have learned about the change process to your project or initiative, including determining appropriate timescales. You will understand the stages of change and what you need to do at each stage. The content There will be a strong focus on implementing change theory to a local project or initiative. A key part of the learning will be derived from discussion and action planning with colleagues
involved in similar projects and initiatives. In addition there will be input sessions on: Kotter’s eight step change model Lewin’s model for making change happen Effecting cultural change through culture change mapping How people react to change and what to do So what’s distinctive? A practical toolkit for initiating change and making it really stick. Handling challenging personal transition Key contact Marc Adams (x45949 m.adams@bham.ac.uk). Duration One day. Delivery method Local delivery, run with eight to twelve participants. Who it is suitable for You will be a member of academic, academicrelated or support staff who is leading a major change and who needs to learn more about the emotional response your team members are likely to have about this change and/or understand your own personal reactions to the change.
What you will be able to do after the course You will be able to manage your own reactions to the change, and help others do the same, with reference to some well-respected and helpful frameworks of support. You will be able to recognise the choices of behaviour you have available to you in transitional situations. Content Focus on discussion in large and small groups with space for personal reflection. In addition there will be input sessions on: The difference between change and personal transition The upside of change Kübler-Ross’s change and transition curve Bridges’ transition model Coping strategies So what’s distinctive? An understanding of why people react to change in the way they do and practical support at a time which may be personally challenging.
Academic staff
Managing performance
Setting objectives and performance standards
Introduction to the Performance Development Review (PDR) process
potential and everyone should have equality of opportunity to do so.
Key contact Kate Crane (x43690 k.crane@bham.ac.uk).
Key contact Kate Crane (x43690 k.crane@bham.ac.uk).
The rationale and benefits of conducting
Duration Two and a half hours.
Duration One and a half hours.
Content a performance development review The ‘must do’s’ to ensure that you
conduct an effective PDR A review of your current practice
Delivery method Local delivery in your workplace.
Delivery method Local delivery in your workplace.
Who it is suitable for You will be a new line manager or academic with responsibility for developing staff undertaking Performance Development Reviews for the first time and who needs to write individual and team objectives which incorporate relevant performance standards and behaviours. You may also be an experienced manager or leader who would welcome some refresher training.
Who it is suitable for You will be a new line manager or academic with responsibility for developing staff undertaking academic or academic-related PDRs for the first time. It is a University requirement that you attend this course before you carry out any PDR reviews. Carrying out an effective PDR is a vital part of ensuring everyone has the opportunity to reach their true potential and everyone has equality of opportunity.
What you will be able to do after the course You will be able to prepare for an effective PDR, carry out an objective review of the last 12 months, write SMART objectives with performance standards for both the team and the individuals within the team for the next 12 months and communicate the methods whereby these objectives will be monitored and reviewed. Content The workshop will cover: Preparing for a PDR Writing SMART objectives Getting a clear line of sight between organisational, team and individual objectives Defining and measuring performance standards Creating your own performance standards Monitoring and reviewing progress So what’s distinctive? An opportunity to draft objectives that are both meaningful to your individual team members and relevant in a wider context, with guidance and support from your peers.
What you will be able to do after the course You will be able to use the tool introduced to conduct your team members’ PDRs effectively. You will be able to get the very best from them, identifying potential, celebrating excellence and addressing under performance. This is essential to the University as it pursues its goal of becoming a leading global Universityeveryone should be encouraged to reach full
and what might need to change So what’s distinctive? This is mandatory training for anyone undertaking PDRs for the first time. PDR ongoing support and surgeries Besides the workshops detailed above, ongoing support is available on request to your local POD consultant. We hope that this support will help you with any real-life issues as they arise. In addition, we run PDR surgeries locally at your workplace, during which we anticipate that you will be able to book a short slot (typically 30 minutes) to discuss any issues with which you would like further guidance. We will inform you of upcoming dates via the POD website and Twitter feed. Alternatively, please contact Kate Crane (x43690 k.crane@bham.ac.uk).
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Learning and development guide 2014–15
Presenting yourself effectively
Presenting yourself with impact
CV writing and interview skills
Becoming an effective interviewer
Key contact Vincent O’Grady (x46050 v.c.ogrady@bham.ac.uk).
Key contact Yvonne Yelken (x48701 yelkeny@bham.ac.uk).
Note: The workshop does not replace the mandatory Recruitment and Selection training (see page 28), but builds on it helping you to develop your interviewing skills.
Duration Two days. Delivery method Classroom based at POD House (31 Pritchatts Road). Who it is suitable for You will be a member of academic, academicrelated or support staff who needs to present to a group. This would involve a team briefing, a business case to senior managers or research at a conference. Alternatively, you may want to refresh your approach to lecturing or to present to an interview panel. There are many other examples and this list is not exhaustive. What you will be able to do after the course You will be able to design, structure and prepare a presentation that meets both your needs and the needs of your audience. You will be able to use your voice and movement for maximum impact, involve your audience and deal effectively with questions. In short, this highly participative event will build your confidence and improve your presentation skills. Content You will bring with you a basic framework of a presentation you are due to give in the near future. You will be supported in developing your presentation, using the concepts and tools covered during the programme and will deliver it to an audience of your co-participants. Specifically: Why am I presenting? Structure and design Using visual aids Using your voice and movement Practise, practise, practise So what’s distinctive? A useful opportunity to work on a real-life presentation with guidance, support and feedback from your tutor and your colleagues.
Duration One day. Delivery method Classroom based at POD House (31 Pritchatts Road). Who it is suitable for You will be a member of academic, academic-related or support staff who is seeking a change in role either through promotion or following redeployment and who wants to self-present in the most positive manner possible through both your CV and at interview. What you will be able to do after the programme You will be able to apply your learning to better develop your CV so that it highlights your key skills, attributes and achievements and identify the ways in which you can prepare for interview by considering your body language, motivation and response to questions. Content The focus is on practise, discussion and personal reflection, specifically: Developing the structure and format of a CV Identifying your key achievements Communicating key skills and attributes Using the job description and person specification to prepare for the interview Creating specific responses to behavioural questions Understanding the impact of verbal and non-verbal communication So what’s distinctive? Hands on practical help to ensure you project yourself at your best both in writing and in person in a recruitment situation.
Key contact Yvonne Yelken (x48701 yelkeny@bham.ac.uk). Duration One day. Delivery method Classroom based at POD House (31 Pritchatts Road). Who it is suitable for You will be a member of academic, academicrelated or support staff who is responsible for the recruitment of new staff into your department/team and is involved in the preparation of materials and questions to use during the interview. What you will be able to do after the programme You will be able to apply your knowledge so that you can prepare effective questions to use during the interview, along with the critical questioning techniques which will support you, in compliance with legislation, in selecting the right candidate with the required skills and motivation for the vacancy. Content The focus is on skills, practise and discussion, specifically: The effectiveness of the interview in relation to the recruitment and selection of new staff A refresher of legal context of the interview A systematic approach to planning and structuring interviews Designing effective interview questions The opportunity to practise conducting an interview Note taking from an interview and giving feedback So what’s distinctive? A hands on opportunity to practise your interviewing skills and to receive feedback on performance.
Academic staff
Special stages in your career
Career development workshops
community engagement and plans for the future, in addition to an introduction to the numerous support services available to all employees.
changes you might want to make to your lifestyle and finances based on the expert advice provided by the retirement specialist leading the workshop.
Delivery method Local delivery.
This event builds from your local induction, which should take place in your first few weeks, and will reinforce your welcome to the University (a local induction pack and checklist will be available by the end of July 2014).
Who it is suitable for All members of University staff, who are looking to develop their careers. The workshops will examine how you can prepare and position yourself for the next step on your career ladder, whatever that may be.
What you will be able to do after the event You will have a better view of how your role contributes to the success of the University and will have developed knowledge that will build on and support relevant local induction activities.
What you will be able to do after the event You will have a better understanding of the capability framework; you will have examined job roles and have had the opportunity to discuss what options are available to you to help you develop. You will know what you need to do to market yourself for future roles.
Content A variety of presentations, including from: An overview of the University from a member of the University’s Executive Board Speakers from across the University ‘Speed-meeting’ session
Content Focus on presentations, discussion and personal reflection, specifically: How retirement will affect your life and relationships and the steps you need to take to plan for a new lifestyle Practical steps to protect your health and fitness in retirement How to use cash/investments/savings and income effectively in retirement Basic investment principles and how to reduce/manage investment risk How a Will and Power of Attorney can protect assets for your beneficiaries Entitlements and how to minimise cost should you need financial assistance for Long Term Care in the future
Key contact Elaine Clough (x58771 e.clough@bham.ac.uk). Duration Various.
More specific details are addressed in the POD workshop ‘CV writing and interview skills’ if you need these (see page 24). Central induction Key contact Elaine Clough (x58771 e.clough@bham.ac.uk). Duration Half day run every month. Delivery method Centrally via presentation, various locations. Who it is suitable for All new members of University staff, as soon as possible after joining. This is the ideal opportunity to gain a greater awareness of the University; its history, research, alumni,
So what’s distinctive? A chance to see the aims and ‘big picture’ of the University and the way all parts of the organisation go about achieving these as well as the opportunity to consider how you might contribute to success.
So what’s distinctive? A practical workshop which enables you to plan your retirement, armed with new information and the thoughts of your peer group. Promotions workshops for academic staff
Managing your retirement
Key contact Elaine Clough (x58771 e.clough@bham.ac.uk).
Key contact Yvonne Yelken (x48701 yelkeny@bham.ac.uk).
Duration One and a half hours.
Duration One day.
Delivery method Locally delivered in collaboration with your College Head of Human Resources, Head of College and Senior Academics as appropriate.
Delivery method Classroom based at POD House (31 Pritchatts Road). Who it is suitable for The workshop is suitable for anyone considering retirement – including early retirement – within the next 12 months. Partners and spouses are most welcome and are encouraged to attend (please fill in the required details on the booking form to register your partner’s or spouse’s attendance). What will you be able to do after the course You will be able to identify areas where forward planning will enhance your retirement. You will have the opportunity to reflect on any potential
Who it is suitable for All members of academic staff seeking promotion in relation to their next career move. This is an ideal opportunity to gain a greater awareness of the promotions process, the key stages and timeline and it will help you plan for the future. What will you be able to do after the course You will have a greater understanding of the promotions process for academic staff. You will be able to identify areas where you may need development and have the opportunity to reflect on the process and plan the actions you need to take to maximise your chance of promotion.
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Learning and development guide 2014–15
Coaching and mentoring
Becoming a member of the University’s coaching academy Key contact Leigh Casey (x48949 l.a.casey@bham.ac.uk). Duration Five days face to face, up to three days individual practice sessions and significant self-study. Delivery method The face to face workshops will be held at POD House (31 Pritchatts Road) in three blocks (a one day induction session and two, two day workshops). The individual practice sessions will be held in your workplace or that of your ‘practice client’. Who it is suitable for You will be a member of academic, academicrelated or support staff, who wants to develop excellence in coaching. We are not prescriptive about grade, but we do expect that you will already have had experience of coaching individuals and will be keen to build on this as part of the University-wide coaching academy. We anticipate that you already have a strong enthusiasm for enabling the benefits that exceptional coaching can bring to individuals, to teams and to the University as a whole. Please note: the amount of study you will need to do to gain full membership of the coaching academy is considerable. POD will bear the cost of your training. However, in exchange, we will ask you to contribute some of your time post qualification (the exact amount to be agreed with you) which you will spend coaching members of staff outside your immediate work area. Furthermore, we will apply entry requirements to study in the academy as follows: Approval from your line manager/the person responsible for your development A commitment from you to complete the study programme A commitment from you to give a mutually agreed amount of your time to coaching individuals outside your work area post qualification A willingness to work with and to support a team of fellow coaches What you will be able to do after the programme You will be able to coach individuals with excellence. On successful completion
of the programme of study you will be awarded an ILM level 5 Certificate in coaching and mentoring and full membership of the University’s coaching academy. After this, you may proceed to secure your individual coaching accreditation with the European Mentoring Coaching Council (EMCC), one of Europe’s most respected coaching bodies. Content Focus on coaching practice in large and small groups and in individual sessions with ‘practice clients’ during your training. These sessions will be observed. You will be required to reflect on what you have learned and to record this for inspection by the examiner. There will be considerable discussion and sharing of best practice. Finally, we will determine together how we can best use coaching to help the University meet its objectives. So what’s distinctive? A fabulous opportunity to become involved in a key people development initiative and also to gain a well-regarded qualification. Note: we would also love to hear from qualified coaches already in the University who would like to join the coaching academy. Coaching support from the academy Key contact Leigh Casey (x48949 l.a.casey@bham.ac.uk). Duration Will vary but typically comprise one to six sessions with your coach, dependent on the extent of your need. Each session will last one to two hours. Delivery method Generally, face to face in your workplace or that of the coach. Alternatively, the sessions can take place at POD House (31 Pritchatts Road) if the room is booked with POD in advance. Telephone coaching may also be an option, depending on need and circumstance. Who it is suitable for You will be a member of academic, academicrelated or support staff, who needs specific and tailored support to help resolve a work-related issue or who wants to develop a particular skill. Please note, coaching is a form of development and is neither a remedial activity nor a substitute for line management. Furthermore, it is not counselling nor is it a ‘listening ear’.
You will need to submit a short business case to access coaching support, which will include the following: Approval from your line manager/the person responsible for your development A commitment from you to attend all coaching sessions that you schedule and to participate fully in these sessions A commitment from you to do any off-line work that you and your coach decide is appropriate Once POD has approved the business case, you will be matched with a coach from the coaching academy. What you will be able to do after the programme You will be able to resolve the work-related issue in question and/or have a tailored plan for your own development which you yourself will take forward to work on. Content This will vary. You will have a chemistry meeting with your coach to establish that you can work together satisfactorily. After this, the coach will hold a meeting with you and your line manager/ the person responsible for your development to agree outcomes for the coaching programme and the number and frequency of meetings. The coach will encourage you to share what comes out of the coaching sessions with your line manager/the person responsible for your development. However, at the end of the coaching programme the coach will meet with you and your line manager/the person responsible for your development to review the success of the programme against the outcomes agreed at the beginning of the programme.
Academic staff
So what’s distinctive? Tailored one to one support from a qualified and skilled coaching practitioner who understands your work environment and the challenges it presents.
What you will be able to do after the programme You will be able to resolve more easily strategic work-related issues and/or have a tailored plan for your own development which you yourself will take forward to work on.
Coaching support from external providers Key contact Leigh Casey (x48949 l.a.casey@bham.ac.uk). Duration Will vary but typically will comprise one to six sessions with your coach, dependent on the extent of your need. Each session will last one to two hours. Delivery method Generally, face to face in your workplace. Alternatively, the sessions can take place at POD House (31 Pritchatts Road) if the room is booked with POD in advance. Telephone coaching may also be an option, depending on need and circumstance. Who it is suitable for You will be a senior academic or a senior member of professional services working in a role with a strong strategic component, which requires that you have need for support from outside the University, provided by a coach who has strategic experience and/or exposure to a range of organisations that you can learn from.
Content This will vary. You will have a chemistry meeting with your coach to establish that you can work together satisfactorily. After this, the coach will hold a meeting with you and the person responsible for your development to agree outcomes for the coaching programme and the number and frequency of meetings. The coach will encourage you to share what comes out of the coaching sessions with the person responsible for your development. However, at the end of the coaching programme the coach will meet with you and the person responsible for your development to review the success of the programme against the outcomes agreed at the beginning of the programme. The coach will keep Leigh Casey up to date with the process (but not with the content of your sessions) to ensure that the University is getting value for money. So what’s distinctive? Tailored one to one support from a qualified and skilled coaching practitioner who brings a breadth of experience to the relationship. Being an effective mentor
You will need to submit a short business case to access external coaching support, which will include the following: Approval from the Vice-Chancellor or the Registrar or delegated sponsor A commitment from you to attend all coaching sessions that you schedule and to participate fully in these sessions A commitment from you to do any off-line work that you and your coach decide is appropriate Once the business case has been approved, you will be matched with a coach from our approved firms. Leigh Casey, as the account manager for external coaching, will oversee this process and will meet with you to discuss your needs before the matching takes place.
Key contact Elaine Clough (x58771 e.clough@bham.ac.uk). Duration Half day. Delivery method The workshop will be held at POD House (31 Pritchatts Road). Who it is suitable for This course is available to anyone who wishes to become a mentor at the University, whatever your role. Mentoring is a partnership between two people which offers ongoing support and development opportunities to a mentee, with both parties sharing a common purpose of developing a relationship built on trust and confidentiality.
What you will be able to do after the course At the end of the workshop you will have the confidence to take on the role of mentor and will understand how valuable a mentoring relationship is to all concerned. Content The workshop is an opportunity to understand your role and responsibilities as a mentor and the skills relevant to this role. It will cover the University’s mentoring scheme, the benefits of mentoring, ground rules and confidentiality, the mentoring relationship and the skills of an effective mentor. So what’s distinctive? An opportunity to grasp the subtleties of mentoring and the options open to you, so that you can develop a style unique to you and useful to your mentee. Buddying, work shadowing and job swaps Key contact Leigh Casey (x48949 l.a.casey@bham.ac.uk). During 2014–15 we hope to introduce further schemes that will extend our range of one to one support into areas such as buddying, work shadowing and job swaps. Please look at the POD website or follow the POD Twitter feed to find out the latest on these new initiatives.
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Learning and development guide 2014–15
Diversity in the workplace
Online equality and diversity training Key contact Marc Adams (x45949 m.adams@bham.ac.uk). Duration 45 minutes. Delivery method E-learning. Who it is suitable for This training is mandatory for all staff. New members of staff will automatically be sent the link to the training as part of their induction. From January 2015, staff will only be able to sit on recruitment and promotion panels if they have completed the online training and the Recruitment and Selection Workshop. What will you be able to do after the course You will be able to apply a clear understanding of your responsibilities after working through this overview of equalities legislation, case studies and relevant links to University policies and procedures. Content The package covers: The impact of relevant legislation The negative effects of discrimination Your responsibilities within this area, and the consequences of not adhering to the law Sexual discrimination Harassment and bullying Recruitment and selection workshops Key contact Leigh Casey (x48949 l.a.casey@bham.ac.uk). Duration One and a half hours. Delivery method Large-scale presentations, with the opportunity for questions, at different venues around campus. The workshops will run over spring, summer and autumn 2014. Who it is suitable for This training is mandatory for all staff undertaking recruitment and selection activities or who sit on promotion panels. From January 2015, staff will only be able to sit on recruitment and promotion panels if they have attended this workshop and completed the online equality and diversity training.
We will notify you at the end of 2014 of the arrangements we will put in place for the training of those new joiners to the University, post 31 December 2014, who have responsibility for recruitment, selection and promotion activities.
Why does diversity matter? System 1 and System 2 thinking Unconscious bias Stereotyping and bias In-group and out-groups The impact of unconscious bias
What will you be able to do after the workshop At the end of the session you will understand the different stages of the recruitment and selection process and identify the risks and opportunities that arise. The session will not cover interviewing skills, but you can develop these by attending the one day POD course ‘Becoming an effective interviewer’ (see page 24).
Addressing unconscious bias
So what’s distinctive? The opportunity to explore how our natural ways of thinking can lead to biases in our behaviour towards others, of which we are unaware, and share practical strategies for managing these. The Aurora leadership programme
Content A presentation and question and answer session on the recruitment and selection process. Unconscious bias workshop Key contact Marc Adams (x45949 m.adams@bham.ac.uk). Duration Half day. Delivery method Likely to be local and in teams, but there may be open programmes. We are in the process of evaluating our pilot workshops and will let you know what the delivery method is via the POD website. Who it is suitable for This workshop is for all University staff who wishes to increase their awareness of the unconscious influences on their behaviour and take steps to ensure that they value diversity among staff and students in the University. Please note that the workshop does not cover equality legislation and delegates will need to have completed the online Equality and Diversity training before participating. What will you be able to do after the course At the end of the workshop you will understand how the ways in which the brain takes shortcuts can lead to unconscious bias in our interactions with others and have strategies for managing these. Content The workshop consists of interactive exercises and group discussions on the following topics:
Key contact Leigh Casey (x48949 l.a.casey@bham.ac.uk). Duration Five one day workshops plus one to one mentoring support and action learning sets over a six month period. Delivery method The workshops are delivered off-site and are large-scale events for around 200 women run with participants from other Higher Education Institutions by the Leadership Foundation for Higher Education. Mentoring support and most of the action learning set work is delivered by the University on-site either in POD House or at other mutually convenient venues. Who it is suitable for This programme is suitable for early career academic women only (at lecturer level and equivalent). Entry to the programme is by invitation and you should register your interest with Leigh Casey. What will you be able to do after the course At the end of the programme you will have enhanced the skills and confidence to negotiate your career. You will have also started to build your own portfolio of leadership skills and developed your internal and external networks. Content Workshops on power and politics, finding your voice, making an impact and leadership skills in a changing environment. One to one mentoring support and practical action learning set work, supported by a library of on-line learning materials.
Academic staff
First aid courses Run by Workplace Wellbeing
First aid at work
Emergency first aid at work
First aid update
Key contact Frances Wakefield (x45251 f.l.wakefield@bham.ac.uk).
Key contact Frances Wakefield (x45251 f.l.wakefield@bham.ac.uk).
Key contact Frances Wakefield (x45251 f.l.wakefield@bham.ac.uk).
Duration Three consecutive days, usually run once a month.
Duration One day (on an ad hoc basis).
Duration Half days run mornings and afternoons on a regular basis.
Delivery method Run centrally at 54 Pritchatts Road. Who it is suitable for Staff who express an interest in becoming a First Aider once a risk assessment has identified a need in the College. Please discuss this with your area First Aid Coordinator before seeking permission to attend. What will you be able to do after the programme You will be able to work with confidence and knowledge to deal with any first aid incidents and any incidents that may occur that are specific to risks in your workplace. Additional information The cost of the training is ÂŁ150 (the supplier is Food Advisory Consultancy and Training and can be found on Proactis).
Delivery method Run centrally at 54 Pritchatts Road. Who it is suitable for Staff who express an interest in becoming an Emergency first aider once a risk assessment has identified a need in the College. Please discuss this with your area First Aid Coordinator before seeking permission to attend. What will you be able to do after the programme You will be able to work with confidence and knowledge to deal with situations where basic emergency first aid is required. Additional information The cost of the training is ÂŁ95 (the supplier is Food Advisory Consultancy and Training and can be found on Proactis).
Delivery method Run centrally at 54 Pritchatts Road. Who it is suitable for You will be a practising First Aider who requires an annual update and this is an opportunity to practise and refresh your first aid skills. Please note, it is mandatory to attend an annual update within 12 months of attending the three day first aid training course and within 12 months of attending the previous update. What will you be able to do after the programme You will be able to work with confidence and your knowledge and skills will be refreshed.
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Learning and development guide 2014–15
Online/eLearning (Canvas) Training Courses Overview A range of introductory training courses have been developed, aimed at all teaching and administrative staff who wish to use Canvas, the University’s new virtual learning environment. These courses have been tailored to offer insight into Canvas and how best to use the tools to enhance teaching, learning and collaboration. Key contact elearnteam@lists.bham.ac.uk. Duration Each course is two hours in duration. Delivery method There are five main courses that make up the suite of training materials currently offered. The first course offers an introduction to Canvas, basic orientation and an overview of the key tools. From here, a range of complementary courses offer further detailed insight into specific areas and activities that can be performed within the virtual learning environment.
What you will be able to do after the course After completing the suite of courses, attendees could have a detailed understanding of the tools and functions of Canvas, with an understanding of how these can be usefully deployed within their own situational context.
Canvas: creating and managing assignments This course provides an overview of the facilities within Canvas for the creation and processing of assignments. Main topics: Overview of the canvas assignment tool
Canvas: introduction for staff
Creation process for assignments Managing assignments via Gradebook tool
A general introduction to Canvas and the suite of initial training courses developed by the eLearning Team. Includes orientation to general principles of Canvas, and brief overview of core tools and features.
Creation and use of Rubrics
Main topics: Brief overview of Canvas principles (terminology, openness, mobile) User roles in Canvas Basic orientation to Canvas interface Overview of core Canvas tools
Using Turnitin to promote academic integrity
Marking options available both online
and offline Marking using the SpeedGrader Mechanisms of providing feedback
to students
Canvas: managing and presenting content
Canvas: computer-marked assessments An introduction to the use of self-assessment quizzes and surveys in Canvas. Main topics: Types of quiz (graded, practise, survey)
An introduction to the different ways in which content can be created and delivered using Canvas.
Quiz settings
Main topics: Overview of three main topic areas Overview of Pages Overview of Files Overview of Modules Course Home Page
Using question groups to present different
Canvas: communication tools
Quiz statistics
An introduction to the features of Canvas that can facilitate communication and dialogue with students.
If none of the courses above match your particular need, or you have a group of staff who would benefit from having these courses delivered in-situ, then please email the learning team with your request: elearnteam@lists.bham.ac.uk.
Question types Embedding images and course content
within quizzes The courses all follow similar formats. Attendees are shown an overview of the concepts covered in the training session, followed by a workshop with practical hands-on exploration of the concepts covered. Experienced eLearning staff will be on hand throughout to guide and offer advice, allowing attendees to contextualise the concepts within their own situational needs. Who it is suitable for The courses have been developed for all teaching, administrative and Corporate Services staff who wish to use Canvas within their respective areas.
questions on each attempt Feedback options Question banks Viewing student responses Allowing extra time or attempts
for individual students
Main topics: Announcements Discussions Conversations Chat Tool
So what’s distinctive? The courses and their delivery allow attendees to explore the range of tools and functions offered by Canvas and offer advice on how these can be applied to their own areas of work. The workshop format allows attendees to ask experienced eLearning professionals how to get the most out of Canvas. If you would like to attend one of these courses, please visit the webLearn website: intranet.birmingham.ac.uk/weblearn. Or email the course booking address ivlecoursebookings@contacts.bham.ac.uk.
Academic staff
TECHNOLOGY
SKILLS DEVELOPMENT
IT training The Technology Skills Development Team offer an extensive programme of free IT skills courses both face-to-face and online. Software applications covered include: NVivo, SPSS, MS Office, Stata, Photoshop and TurningPoint.
Courses are open to all university staff and postgraduate students. Most face-to-face courses are conducted in our dedicated training suite in the Nuffield building. Full details of courses, our location, links to online resources and our self-service booking system are available at: intranet.birmingham.ac.uk/itskills
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www.birmingham.ac.uk
9435 Š University of Birmingham 2014.
Edgbaston, Birmingham, B15 2TT, United Kingdom