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Staff Development Programme 

Developing Professional Capability 

2008-2009

Staff Development Programme Developing Professional Capability 01 

Foreword 

We are justly proud of our framework of staff development at 

Salford, which is designed to reflect our goals and priorities, address 

issues arising from the national higher education agenda, and to 

offer opportunities for personal and professional development. 

Staff development at Salford is also an integral part of our 

commitment to the development of all members of the University. 

We know from the feedback that we receive from staff that the 

majority of you both value and gain a great deal from your 

involvement in this programme. The value of this participation lies 

not just in the new skills and perspectives that the sessions equip you 

with, but also in the opportunities they provide to meet and share 

experiences with colleagues from across the University, and to step 

back and reflect in a purposeful but relaxed environment. 

Today, Realising our Vision is leading us through a period of 

significant and exciting organizational change. The framework of 

professional and personal development this programme provides 

should make a significant contribution to this change process. 

I hope therefore that you will choose to participate in this year’s 

programme and that the new knowledge and insights which you 

acquire will serve you well both in your daily work and in taking 

forward your career. 

Finally, being a dynamic process, change will continue to raise new 

needs that require different approaches and solutions. If you would 

like to arrange staff development to meet your specific needs or 

those of your team, including those arising from this period of 

organizational change, please do not hesitate to discuss these with 

our colleagues in Staff Development. 

Vice-Chancellor

02 

Staff Development Programme Developing Professional Capability 

Introduction 

Welcome to the 2008 - 2009 Staff Development Programme. 

This programme provides a snapshot of the opportunities available for 

learning and development at the University of Salford and will be built 

on during the year. It is shaped by and responsive to the strategic and 

operational goals and priorities of the organization and the needs 

identified through the annual planning process. 

As in previous years a number of colleagues will be contributing from 

across the University community and we would like to thank them for 

using their knowledge and skills and wisdom in supporting and 

participating in the delivery of this programme. 

We would be pleased to hear from you if there are additional events 

you feel should be included in the core programme or if you too would 

like to offer a workshop, seminar or briefing session that will be of 

relevance to others. 

We hope that this programme will support your career development, 

help you to meet the challenges and requirements of our evolving 

organization and to achieve the business priorities for your team, 

school or professional service. The development of new skills and the 

acquisition of new knowledge is essential at all times, but even more so 

during a period of change and organizational development. 

Sharon Grant 

Manager 

Staff Development 

Human Resources Division 

Dorothy Oakey 

Head of Curriculum Development 

& Academic Practice 

Learning Development Unit 

Information and Learning Services

Staff Development Programme Developing Professional Capability 03 

Contents 

What is Available Through Staff Development 4 

Attendance at Training and Development Events 6 

1 Induction 7 

2 Enterprise and Development 8 

The University Funding and Development Team Programme 8 

Development on Demand 9 

3 Equality and Diversity 10 

University of Salford Equality and Diversity Statement (December 2005) 10 

Equality and Diversity Bespoke Provision 11 

Promoting Equality in Teaching and Learning 11 


4 Health, Safety and Well–Being 13 

The Tom Husband Leisure Centre 13 

General Sessions 13 

OHSS Development Programme 13 

5 Information and Communication Technology (ICT) 14 

Web Briefings 14 

Information and Learning Services: Information and Communication Training (ICT) 14 

Bookings for ILS Training 15 

European Computer Driving Licence (ECDL) 17 

Business Systems Training 17 

6 Leadership and Management Development 18 

Development for Managers and Leaders in Managing Change 18 

General Sessions For All Managers 19 

90 Minute Management Series 20 

Management Essentials 20 

Middle Management Development Programme 21 

Senior Management Development Programme 22 

Award in First Line Management Level 3 Institute of 

Leadership and Management (ILM) 22 

7 Learning, Teaching and Assessment Practice 23 

Workshops 23 

Validated Initial and Continuing Professional Development Programmes 25 

Postgraduate Diploma in Higher Education Practice and Research Workshops 25 

Postgraduate Teachers 26 

The Higher Education Academy (HEA) 27 

Learning and Teaching Research Network (LTRN) 27 

8 Learning Technologies 28 

Learning Technologies Bespoke Provision 29 

Technology for Teaching 29 

Using Audio Visual Equipment 29 

Interactive Whiteboard Training 29 

9 Personal and Professional Effectiveness 30 


Graduation Preparation 32 

Meetings and Committees 33 


Working Effectively with Others 33 

Communicating Effectively with Others 34 

Creating an Effective Working Environment 35 

Career Review and Development 36 

The Careers Service 37 

Association of University Administrators Postgraduate Certificate in 

Professional Practice (Higher Education Administration and Management) 38 

Languages for All Programme 38

04 


10 Research Management and Development 38 

University Funding and Development Team 38 


Supervisor Development Programme 40 

Information Learning Services Events for the Research Community 41 

Booking for ILS Events 41 

11 The Student Experience 42 

Workshops and Seminars 42


05 

What is Available Through 

Staff Development 

Our aim is to provide a professional and client-centred approach to 

our work with individuals, groups, teams, schools, support units and 

faculties. In addition to the events advertised in this programme we 

offer bespoke staff development, ‘development on demand’, 

programmes aimed at specific staff groups, online staff development 

and access to our Open Learning Resource Centre. 

Bespoke Staff Development 

The Staff Development Team are experienced in the specification, 

planning and delivery of a wide number of customized solutions to 

training and development. 

We are able to work with you in a number of ways. We can: 

■ 

■ 

■ 

■ 

Co-ordinate or facilitate events or away-days tailored to 

your specific needs 

Provide advice on planning, delivering and evaluating 

in-house events and on identifying appropriate facilitators 

Provide financial support for in-house events 

Provide advice on managing change. 

Using the skills of process consultancy we can also work more 

closely with you to: 

■ 

■ 

■ 

■ 

Identify learning and development goals 

Discuss strategies for goal achievement 

Design and deliver appropriate learning and development 

activities 

Commission activities by other internal or external providers 

■ Design and implement evaluation frameworks to identify 

outcomes achieved. 

To discuss your bespoke staff development requirements, please 

contact Staff Development on ext. 52329. For further information 

about funding support available for bespoke staff development, 

please see www.edu.salford.ac.uk/scd/bespoke/ 

Furthermore we are accredited to use the following tools with which 

to identify individual and team learning and development needs: 

MBTI® Step I 

A successful organization is made up of people with different working 

styles that complement each other. Understanding how people work, 

and helping them understand how their personal style interacts with 

that of their colleagues, is an essential building block of creating a 

dynamic team. With more than 3.5 million questionnaires completed 

worldwide every year and more than 13,000 qualified users in Europe, 

the Myers-Briggs Type Indicator (MBTI) questionnaire is the most 

widely used personality questionnaire in the world and It is based on 

over 50 years of research and development. 

The MBTI Step I can be used for: 

■ 

Individual development: understand your preferred 

working style and how to develop this to be more effective 

in a range of situations 

■ 

■ 

■ 

■ 

■ 

■ 

Management and leadership development: help 

managers and leaders to appreciate the impact of their 

personal style on others, and identify their strengths and 

any areas that they may need to develop to become more 

effective. This extremely well as part of an executive 

coaching programme 

Teambuilding and development: increase awareness 

of the team's working style and, as a result, improve team 

communication, enhance problem-solving, encourage 

appreciation of diversity and resolve conflict 

Organizational change: understand why people react 

differently to change and how to support them through 

the process 

Improving communication: help people to understand 

how to communicate effectively with different people and 

develop influencing and persuading skills 

Education and career counselling: identify learning styles 

and motivations, improve teaching and training methods 

and provide career guidance 

Relationship counselling: improve the quality of 

relationships and interactions by understanding and 

valuing differences. 

FIRO-B® instrument 

We are all different. The differences between people in an 

organization have a massive impact on relationships and on working 

culture. Understanding those differences can dramatically increase an 

individual's awareness of how they come across to others, how and 

why conflict can develop and how to understand and manage their 

own needs when interacting with a team. A unique, world-leading 

indicator of interpersonal style, the FIRO-B questionnaire measures 

how a person typically behaves towards others and how that person 

would like others to behave towards them. Teams thrive when they 

are built from different people with different skills. This instrument 

can be used to understand how to harness those differences. 

The FIRO-B questionnaire can be used for: 

■ 

■ 

■ 

■ 

■ 

Teambuilding and team development: identify 

likely sources of compatibility or tension. Improve 

communication, openness and trust, resolve conflicts 

and help decision-making 

Individual development: increase self-awareness and 

interpersonal effectiveness, and identify leadership style. 

Use as part of a coaching process, or for career development 

or personal growth 

Conflict resolution: identify the likely causes of conflict 

and how they can be managed effectively 

Selection and placement: use only in combination with 

other assessment techniques. This can help to structure 

interviews and assess likely team roles or interpersonal 

behaviour 

Relationship counselling: identify and resolve possible 

sources of incompatibility and dissatisfaction.

06 


16PF® instrument 

A robust trait-based measure of personality, the 16PF instrument is 

one of the most valid predictors of human behaviour, and is based on 

over 50 years of research and testing. Originally developed by 

Raymond Cattell in 1949, and available in UK English and many other 

languages, the 16PF questionnaire assesses an individual's personality 

against 16 personality factors to provide a valid and accurate predictor 

of future behaviour: 

The 16PF instrument can be used for: 

■ 

■ 

■ 

■ 

■ 

Selection: map the factors against those needed for 

success in a role. Assess candidates against these and use 

the results as a basis for interview. 

Management development: assess management 

potential and style, and use this to formulate a 

development plan 

Executive coaching: help current and potential leaders to 

increase their self-awareness and identify areas for 

development 

Teambuilding: understand any areas that might add to or 

detract from team effectiveness, and identify areas for team 

development 

Career guidance: match individuals' skills to those needed 

for particular roles, and identify any skills that would benefit 

from further development. 

The Margerison-McCann Team Management 

Profile 

An extensively researched and proven psychometric tool, this powerful 

Profile shows how personal development is the critical first step to 

high performance teamworking. A 5,000 word personalized report 

looks at where your motivation lies, how you can best contribute to 

team success and how you are likely to lead, manage and link with 

others who may have different perspectives on the world of work. 

It can be used with team members, managers and leaders, but is 

at its most powerful when used to build and sustain high energy 

teams. The Profile reveals each individual's work preferences which is 

critical in choosing types of work or career, and demonstrating how 

best each member can make a contribution to the team. 

The Team Management Profile offers you more perspectives on high 

energy teamworking and enables you to: 

■ 

■ 

■ 

■ 

■ 

■ 

Optimize diverse strengths and role preferences 

Find better ways of communicating and sharing 

Understand and maximize individual energies 

Allocate tasks according to individual preferences 

Recognize, value and work better with a wider range of 

people 

Appreciate how each person's approach impacts on the 

team. 

Development on Demand 

In order to increase the flexibility of staff development provision at the 

University we have continued to use the ‘development on demand’ 

section. This works in two ways: 

■ 

Throughout the programme you will notice sections entitled 

‘Development on Demand’ which indicate a range of staff 

development sessions that you may like to attend or arrange 

for your staff to attend. These sessions will run only when a 

suitable cohort has been recruited or as a bespoke event for 

your school or unit 

■ You will notice that for many sessions we have advertised a 

single date only. If you are unable to attend on the advertised 

date or require the training at a later date, please let us know 

and we will add your name to the waiting list. Also, let us 

know if you would like us to arrange this event for your team. 

To signal your interest in one of the ‘Development on Demand’ sessions 

or to add your name to the waiting list for a session you may have 

missed please contact Staff Development Enquiries on ext. 52329, 

email: edu-sd-enquiries@salford.ac.uk 

Targeted Development 

We are increasingly developing programmes targeted at staff in 

specific roles. These include training for senior, middle, and first line 

managers, postgraduates who teach as well as sessions aimed at 

members of the Learning and Teaching Research Network. 

An overview is provided in this programme and further details will be 

made available through targeted emails and information leaflets. 

Online Staff Development 

As part of our commitment to ensuring that all staff at the University 

of Salford have access to development opportunities we are offering a 

range of online, self-study and blended materials. These materials are 

designed to increase your control over your learning by enabling you 

to undertake development activities at a time and place which best 

suits you. 

You will find details of individual online guides, packs and discussion 

papers where you see this symbol. A full list of courses is available 

online at www.edu.salford.ac.uk/scd/online/ 

Staff Open Learning and Resource Centre 

The Staff Development section manages a considerable resource 

centre consisting of books, journals, papers and audio-visual media 

that are available to all staff. These resources cover wide-ranging 

topics from appraisal to study skills, counselling to personal 

development and management to quality issues. Staff are welcome to 

drop into the Resource Centre, fifth floor, Crescent House at any time 

during office hours. Please telephone in advance to ensure that a 

member of staff is available to assist you (ext. 52308). A searchable 

database of resources is available online at 

www.edu.salford.ac.uk/scd/flexible/olrc/ 

Post-Entry Training Scheme 

Previously the Post-Entry Training Scheme has provided financial 

assistance to non-academic/support staff who wish to pursue parttime 

courses leading to recognized qualifications. This scheme is 

currently under review and details about the new scheme will become 

available during the year. For staff currently supported through the 

scheme who have any questions about how this may affect them, 

please contact Angela Cross on ext. 52338 or email: 

a.e.cross@salford.ac.uk


07 

The Manchester Agreement 

The Greater Manchester universities have an informal agreement to 

allow access to staff development initiatives from each of the 

universities. Staff wishing to attend a development session from 

another university are able to do so if there is space on the event, 

at no cost unless specifically stated. For further information on 

activities taking place this year, please see the web sites below or 

contact Maxine Rawlings (ext. 52339 or email: 

m.k.rawlings@salford.ac.uk). 

Manchester Metropolitan University: 

www.mmu.ac.uk/humanresources/devandtrain/ 

University of Manchester: 

www.staffnet.manchester.ac.uk/employment/training/

08 


Attendance at Training 

and Development Events 

Eligibility 

Sessions are open to all staff as appropriate with the exception of 

some targeted events which are relevant to specific job roles as 

indicated in the programme details. 

Finding Out About and Booking On To 

Development Events 

You can find out about staff development events via this programme, 

online at the Programme web pages, via the monthly email sent to all 

staff and through fliers and brochures advertising specific 

programmes. 

If you wish to book a place on any of the sessions advertised, you 

can: 

■ 

■ 

Complete the online booking form at 

www.edu.salford.ac.uk/scd/programme/ 

Email: edu-sd-enquiries@salford.ac.uk 

■ Telephone ext. 52329. 

Early booking is recommended as places are limited on all sessions. 

On receipt of your booking, a place will be reserved for you unless 

otherwise notified, so please put the date in your diary. If the 

session(s) you have tried to book is/are full, you will be notified of this 

by return. Otherwise, assume you have a place. A confirmation and 

reminder email will be sent to you at least 4 weeks before the event 

and joining information will normally be sent one week before the 

event. 

If the event you wish to attend is full, or if you do not receive 

confirmation, please contact edu-sd-enquiries@salford.ac.uk to 

find out about the status of your booking. 

If you are not able to attend a session on the date offered but 

would be interested in attending on an alternative date, please 

let us know and your name will be placed on a waiting list for 

an alternative date. 

Course Attendance 

Please arrive at least five minutes before the start of the session so that 

it can begin and end on time. It is your responsibility to ensure that 

you have signed the attendance list, otherwise you may be charged 

for non-attendance. To help us plan and improve courses please 

complete the evaluation form before leaving the session. 

Fees/Cancellation/Failure to Attend 

Unless specifically stated there is no charge for attending workshops 

and sessions. If changing circumstances mean that you cannot attend 

an event, please give us at least four weeks’ notice. Your place can 

then be offered to someone on our waiting list. We have a policy to 

charge Divisions/Schools £40 if their staff: 

■ 

■ 

■ 

■ 

Fail to turn up for an event 

Cancel without a valid reason after receiving the 

confirmation and reminder email 

Do not attend as a result of not receiving the confirmation 

and reminder email – if you have not received confirmation 

within 4 weeks of the event, it is your responsibility to 

contact us to check the status of your booking 

Fail to register their attendance at the event with a signature 

on the attendance list. 

Search for and book onto staff development events at: www.edu.salford.ac.uk/scd/programme/


09 

Induction 

01 

The University's Induction Programme is designed to welcome new 

staff, to give an initial introduction to the systems and structures of 

the University and to provide essential information. Combining talks, 

activities and online materials, the programme also gives participants 

an opportunity to meet and work with colleagues and senior staff 

from across the institution. 

New For This Year 

Induction Taster 

These drop-in events are for staff who join the organization in 

between the general induction sessions and who want to gain an 

overview of the induction opportunities available, to meet other new 

staff and have an opportunity to ask questions in an informal way. 

13 October 2008, 11.00-12.00 18 November 2008, 11.00-12.00 

27 January 2009, 11.00-12.00 11 February 2009, 11.00-12.00 

22 April 2009, 11.00-12.00 18 May 2009, 11.00-12.00 

8 July 2009, 11.00-12.00 

Please contact edu-sd-enquiries@salford.ac.uk to confirm your 

attendance to enable adequate catering. 

As a new staff member, depending upon your role and responsibilities, 

you may also be interested in the following induction session repeated 

on the following dates: 

Orientation for New Managers 

25 September 2008, 11.00-3.00 17 December 2008, 11.00-3.00 

19 March 2009, 11.00-3.00 18 June 2009, 11.00-3.00 

Please note that these events are not a substitute for the General 

Induction event (see below) and do not count towards probationary 

requirements. 

Introduction to Equality and Diversity 

10 September 2008, 9.30-12.30 12 September 2008, 1.30-4.30 


11 December 2008, 1.30-4.30 16 December 2008, 9.30-12.30 

2 March 2009, 9.30-12.30 6 March 2009, 1.30-4.30 

10 March 2009, 9.30-12.30 17 June 2009, 9.30-12.30 

18 June 2009, 1.30-4.30 24 June 2009, 9.30-12.30 

General Induction Event for All New Staff 


4 March 2009, 9.30-12.30 16 June 2009, 9.30-12.30 

New Administrative and Clerical Staff Event 


11 March 2009, 9.30-12.00 23 June 2009, 9.30-12.00 

Getting Started in Learning and Teaching 

9 October 2008, 10.00-1.00 (a) 6 November 2008, 10.00-1.00 (b) 

27 February 2009, 10.00-1.00 (a) 24 April 2009, 10.00-1.00 (b) 

(Please note that sessions (a) and (b) are linked and attendance is 

expected at both sessions.) 

Learning and Teaching and the Salford Context 

23 October 2008, 12.30-2.00 10 March 2009, 12.30-2.00 

Student Life: supporting the student experience 

29 October 2008, 12.00-2.00 8 April 2009, 12.00-2.00 

Enterprise and Development 

13 November 2008, 12.00-2.00 21 April 2009, 12.00-2.00 

Research at Salford 

26 November 2008, 12.00-2.00 24 March 2009, 12.00-2.00 

Research Governance and Ethics 

13 January 2009, 9.45-1.30 (TBC) 19 May 2009, 9.45-1.30 (TBC) 

Online Induction: Learning about the University 

Accessed through the University’s Virtual Learning Environment (VLE) 

these materials provide you with an opportunity to find out about the 

history of the University, its systems and structures, how to navigate 

processes involved in day-to-day operational activities and who to 

contact for further information and advice. For further details please 

see www.edu.salford.ac.uk/scd/induction/ 


10 


Enterprise and Development 

02 

The University badges itself as an Enterprising University, highlighting 

the innovations, creativity, partnerships and networks that our 

enterprising staff have with the ‘real world’, adding value to their 

teaching and learning and to their research, and making a difference 

to our profile and/or profitability. There are a number of different 

enterprising development routes via this programme which have been 

compiled to help meet faculty and school plans and as a result of 

feedback from faculties and schools directly to Enterprise and 

Development staff. 

Staff Induction Events 

13 November 2008, 12.00-2.00 

21 April 2009, 12.00-2.00 (repeat session) 

These events provide an overview of the Enterprise and Development 

Division for all new academic and support staff throughout the 

University. 

The University Funding and Development Team 

Programme 

The University Funding and Development Team is a specialist team 

dedicated to securing additional resources for the University to 

undertake activities not directly funded by HEFCE. The Funding Team 

provides advice, guidance and support to faculties, schools, research 

institutes and support services within the University on how to 

develop projects and secure funding. This can be for a variety of 

schemes and projects that support the strategic aims of the University, 

in teaching and learning, in research and in enterprise and 

development. The Team can also assist with the bid writing process 

and contract negotiations. In addition, the Funding Team can advise 

and provide support on managing projects, working with project 

teams to ensure that monitoring procedures are in place and audit 

requirements are met. 

For further information regarding these events or to arrange a 

bespoke session, please contact ext. 55407. 

Funding Opportunities 

17 October 2008, 12.00-1.00 

The University Funding Team, Enterprise and Development 

The Funding Team exists to support academics to secure external 

funding. This session will be beneficial for those with little or no 

experience of seeking additional funding to support their research, 

teaching or enterprise activities. The session will provide information 

on key funds available to you, how to bid for funding, tips for success 

and the University support available to you when making an 

application for funding. 

The Lifelong Learning Programme (LLP) 

31 October 2008, 12.00-2.00 


The EU’s Lifelong Learning Programme (LLP) provides grants to foster 

collaboration, co-operation and mobility between education and 

training systems within the European Community. The LLP runs from 

2007-2013 with a total budget of almost ?7 billion. This session will 

explain the Lifelong Learning Programme and the opportunities it 

presents for teaching and international collaboration and it will 

explain the application process and University support for academics 

wishing to undertake collaborative projects. The final part of the 

session will be practical and will focus on ideas or draft projects you 

wish to bring along to the session. 

Framework Programme 7 

23 January 2009, 12.00-2.00 


Framework Programme 7 provides grants to researchers all over 

Europe and beyond, in order to co-finance research and technological 

development. Framework Programme 7 runs from 2007-2013 with a 

total budget of over ? 50 billion. This session will present Framework 

Programme 7 opportunities, the application process and University 

support available for academics wishing to engage with Framework 

Programme 7. The final part of the session will be practical and focus 

on ideas or draft projects you wish to bring along to the session. 

Writing a Good Proposal 

13 February 2009, 12.00-2.00 


How do you write a successful bid for funding? This general session 

will outline the key issues in effective bid writing and offer tips for 

good practice and sources of University support. Please bring along 

your ideas and application forms for practical support if you have any. 

The session will include a presentation with case studies, small group 

work and plenty of discussion. 

European Funding Opportunities 

15 May 2009, 12.00-1.00 


There are approximately 165 European funding programmes. 

Key programmes that support HE based activities include Framework 

Programme 7 for Research, the Lifelong Learning Programme and the 

Competitiveness and Innovation Programme for teaching and 

enterprise projects. This session will give an overview of these funds 

and many others that are accessible to the University. The session will 

introduce the idea of working across Europe on collaborative projects, 

how to develop European partnerships, how to work in different EU 

states and turning ideas for European collaboration into working 

partnerships and developing viable projects. The session will offer tips 

on the application process from the publication of the call for 



11 

proposals to the proposal submission itself as well as information 

about the University support available for developing proposals. 

N.B. Any of these sessions can also be tailored to smaller groups from 

any area of the University. If you would like to arrange such a session, 

please contact the University Funding Team directly on ext. 55407. 


The following sessions are scheduled subject to demand during the 

year. Several run monthly within schools and faculties. In addition to 

these sessions, experts in Enterprise and Development can offer 

guidance and support on project planning, project management, 

monitoring and evaluating projects. Throughout the year the 

Enterprise Academy offers staff and student development sessions 

focused on business start-up, marketing and promotion, idea 

development and planning. 

A full list of programmes can be found at 

Intranet.salford.ac.uk/ae/intranet/index.php or contact Tracey Griffin 

(ext. 53000/ email: ae@salford.ac.uk). 

Consultancy, Intellectual Property Rights (IPR) and 

Knowledge Transfer Partnerships (KTPs) 

Janet Topping, Enterprise and Development 

This roadshow session will run throughout the year taking place 

regularly in each faculty. Sessions will be sector-specific and will look 

at the key benefits to you, and to the University in engaging with the 

KTP scheme. The sessions will concentrate on identifying and 

capitalizing on consultancy opportunities and exploiting and 

protecting your intellectual property. Sessions will be scheduled and 

promoted in advance. 

Enterprise and Entrepreneurship for Students 

Claire MacLean, Enterprise and Development 

This session will look at including both enterprise in the curriculum 

and extra curricular activity which encourages and develops enterprise 

behaviours, skills and attributes in our students. The session will focus 

on the services and support available to help staff to develop their 

enterprise teaching, to support enterprise activity and to evidence 

employability skills. Participants will hear from colleagues who have 

developed their own approaches to embedding enterprise in their 

courses, and will be invited to join the Community of Practice for 

Enterprise Learning. 

International Marketing and Recruitment 

Piera Gerrard, Enterprise and Development 

This session will focus on how to maximize the success of the 

University and its programmes in the overseas markets. Although 

focusing on specific markets the sessions will also provide general 

information covering overall recruitment plans, the role of Hobson’s 

and the agent network. 

Preparing a Business Plan 


We all have that eureka moment where we have an idea for a worldbeating 

innovation. This session is designed to give you a practical 

overview of developing a business plan to establish how your idea can 

be developed and exploited. The session will cover the main 

components of a business plan along with tips on how best to 

research and evaluate your idea. In addition, participants will be 

introduced to the University’s business networks and to the Business 

Mentors programme. 

Protecting your Ideas 


New ideas with commercial potential should be protected before they 

are discussed outside the University with businesses or potential 

collaborators. This session discusses the main types of Intellectual 

Property Rights (IPR) that can be employed in these circumstances and 

gives attendees the opportunity to ask questions about how IPRs can 

be used in commercializing research output. 


12 


Equality and Diversity 

03 

University of Salford Equality and 

Diversity Statement (December 2005) 

The University of Salford, in conformity with the intention of its 

charter and strategic framework, is committed to the active pursuit 

of an equality and diversity policy which addresses the need and 

right of everybody in the University to be treated with respect and 

dignity, in an environment in which a diversity of backgrounds and 

experiences is valued. It aims to create the conditions whereby 

prospective or existing students and staff are treated solely on the 

basis of their merits, abilities and potential, regardless of any 

irrelevant distinction. The University is committed to a continuous 

programme of action both to implement its equality and diversity 

policy throughout the institution and to ensure its regular review. 

See the University’s Equality and Diversity Strategy 

(www.equality.salford.ac.uk/ed_strategy_06.doc). 


We are committed to helping staff to improve their understanding 

of, and practice in, promoting fairness and diversity, whatever their 

role at the University. The University therefore requires that all staff 

participate in an 'Introduction to Equality and Diversity' staff 

development session. There are several ways of meeting this 

requirement: 

■ 

■ 

Attend one of our standard equality and diversity 

introduction events detailed below 

Arrange for a bespoke equality and diversity training session 

to be delivered to your team (available for 8 or more 

participants) 

■ Work through the University’s Introduction to Equality and 

Diversity online resource. Please contact Carol Fairclough 

(email: c.fairclough@salford.ac.uk) for a username and 

password to access the resource. 

All new staff are expected to attend an equality and diversity event 

as part of their induction programme. Bespoke training on a range 

of diversity issues can be provided for those who have a role in 

managing or leading others or to address the requirements of staff 

with specific roles and responsibilities. 


10 September 2008, 9.30-12.30 12 September 2008, 1.30-4.30 


11 December 2008, 1.30-4.30 16 December 2008, 9.30-12.30 

2 March 2009, 9.30-12.30 6 March 2009, 1.30-4.30 

10 March 2009, 9.30-12.30 17 June 2009, 9.30-12.30 

18 June 2009, 1.30-4.30 24 June 2009, 9.30-12.30 

(repeat session) 

Melanie Ibbitson, Training House 

These events are open to any member of staff and offer an 

opportunity to explore what is meant by promoting fairness and 

diversity in the working environment. The aim is to develop 

awareness of key equality issues and to learn about good practice. 

By the end of the session, participants should be able to describe the 

principles of UK equality and diversity legislation, give examples of 

diversity and understand why it is to be valued, have some tools at 

their disposal for resolving situations with conflicting needs, and 

apply their learning to their own working environment. 

Introduction to Equality and Diversity Online 

Resource 

Online at www.edu.salford.ac.uk/scd/online/ 

This resource is one of the options available to you for meeting the 

University’s requirement to complete your equality and diversity 

training. It meets the four learning outcomes outlined in the face-toface 

Introduction to Equality and Diversity session. Contact Carol 

Fairclough (email: c.fairclough@salford.ac.uk) for a username and 

password to access the training package. 

1 Day British Sign Language Course 

10 October 2008, (Time TBC) 

The course is for beginners and so no prior experience is needed. 

Come on the course to learn basic British Sign Language, learn more 

about Deaf people, their culture and learn how you can improve 

your communication skills when dealing with your Deaf students. 

The course is well organised, lively, fun and engaging. This session is 

being run in collaboration with MMU and will be held at a venue on 

their campus. If you are interested in receiving further details please 

inform Carol Fairclough on either ext. 52329 or email: 

c.fairclough@salford.ac.uk 

Disability Confident 


This interactive learning resource will help managers and staff to 

adopt best practice and to understand their legal obligations. 

Being disability confident means that you are not only aware of 

disability issues but that you are also able to take practical steps to 

ensure that colleagues and students are able to reach their full 

potential at work and in their studies. This pack will enable you to 

provide disabled people with equal access to your services and serve 

disabled customers with self assurance. 

Quick Reference Guide to Six Major World 

Faiths 


This tool will give you some basic and useful information about 

some of the major world religions. 



13 

Equality and Diversity Bespoke 

Provision 

Bespoke sessions will be arranged for faculties and support divisions 

on request. Please contact Carol Fairclough 

(email: c.fairclough@salford.ac.uk). 

Promoting Equality in Teaching and 

Learning 

Equality and Diversity in the Curriculum 

The University of Salford is committed to providing ‘learning 

environments that are relevant, appropriate and accessible to a 

diverse student population’ (Equality and Diversity Strategy, 2006). 

During 2006/07, the Education Development Unit and the Teaching 

and Learning Development Sub-Committee made funding available 

to schools to support curriculum development activities aimed at 

enhancing inclusion in teaching and learning, to promote equality 

and diversity at programme and module levels and therefore to 

enhance the quality of the learning experience for all students. 

Details of current development work can be found on the ‘Equality 

and Diversity in the Curriculum’ project web pages at 

www.edu.salford.ac.uk/scd/edcurriculum/ 


The sessions listed below will run once a cohort has been recruited. 

To register your interest in a session, please contact Staff 

Development enquiries via email: edu-sd-enquiries@salford.ac.uk 

Inclusive Teaching 

‘Don’t teach me, let me learn’. This session will help you to 

understand how we can encourage learners to be more 

independent, in particular those with specific learning difficulties. 

The session will include how to make your teaching and learning 

strategies more effective in supporting the academic achievements 

of learners with diverse needs. The facilitator is also available to run 

bespoke sessions with individual schools and discipline teams (please 

contact Staff Development for further details). 

Gender Equality and Equal Pay 

New legal obligations (Gender Equality Duty required under the 

Equality Act 2006) and sector-wide changes such as the Framework 

Agreement and HERA job evaluation schemes require the University 

to take steps that promote equality of opportunity in employment 

for women and men and address issues relating to equal pay for 

work of equal value. This session will outline the steps the University 

has taken and what it plans to do in order to assess the impact of 

recent role evaluations on women and men, and to ensure equal pay 

for work of equal value across the University. It will also demonstrate 

how these changes affect you. 

Hate Crime Reporting 

This session is for any member of staff who would like to understand 

more about hate crimes. In conjunction with the Salford Partnership 

(supported by Greater Manchester Police), the University is now a 

designated Hate Crime Reporting Centre for the local community. 

This session aims to raise awareness of what constitutes a hate 

crime, the procedures you need to follow in order to make a report 

and how to follow it through and provide support. While the briefing 

will be useful for everybody, it is particularly relevant for staff who 

work in close contact with students. 

As You Like It: the language of diversity 

The language we use can exclude or discriminate against particular 

social groups. Certain words or phrases can express gender, ethnic 

or racial bias, either intentionally or unintentionally. The same is true 

of language referring to disabled people which in many instances 

can express negative and disparaging attitudes. Rapid shifts in what’s 

acceptable have left many people puzzled about this aspect of 

language use. If your job involves communicating sensitively with a 

wide range of people, this session is for you. It aims to develop your 

understanding and confidence in this area by exploring the use of 

language which is inclusive, respectful and precise. By the end of the 

session you should be able to evaluate words and phrases to identify 

why they may indicate bias or give offence, challenge inappropriate 

language, choose appropriate alternatives and describe the 

underlying principles that will help you to keep up as connotations 

change over time. 

Lesbian, Gay and Bisexual Issues Awareness 

This workshop is for any staff who would like to develop their 

understanding of the issues involved in working with or providing 

services to lesbians, gay men and bisexual people. By the end of the 

session you will have explored some of the myths and stereotypes 

surrounding lesbians, gay men and bisexual people and the 

language used about them, and identified appropriate language to 

use when talking about lesbians, gay men and bisexual people. You 

will understand the meaning of homophobia and heterosexism and 

how they might affect staff and students, and have identified ways 

of creating an environment which is welcoming and inclusive of 

lesbian, gay and bisexual students and staff. 

Deaf Awareness 

This session is for any member of staff who would like to find out 

more about deafness. It aims to raise awareness of what is meant by 

deafness, showing an appreciation of the issues involved by 

identifying the causes of deafness, defining the different types of 

deafness, introducing the social and medical models of deafness and 

demonstrating ways to communicate in a positive way with people 

who are deaf or hard of hearing. 


14 


Mental Health Awareness 


more about a range of mental health issues. By the end of this 

session, participants should be able to describe the most widespread 

types of mental illness, be confident in responding to the needs of 

students with mental health difficulties in an effective and 

appropriate manner, and spot the signs that students may be 

struggling with mental health difficulties. 

Promoting Best Practice for Blind and Partially 

Sighted Students Studying in Higher Education 


more about visual impairments and how to meet the needs of blind 

and partially sighted students but will be particularly suitable for 

those with responsibilities for teaching or student support. 

The session aims to challenge the misconceptions that are commonly 

associated with sight loss. A particular focus will be given to the 

context of learning to include the effects of different eye conditions, 

communication methods and promoting independence. 

Accessible Education Matters 


This multimedia resource shows users how to adopt best practice 

and meet their obligations under the Disability Discrimination Act 

(DDA) 1995: Part IV. It covers why the DDA is necessary and who it 

effects, the rights of disabled learners under the DDA, 

the responsibilities of learning providers’ employees under the DDA, 

how to avoid discriminating against learners with disabilities, what 

are 'reasonable adjustments' under the DDA and the dangers of 

taking a strictly compliance approach. 

Auditing for Equality and Diversity in the 

Curriculum 

Online at www.edu.salford.ac.uk/scd/edcurriculum/guidance 

From the Equality and Diversity in the Curriculum web pages you 

can download a framework of questions to help you carry out an 

audit of your curriculum to assess how well it promotes equality and 

diversity. 

Web-Based Resources 

Online at www.edu.salford.ac.uk/scd/edcurriculum/links 

For links to useful sites offering information and guidance on 

equality and diversity in teaching and learning, go to 

www.edu.salford.ac.uk/scd/edcurriculum from these pages, 

you can also download a tool to help you carry out an audit of your 

curriculum to assess how well it promotes equality and diversity. 



15 

Health, Safety and Well-Being 

04 

The Tom Husband Leisure Centre 

One of the benefits of being a University of Salford employee is in 

having access to the Tom Husband Leisure Centre. The Leisure 

Centre is open 7 days a week and facilities are available to staff as 

well as students. The facilities include squash and badminton, 

weight training, swimming, (including lessons), ladies-only sessions, 

aqua-aerobics, climbing wall, and snooker and sunbed facilities for 

the less active! Full details, including levels and costs, are available 

from the Centre on 0161 737 6206. Why not take advantage of this 

excellent facility during this new academic year? 

General Sessions 

Working, Learning, Playing, Giving: a Windmills 

programme 

14 January 2009, 9.30-4.30 

Maxine Rawlings, Staff Development 

A new year and a new you? Would you like to step back to reflect 

and evaluate on where you are at? This workshop will give you 

some time out to review your life, provide tools to help you identify 

a vision for your ‘working, learning, playing and giving’ and enable 

you to explore solutions to meet the goals you identify for your life. 

Developing Resilience 

2 February 2009, 9.30-4.30 

Deborah Dalley, Deborah Dalley and Associates Ltd and Ann 

Chapman, OHSS 

Aimed at those who feel they would benefit from developing 

strategies to cope more effectively with the challenges of life, 

this session will help participants to identify causes of stress and 

learn how to manage them more effectively. The workshop will also 

identify personal stress levels and examine a range of methods to 

help build resilience to cope better with stressful situations. 

Under Pressure: successfully coping with 

stress 


‘Under Pressure’ provides a comprehensive range of solutions that 

will help you understand the difference between pressure and stress, 

assess your own vulnerability to stress, change behaviour to avoid 

stress, learn stress-busting techniques to gain control of your 

working day, spot and cope with stress in others and achieve an 

effective work-life balance. 

OHSS Development Programme 

Health and Safety Initiatives 

The Occupational Health and Safety Services will be running a 

number of roadshows between October 2008 and September 2009. 

The aim is to raise awareness of a variety of health, safety and wellbeing 

issues and offer support/advice where needed. These will 

include exercise and nutrition, smoking cessation, and European 

Week for Safety and Health 20-24 October 2008. For further details 

about the activities planned for this week check Message of the Day, 

the OHSS web site (intranet.salford.ac.uk/ohss/) and look out for 

advertising posters around the campus. 

Bespoke Training 

If you have a training requirement that is not included in the 

following list of sessions then please contact our team. We will 

endeavour to design and deliver training that meets your 

requirements. 

The following sessions will run throughout the year and dates will be 

confirmed after consultation with managers. To register your initial 

interest in attending any of these sessions please contact Staff 

Development enquiries (ext. 52329, email: edu-sd-enquiries@ 

salford.ac.uk). 

Fire Safety Awareness and Fire Extinguisher 

Training 

2.5 hour session 

External Training Provider 

This course is primarily aimed at fire evacuation wardens, caretakers, 

security staff and anyone involved in ‘hot works’. 

This practical session will outline how fires occur, give information 

about how quickly fire can spread and the impact to building users, 

minimizing the risks from fire in buildings, the purpose and safe use 

of fire extinguishers, and practical demonstrations of how to use an 

extinguisher safely. 

Fire Safety Management 

3 hour session 

Tony Meachin and Claire Whittaker, Occupational Health and Safety 

Services 

Aimed at managers, building controllers and health and safety 

coordinators, this session outlines the requirements of the Fire Safety 

Regulatory Reform Order, the principles for managing the risks from 

fire within buildings, and identifies how to develop and implement 

effective fire safety evacuation plans, including personal evacuation 

plans for individuals with specific needs. 


16 


Moving and Handling Techniques 


Occupational Health and Safety Services 

This practical course is aimed at individuals who are required to 

move or handle loads during the course of their work. 

The session will cover identifying what is a manual handling 

operation and practising good techniques for lifting and moving 

loads. 

Moving and Handling Risk Assessments 


Claire Whittaker and Ann Chapman, Occupational Health and Safety 

Services 

This session is aimed at line managers, health and safety 

coordinators and anyone else who carries out risk assessments for 

the University. It will help with understanding why risks have to be 

minimized, both legal and health aspects, identifying when a manual 

handling assessment is required, and the process and requirements 

of the risk assessment. 

Managing Stress in the Workplace 


Ashley Weinberg, School of Community, Health Sciences and Social 

Care in conjunction with an External Training Provider 

This practical workshop aimed at all managers, will deal with some 

of the main causes of stress, the symptoms which managers can 

look out for, how to deal with stress problems within their team, 

support available through the University, and how to undertake job 

stress assessments using the University Job Stress Assessment Pro 

Forma. 

Personal Safety Training 

Each session is a 1 day event 


These 3 different training sessions are aimed at 3 distinct work areas: 

Risk Assessment 

1 day session 


This training is aimed at line managers, health and safety coordinators 

and anyone else who carries out risk assessments for the University. 

This lively and interactive course will equip individuals with the skills 

and confidence to apply the University Risk Assessment System to 

their area of responsibility. 

■ 

■ 

■ 

Individuals who need to enter other persons’ premises 

where potentially aggressive people may be encountered 

(e.g. conducting home visits) 

Dealing with potentially aggressive people on University 

premises (e.g. passing on unwelcome news, results, etc.) 

Mobile working where potentially aggressive people might 

be encountered (e.g. patrolling campus, locking up 

buildings, etc.) 



17 

Information and Communication 

Technology (ICT) 

05 

Web Briefings 

Web Accessibility 

Date to be confirmed 

Patrick Lauke, Enterprise and Development and Keith Doyle, 

Information and Learning Services 

Web accessibility refers to the practice of making web sites usable by 

people of all abilities. This non-technical session is for any member 

of staff who would like to know more about web accessibility, what 

it is, why it is important, how it fits in with our equality and diversity 

strategy and what are our legal requirements are. 

Information and Learning Services: 

Information and Communication 

Training (ICT) 

Information and Learning Services provides a programme of 

scheduled courses, bite-size sessions, surgeries and bespoke sessions. 

To supplement this ILS also provides online training and individual 

support. The courses and bite-size sessions listed below are held as 

mixed sessions with both staff and students attending. Details and 

dates can be found at www.ils.salford.ac.uk/training/ or via 

Information and Learning Services service desks. Alternatively, you 

can join our monthly email and paper subscription lists. Please 

contact us to subscribe. 

Contacts 

Amanda Jervis 

Training Administrator 

Ext. 54253 

trainingadmin-ils@salford.ac.uk 

Gillian Fielding 

Skills Development Manager 

Ext. 52451 

g.d.fielding@salford.ac.uk 

Information and Learning 

Services Division Service Desk 

Ext. 52444 

ils-servicedesk@salford.ac.uk 

Bookings for ILS Training 

Book online at www.ils.salford.ac.uk/training 

Book by email: trainingadmin-ils@salford.ac.uk 

Book by telephone: ext. 54253 

Training Promotional Events 

Staff Training Open Day 

The third staff training open day was held in November 2007 and 

provided an opportunity for staff to find out about the training and 

support available to them from across the University. SIS, SAP, ILS, 

Languages for All, Workforce Planning, EDU, Enterprise and 

Development, the Learning Technologies Centre, Scopus, AUA, 

Unison, Mathscope and library archives all attended as well as some 

training providers external to the University such as WEA and 

NOWAL. Staff were able to attend short presentations and training 

sessions and some of the presentations were recorded and you can 

watch them at your convenience at www.salford.ac.uk/stod by going 

to the section called ‘Presentations’ and clicking on the link. 

(N.B. Some sessions were PowerPoint presentations and not all were 

recorded. These will be made available in the new staff Blackboard 

area, coming soon to your Blackboard area. All staff have a 

Blackboard area and to access it go to the Staff home page 

(http://staff.salford.ac.uk/), click on ‘Virtual Learning Environment’ 

under the ‘Online Services’ heading and type in your network user 

name and password). It has not been decided yet if there will be a 

Staff Training Open Day this academic year but please visit the web 

site or contact the Training Team for details. 

Roadshows (ILS Training) 

Open to all, these roadshows will introduce IT, information literacy 

and business systems training and support offered by ILS. 

Each event runs from 11.30-1.30. 

6 October 2008 Maxwell foyer 

7 October 2008 Clifford Whitworth foyer 

8 October 2008 Allerton Concourse 

9 October 2008 Adelphi foyer 

1 December 2008 Adelphi foyer 

2 December 2008 Maxwell foyer 

3 December 2008 Clifford Whitworth foyer 

4 December 2008 Allerton Concourse 

16 March 2009 Allerton Concourse 

17 March 2009 Adelphi foyer 

18 March 2009 Maxwell foyer 

19 March 2009 Clifford Whitworth foyer 

Skill-IT 

This course covers essential skills including researching online, the 

Salford systems, using the Internet, Blackboard, WebMail, footnotes, 

graphs and images, etc. The course is delivered in two formats: 

■ 

Skill-IT 0 - 6 two-hour sessions delivered over 6 weeks. 

This is aimed at those who are unfamiliar with using 

computers and researching online information. 


18 


■ 

Skill-IT 1 - 6 two-hour sessions delivered over 6 weeks. 

This is aimed at those who are reasonably confident with 

computers but who are not/less familiar with using 

researching online journals and databases, etc. 

Courses 

Listed below are full details of Information and Learning Services 

Division’s courses. Courses are 2 or 3 hour training sessions where the 

trainer explains a topic, demonstrates it and then participants 

complete a hands-on exercise. This is repeated throughout the 

session for each topic to ensure you are confident by the end of the 

session. Courses are designed for you to attend as a one-off session 

though you may also attend a series. 

New to Computers 

Computing Essentials at Salford 

Internet for Work and Personal Interest 

Microsoft Access Level 1: working with a database 

Microsoft Access Level 2: designing tables and queries 

Microsoft Access Level 3: advanced design features 

Microsoft Excel Level 1: working with spreadsheets 

Microsoft Excel Level 2: developing your skills 

Microsoft Excel Level 3: advanced features 

Microsoft Excel Level: tips and tricks 

Microsoft Outlook Level 1: overview and beginner’s email 

Microsoft Outlook Level 2: intermediate email 

Microsoft Outlook Level 3: advanced email 

Microsoft Outlook: calendar and scheduling 

Microsoft Outlook: collaborative working 

Microsoft PowerPoint Level 1: building a presentation Microsoft 

PowerPoint Level 2: enhancing your presentations 

Preparing and Delivering a Presentation 

Microsoft Word Level 1: a beginner’s guide 

Microsoft Word Level 2: developing your skills 

Microsoft Word Level 3: advanced features 

Microsoft Word: CVs in Word 

Microsoft Word: eye-catching posters and handouts 

Microsoft Word: tips and tricks 

Microsoft Word: collaborative working 

*Dreamweaver 

*Adobe Photoshop: an introduction 

*Microsoft Project: an introduction 

*VISIO: an introduction 

*Due to the high cost of presenting these sessions, there will be a 

charge of £100 per person. Following your application for the course 

you will be sent a confirmation and asked for payment via IDJ. If the 

IDJ is not received within 5 days of the confirmation, your place will 

be allocated to someone else. 

Bite-Size 

Bite-size sessions are 1 hour, intense sessions. They are delivered by 

demonstration as you follow the trainer’s instructions. There are 

usually no exercises to undertake due to the session being only 1 

hour long. Participants can choose to just watch if preferred. 

Microsoft Access: designing queries 

Microsoft Excel: charts 

Microsoft Excel: formulas 

Microsoft Excel: pivot tables 

How Not to Lose Your Work from Your Computer 

How to Protect your Personal (Home) PC 

Creating Presentations Using PowerPoint 

Enhancing Your PowerPoint Presentations 

Creating a Poster using PowerPoint 

Wireless Working 

Microsoft Word: memos, agendas and minutes 

Microsoft Word: mail merge 

Word Processing Reports and Assignments 

ILS Systems Induction 

This half day course is strongly recommended for all new University 

staff and as a refresher session for existing staff. It introduces some 

of the systems which are used by and are business-critical to the 

University. For example, the session will look at Blackboard to 

understand its strategic importance, provide a hands-on tour, and 

see the modules available to staff. The session also includes accessing 

the library catalogue and electronic resources, an overview of 

Outlook email and Calendar, personal and shared drives, accessing 

your F: and shared drives from home, accessing ILS services and 

training materials from home, the University Web pages, and 

accessing applications such as MS Office. 

At the end of the session you will be given the opportunity to 

complete your own ILS Staff Learning Plan which will detail the most 

beneficial ILS courses. Book online at www.ils.salford.ac.uk/training/ 

or email: trainingadmin-ils@salford.ac.uk 

Online IT Training 

Online IT training on Microsoft Word, Excel, Access, PowerPoint, 

Outlook, Computer Basics, MS Project (2003 only) and Word 2004 

for MACs is available to all staff. This material is available via the 

Internet and you can work through it at your own pace at any time. 

For access to the online ICT training visit the Information and 

Learning Services online training web pages at 

www.ils.salford.ac.uk/training/online/ 

ILS Systems Induction Online 

This Blackboard module holds an ever growing library of video clips 

and interactive guides which mirror and build on the information 

provided on the ILS Systems Induction face-to-face course. 

Work through the tutorials at your own pace at a time to suit you. 

Included are clips on the Staff Channel, online training, Blackboard, 



19 

accessing the F drive, PC security, using the audio visual equipment 

in teaching rooms and more. 

IP Telephony Training via Blackboard 

There is a full IP Telephony training course available through the 

Blackboard IP Telephony Training module (log into Blackboard and 

click on IP Telephony Training). The online training consists of a series 

of short video clips (click on ‘Online Training’ from the menu on the 

left) and you can also download user guides, read some examples of 

telephony good practice, give your feedback on the service provided 

and even complete a short telephony quiz. 

European Computer Driving Licence 

(ECDL) 

During this academic year staff will again have the opportunity to 

obtain a European-wide qualification in computing. The European 

Computer Driving Licence (ECDL) syllabus is designed to cover key 

concepts of using a computer, its practical applications and use in 

the workplace. There are seven modules, each of which must be 

passed to gain the ECDL. The modules are: 

■ The Basic Concepts of Information Technology 

■ Using the Computer and Managing Files 

■ Word Processing 

■ Spreadsheets 

■ Presentations 

■ Databases/Filing Systems 

■ Information and Communication 

(email and web exploration) 

For more information please contact Gillian Fielding ext. 52451. 

Business Systems Training 

Over the last few years the University has adopted several new 

electronic systems that have replaced previous electronic or paperbased 

systems. Training is offered throughout the year by dedicated 

trainers to all staff using these systems. 

Agresso: finance 

Agresso is the finance and management system used by the 

University to manage its day to day finances. As well as the financial 

functionality, it is also a management information system. 

This means that the financial data that is entered in to Agresso can 

be output in the form of enquiries and reports to provide up to date, 

relevant and useful information for management. Agresso training is 

only available to members of staff who have been authorized to use 

the system. 

See the Agresso web site for further details on training: 

www.ils.salford.ac.uk/training/staff/agresso.php or contact 

Agresso-Training-ils@salford.ac.uk 

Business and Communication Skills for Staff 

This is a new programme for all University staff which aims to save 

them time. Participants will learn how to use the IT and 

communications applications in order to become more efficient and 

will be shown the University templates along with examples of good 

practice. The session covers word processing reports, Outlook Email, 

Calendar and scheduling, Excel formulas, functions and charts, 

working with data exported from SIS, SAP or Agresso, electronic 

information management (e-filing), and IP Telephony and University 

resources. For further information, contact the Training 

Administrator: email trainingadmin-ils@salford.ac.uk 

CMIS: central timetabling 

CMIS training depends on the user’s requirements and is carried out 

on a one-to-one basis at the user’s place of work. There are three 

types of training available: full usage training for schools timetabling 

representatives who will be inputting and amending CMIS core data 

and creating/amending timetable teaching events. Ad hoc room 

booking training for users who make bookings for the school’s 

meetings rooms, and view only training for users who are only 

required to view timetable data. For further information see: 

www.academic.salford.ac.uk/timetabling/ or email: 

Timetabling-Academic@salford.ac.uk 

IP Telephony (IPT) Training 

ILS is now in the final stages of a phased project to roll out 

Voiceover IP Telephony across the University. Each building will be 

re-cabled in preparation for the new integrated voice and data 

network. As part of the roll out, new, more advanced handsets will 

be distributed as each office receives IP Telephony. Benefits of the 

new telephones/system include: 

■ 

■ 

■ 

■ 

■ 

■ 

■ 

Caller identification 

Visual screen display showing the menus 

Call logs and a corporate directory 

Speed dials 

The ability to configure your phone via a browser 

(from anywhere on the University Intranet) 

Voice mail 

Call conferencing 

Briefing sessions will be provided to units and schools prior to roll 

out to provide details of timescales and how the transition will 

happen. For further information please see the ILS telephony web 

pages: www.ils.salford.ac.uk/telephony/ipt/ 

Outlook 

Outlook allows you to send emails, keep an electronic diary, record 

tasks, make notes, etc. There are different levels of Outlook email 

training, as well as sessions on Calendar and scheduling, and 

collaborative working. The training for each level is repeated 

throughout the year. For further information, see the training web 

pages at www.ils.salford.ac.uk/training or contact the Training 

Administrator, email: trainingadmin-ils@salford.ac.uk 


20 


SAP: human resource management including 

payroll, absence management and travel 

expense management 

SAP is the software used by the University to maintain its personnel 

records, run its payrolls and administer some of its training courses. 

Training courses include absence recording, absence reporting, travel 

management, manager’s desktop (reporting) and administering 

part-time hourly paid staff contracts. To book or for further 

information please seewww.personnel.salford.ac.uk/SAP/training.htm 

(email: saphelpdesk@salford.ac.uk or telephone the SAP helpdesk, 

ext. 54601). 

SIS: Student Information System (Banner) 

Banner Student Information System (SIS) is the University’s database 

for student information and records. Information within this system 

must be kept up to date and safe. Training plays a key role in 

allowing staff to get the best out of the system which in turn allows 

them to provide the best possible service for students. The system is 

regularly updated as procedures for using the system evolve and 

change to better meet student needs so it is essential for staff to 

keep their skills up to date. 

There is a host of useful information on the SIS web pages, including 

training schedules (published six times a year), manuals, FAQs and 

news. Training schedules are also sent out by email to anyone placed 

on training waiting lists and given directly to staff via the SIS User 

Council. The regularly delivered training courses include 2 basic 

introductory courses (Navigation of SIS and Searching Skills) followed 

by a range of specialist courses including Personal Records 

Maintenance, Academic Records Maintenance, Basic BI Query: 

Standard Reports, several Gradebook and exam board support 

related courses, Gradebook USER for mark entering staff and 

Admissions (Direct Applicants). 

For further information and pre-course requirements including 

course outlines, booking information, help-sheets and manuals, 

please visit our web pages: intranet.salford.ac.uk/sis/training. If you 

would like more details please email: sistraining-ils@salford.ac.uk 

New system users are entitled to an SIS Learning Pathway to ensure 

users get the right training at the right time. Bespoke training can 

also be provided and new courses are developed in line with new 

system developments and process changes. 



21 

Leadership and Management 

Development 

06 

Development for Manager’s and 

Leaders in Managing Change 

These development opportunities focus primarily on managing people 

through change within a context of systematic, consistent and 

principled people management. Specific modules on managing 

change are offered as part of the longer programmes. We can also 

support change processes through bespoke development for teams or 

groups of staff including groups of managers or leaders. 

Managers also can have access to a range of online learning material 

on managing change for managers and leaders including learning 

guides, book summaries, recommended articles and web sites and 

management pocketbooks. For further information please contact 

Sharon Grant (ext 52882: email s.grant@salford.ac.uk). 

Orientation for New Managers 

25 September 2008, 11.00-3.00 

17 December 2008, 11.00-3.00 

19 March 2009, 11.00-3.00 

18 June 2009, 11.00-3.00 (repeat session) 

Sharon Grant, Staff Development 

This highly interactive session will focus on the critical aspects of 

a manager’s role and is recommended for all new managers. 

Experienced managers new to the University are also welcome but are 

advised to contact us to discuss what would be most helpful for them. 

The aim is to help new managers understand the requirements, 

responsibilities and expectations of their new role and signpost 

sources of advice, support and further learning to enable them to 

be effective. 

It will address: 

■ 

■ 

■ 

■ 

■ 

■ 

Organizational values and objectives 

The role of the manager in the organization and the team 

The role of the manager in managing and enhancing 

individual performance 

Health, safety and well-being responsibilities 

Effective communication and information 

Resource management. 

There will be group activities focusing on management action and 

decision making and participants are invited to bring samples of real 

work from their in tray and inbox. 

General Sessions For All Managers 

These sessions outline the role and responsibilities of managers in line 

with legislative and institutional policies and procedures. They are 

mandatory for all new managers and may be useful refresher sessions 

for existing managers. 

Job Evaluation Manager/Verifier Briefing Session 

30 September 2008, 12.00-1.00 29 October 2008, 12.00-1.00 

19 November 2008, 12.00-1.00 13 January 2009, 12.00-1.00 

25 February 2009, 12.00-1.00 7 April 2009, 12.00-1.00 

27 May 2009, 12.00-1.00 2 July 2009, 12.00-1.00 

19 August 2009, 12.00-1.00 (repeat session) 

The HERA Team 

The HERA process aims to produce a staff structure that is fair and free 

from bias. The role of the verifier is a key function in this process and 

the session will aim to give support to those who are new to the role 

but would also be of value to those who wish to review current 

practice. By the end of the session verifiers should have a clearer 

understanding of their role within the HERA scheme which will help to 

ensure a consistent approach across the University. 

Code of Practice for the Recruitment of Staff 


26 February 2009, 9.30-12.00 30 April 2009, 9.30-12.00 

30 July 2009, 9.30-12.00 (repeat session) 

Paul Jenks, Personnel 

This Code of Practice for the Recruitment of Staff morning workshop 

is compulsory for any staff member involved in the recruitment 

process (i.e. drawing up person specifications, shortlisting or 

interviewing) and is divided into 2 parts. Part 1 is an online self-study 

pack which provides a basic overview of the recruitment process and 

relevant legislation. Part 2 of the workshop is a face to face session 

which gives participants the opportunity to develop their 

understanding of recruitment and explore the process in greater 

detail. Participants are strongly advised to also attend the linked 

Interviewing Skills workshop to enhance/refresh their practice in 

delivering a successful recruitment and selection process. 

University of Salford Staff Appraisal and 

Development Scheme: appraiser training 

13 January 2009, 9.30-12.00 25 March 2009, 9.30-12.00 

11 May 2009, 9.30-12.00 (repeat session) 


In responding to the implications of the Framework Agreement, 

the University is currently reviewing its appraisal process. 

However appraiser training for the current Staff Appraisal and 

Development Scheme (SADS) will continue to be available this year 

until a new scheme has been agreed. This workshop is mandatory for 

staff involved in carrying out appraisals. It is divided into two parts: 

part one is an online self study pack which provides an overview of the 

appraisal process and part two is a face to face session focusing on 

the skills required to ensure an effective appraisal review. 


22 


A Practical Guide to the Use of Fixed Term 

Contracts 


This session is in the form of an online self-study pack so there is no 

requirement to attend a workshop. The Fixed Term Regulations 2002 

include a number of measures to strengthen the employment position 

of employees on fixed term contracts. The materials give an overview 

of when fixed term contracts should be used, the limitations on the 

use of successive fixed term contracts and the procedural steps that 

are required by legislation when ending a fixed term contract. It is vital 

that staff understand the consequences of failing to adhere to the 

requirements of the legislation - the legal and financial consequences 

could be very costly. This online pack is essential for those who have 

responsibility for making decisions on the use of fixed term contracts 

for all groups of staff. 

Revised University Policies and Procedures 

The University is revising its procedures for: 

■ 

■ 

■ 

■ 

Managing Sickness Absence 

Dealing with Performance Difficulties 

Discipline 

Grievance 

There will be staff development sessions provided on the new 

procedures for managers and others who have responsibility for using 

them. Information about these sessions is expected to be available in 

the early autumn 2008. 

90 Minute Management Series 

This is a series of short sessions on essential management techniques 

for staff at all levels in the organization who have a management role 

or who undertake management tasks such as recruiting staff, 

managing meetings or contributing to strategic planning. These 

bite-size sessions will cover key concepts in each topic and offer ideas 

for implementing your learning straightaway. They will provide an 

opportunity to develop whether you are new to the topic or are taking 

a session as a refresher. 

Using Performance Indicators 

4 November 2008, 11.00-12.30 


Participants will learn how to choose performance indicators that will 

help them to be effective in what matters most and which will help 

them to improve their team’s work. 

Preparing to Influence 

2 December 2008, 11.00-12.30 


Participants will learn a simple and effective approach to influencing 

others in work partnerships to achieve good work outcomes. 

How to Manage Team Interaction 

10 February 2009, 11.00-12.30 


This session will offer a framework for analysing group interactions, 

ideas for handling difficult behaviour and for increasing participation 

and fun in team meetings. 

One-to-One Work Meetings 

3 March 2009, 11.00-12.30 


This session will show participants how to use one-to-one work 

meetings with staff to help them work successfully, what to cover in 

one-to-one meetings and practical ideas for setting up consistent, 

useful one-to-one meetings. 

Coaching Your Staff to Develop Them 

5 May 2009, 11.00-12.30 


This session will introduce participants to how to use coaching to 

stretch staff and to develop them using a simple approach to 

identifying coaching opportunities, setting up the coaching 

experience and completing the learning. 

Management Essentials 

Are you new to management or want a chance to refresh your 

approach and develop good practice in discussion with other 

managers? Would you like to improve the way you induct and support 

new staff, prevent performance problems developing, keep yourself 

and your staff motivated and help them understand how best to 

contribute to the University’s success, find time to listen more to your 

staff and help them find creative solutions to work problems, and 

support staff to handle change more effectively? 

This programme is designed specifically for front line managers and 

focuses on the essentials of management such as managing 

performance and getting results through individual members of the 

team, communicating effectively with individuals and the team as a 

whole and building an effective team. 



23 

Core Programmes 

Sharon Grant, Staff Development and Mary Meehan, Training 

Consultant 

Programme 1 Day 1 6 April 2009, 9.30-4.30 

Programme 1 Day 2 7 April 2009, 9.30-4.30 

Programme 1 Day 3 11 May 2009, 9.30-4.30 

Programme 1 Day 4 12 May 2009, 9.30-4.30 

Programme 2 Day 1 4 June 2009, 9.30-4.30 

Programme 2 Day 2 5 June 2009, 9.30-4.30 

Programme 2 Day 3 2 July 2009, 9.30-4.30 

Programme 2 Day 4 3 July 2009, 9.30-4.30 

Day 1: Being a Manager 

This module focuses on self-management including understanding 

your own approach to management, defining your role, 

responsibilities and objectives, and developing yourself. 

Days 2 and 3: Managing Individuals 

These two days focus on developing a systematic and consistent 

approach to performance management, understanding the employee 

lifecycle and related employment processes, one-to-one supervision, 

motivation, feedback, and delegation. 

Day 4: Managing Teams 

This day focuses on team roles and processes, stages of team 

development, effective use of team meetings, and communication 

to motivate and engage the team. 

Middle Management Development 

Programme 

Our Middle Management Development Programme is suitable for 

those responsible for the performance of an organizational unit and 

aims to provide a comprehensive introduction to the management 

role at middle management level. As a participant on this programme 

you will undertake an induction session, a set of modules constituting 

the core programme and will be able to attend open stand-alone 

modules that can be booked separately. The core programme is being 

offered in two formats, either as one day a month for five months, 

or once in a block of four consecutive days. Each module will focus on 

a particular management challenge and will offer opportunities to 

practice key skills. Participants will be encouraged to explore real work 

issues, to plan how to put ideas and concepts from the programme 

into practice in their day-to-day management roles and to review this 

as part of the programme. There is a strong emphasis on 

strengthening self-awareness and the use of individual talent and 

preferences to develop a successful personal management style. 

The material used on the programme will be backed up with access to 

online learning materials and further information, and an introduction 

to these resources will be given to participants during the programme. 

The course tutors are Sharon Grant, Staff Development and Deborah 

Dalley, Deborah Dalley and Associates Ltd. 

Programme Objectives 

At the end of the programme you should be able to: 

■ 

■ 

■ 

■ 

■ 

■ 

■ 

Describe the role of the HE manager 

Identify ways to promote equality and quality in all aspects 

of that role 

Develop and apply key skills needed to communicate 

effectively and influence others 

Define the relationship between key management activities 

(such as giving feedback, setting standards, induction and 

development), effective performance and the motivation of 

staff 

Describe the culture of the organization, identify levers for 

change and develop ways to manage change effectively 

Outline key issues in the management of resources 

Continue your own development. 

Programme Modules: 

Induction 

Module 1 – Leading Successfully 

Module 2 – Communicating Effectively 

Module 3 – Influencing and Networking 

Module 4 – Managing the Performance of Others 

Module 5 – Managing Change 

Evaluation 

Participants should be nominated for this programme by their Head of 

School or Director of Support Unit. 

Programme Format 1: Induction: 9 September 2008, 12.30-2.00 plus 

five days over 5 months: 14 October 2008, 11 November 2008, 9 

December 2008, 9 January 2009, and 12 February 2009 (9.30-4.30 

each day) plus evaluation: 24 June 2009,10.30-12.30. 

Programme Format 2: Induction: 9 September 2008, 12.30-2.00 plus 

5 consecutive days: 15, 16, 19, 20 and 21 January 2009 (9.30-4.30 

each day) plus evaluation: 24 June 2009, 10.30-12.30. 

Open modules 

You can book onto these open modules if you are participating in 

this year’s Middle Management Development Programme or have 

attended the Middle Management Development Programme in 

previous years. 


24 


Project Management 

10 March 2009, 9.30-1.00 

Deborah Dalley, Deborah Dalley and Associates Ltd 

This session aims to develop participants’ skills to manage projects 

more successfully. By the end of the session participants should be 

able to break a project down into manageable tasks, plan and 

prioritize those tasks to produce a project plan, identify ways of 

communicating effectively with the project team and draw up an 

action plan to develop their project management skills. 

Time Management 

2 April 2009, 9.30-1.00 


This session aims to help participants to develop a range of systems 

and skills to enable them to manage their time more effectively. By the 

end of the session they should be able to record and analyse how their 

time is spent, identify common ‘time-wasters’, implement systems to 

plan and prioritize work, identify ways to manage paperwork and 

email more effectively and develop their personal skills to improve 

performance. 

Business Planning and Finance 

28 April 2009, 9.30-1.00 

Julie Halliwell, Finance and Sharon Grant, Staff Development 

By the end of the session you should be able to outline the current 

processes for business planning and related budget management 

planning processes, make reference to organizational procedures and 

guidance for monitoring and using budgeted resource and identify 

the main sources of funding for the organization and its work. 

Managing Meetings 

14 May 2009, 9.30-4.30 

Sharon Grant, Staff Development and Deborah Dalley, Deborah Dalley 

and Associates Ltd 

This session aims to help you significantly improve meetings 

management. By the end of the session participants should be able to 

plan a meeting effectively, use a range of techniques for chairing a 

meeting, outline how to make an effective contribution to a meeting, 

and choose appropriate interventions for preventing or handling 

problem behaviours at meetings. 

Understanding the Organization: culture, context 

and governance 

9 June 2009, 9.30-1.00 


This session provides an opportunity to develop your understanding of 

how the organization works and the implications of this for your 

management or leadership practice. By the end of the session, 

participants should be able to identify external influences and the 

impact they have on the organization, identify how organizational 

cultures and current changes affect your role and outline the decision 

making structure of the University. Participants will have a chance to 

apply these to the issue of promoting equality and valuing diversity as 

an example of organizational change. 

Senior Management Development Programme 

This programme provides a set of development opportunities for 

senior leaders and managers. Participants should be in posts such as 

Head of School, Associate Dean, Dean or Director or Deputy/Assistant 

Director. The Programme offers seminars open to all senior managers, 

opportunities for joining action-learning sets with peers, one-to-one 

consultations with an external consultant and facilitated 

school/divisional/faculty activities. Seminars usually run from 9.00 to 

2.30 with brief breaks and a half hour lunch break, to allow 

participants as much scope for attending as possible. The only 

exception to this is Managing Conflict and Negotiation which will run 

from 9.00 to 3.30. 

Seminars will cover the following: 

■ Strategic Planning 

■ Determining Priorities and Managing Time 

■ Managing and Developing Effective Teams 

■ Managing People Through Change 

■ Managing Conflict and Negotiation 

■ Understanding and Managing Performance 

For further information about these and for access to other 

development options, please go to 

www.edu.salford.ac.uk/scd/mandev/smdp/ or contact Sharon Grant 

(ext. 52882, email: s.grant@salford.ac.uk). 



25 

Award in First Line Management Level 

3 Institute of Leadership and 

Management (ILM) 

About the Award in First Line Management Level 

3 ILM Programme 

The Institute of Leadership and Management’s Award in First Line 

Management Level 3 has been running successfully for a number of 

years at the University and once completed provides a nationally 

recognized qualification at NVQ Level 3. The programme has been 

designed to meet both the requirements of the ILM, the accrediting 

body, and also the University of Salford’s Leadership and Management 

Development Strategy which seeks to address the development needs 

of all managers and leaders in the institution. 

Aim and objectives 

The programme aims to give practising managers the foundation for 

their formal development in their role. The programme will assist 

participants in gaining the basic knowledge required of a manager 

and help to develop basic management skills. 

By the end of the programme participants will have explained their 

role within the organization and developed their knowledge and skills 

to enhance that role, investigated an area of work and made 

recommendations for improvements in practice, demonstrated their 

learning through a variety of assessment methods, delivered a short 

presentation to their colleagues and identified further development 

needs and planned how to achieve them. 

Furthermore, it is hoped that by achieving these objectives participants 

will have developed in confidence sufficiently to deal with the 

demands, tasks and responsibilities of their role. 

Entry requirements 

Participants will normally be practising or aspiring first line managers 

who have been identified and nominated by their line managers as 

suitable candidates for the programme. It is also expected that 

participants will have the full support of their line manager during this 

programme. 

Programme outline 

Participants engage in a programme which lasts 7.5 days in total 

(including a half-day programme launch) over a 6-month period. 

The modules are: 

■ 

■ 

■ 

■ 

Solving problems and Making Decisions 

Understanding Change 

Developing Yourself and Others 

Building the Team 

For further details about this programme, please contact Sharon Grant 

(ext. 52882, email: s.grant@salford.ac.uk) or Maxine Rawlings 

(ext. 52339, email: m.k.rawlings@salford.ac.uk). 


26 


Learning, Teaching and Assessment 

Practice 

07 

This section of the programme, organized by the Curriculum 

Development and Academic Practice (CDAP) team in the University’s 

newly established Learning Development Unit (LDU), focuses on the 

enhancement of learning, teaching and assessment and on quality 

assurance. An important part of our role in the achievement of the 

University’s Learning, Teaching and Enhancement Strategy (LTES) is the 

provision of a flexible and adaptable framework of continuing 

professional development to enhance practice and meet organizational, 

team and individual objectives. The indicative provision outlined 

below will be added to as the LDU reviews and further develops the 

framework of support it provides. Please also see other sections in 

this programme delivered by the LDU: 

■ 

■ 

Information and Communication Technology 

Learning Technologies 

We also believe that the quality of our provision is enhanced by the 

flexibility and adaptability of our ‘internal consultancy’ model whereby 

bespoke development events are tailored to suit the requirements 

and operational context of groups of staff within schools, faculties 

and professional services. Organization, design, delivery, etc. are by 

negotiation although a minimum of 10 participants per event is 

required. Sessions are supported by briefing notes, guides, etc. 

where appropriate. If you or your colleagues identify a need for 

bespoke provision you are advised initially to discuss requirements 

with your Associate Dean Teaching, Associate Head Teaching or Line 

Manager. Further information is available from Dorothy Oakey 

(ext. 52337, email: d.h.oakey@salford.ac.uk). 

Workshops 

Getting Started in Learning and Teaching 

Part A: 9 October 2008, 10.00-1.00 

27 February 2009, 10.00-1.00 (repeat session) 

Part B: 6 November 2008, 10.00-1.00 

24 April 2009, 10.00-1.00 (repeat session) 

Jaye McIsaac, Learning Development Unit 

This workshop is for staff who are new (or relatively new) to 

teaching and for experienced teachers in Higher Education as a 

refresher course. This introductory programme aims to help with 

‘teaching essentials’ such as planning learning, teaching strategies, 

time management, managing difficult behaviours and giving student 

feedback in a range of environments. Ideas that inform your 

teaching decisions and practice will also be examined. 

The programme is structured in two parts to accommodate your 

teaching practice and reflection from which you will identify 

priorities for your teaching development. 

In at the Deep End: grappling with programme 

leadership for the first time 

12 November 2008, 12.00-2.00 

Dorothy Oakey and Viv Caruana, Learning Development Unit 

Programme leadership may be viewed as being a boundless task and 

the ultimate in lateral leadership but few would deny that the role is 

crucial to all aspects of the learning experience. This workshop is 

designed to provide an opportunity for staff new, or relatively new, 

to the role, to explore and reflect upon the demands, complexity 

and diversity of the role. It will focus upon perceptions, relationships 

and responsibilities and the sharing of good practice. The session will 

also consider the possibilities of establishing a forum for programme 

leaders to support leadership and development in the role. 

Personal Mitigating Circumstances: a workshop 

for panel members and panel chairs 

17 November 2008, 10.00-12.00 

Governance Services Unit 

It is a University requirement that any member of staff who chairs a 

PMC Panel should attend this session. This session will outline the 

PMC procedure and the principles that underpin it and will give 

participants the opportunity to discuss any matters of relevance. 

The session will be useful to anyone who has an interest in PMCs 

but will be particularly important for those who will be members of 

PMC panels. 

Supervising Undergraduate Dissertations 

19 November 2008, 9.30-12.30 

Viv Caruana and Jean Smith, Learning Development Unit 

There is a lot of very good practice in dissertation supervision across 

the University and this workshop will focus on personal experience, 

provide opportunities for discussion of issues and preferred courses 

of action (taking into account the culture and norms of school and 

discipline) and make reference to a range of literature available to 

support staff in this process. Staff new to supervision and those 

with experience are welcome to attend and will benefit from this 

session. 

Conduct of Boards of Examiners 

21 November 2008, 9.30-12.30 



It is a University requirement that any member of staff who chairs or 

services a Board of Examiners should attend one of these sessions. 

It is essential to ensure that Boards of Examiners operate in a way 

which is consistent and equitable for all students and that they are 

aware of and comply with current regulations on programmes and 

assessment. The purpose of this session is to provide an overview of 

the regulatory framework within which boards operate and to 



27 

explore the role of chair and secretary whilst providing a forum for 

raising questions about difficult issues such as what the board 

should do with PMC evidence, cases of unfair means and debtors, 

what decisions the board can make and what discretion the board 

has. There will also be discussion about the support for Boards of 

Examiners provided by Gradebook and about the communication of 

results to students. 

Academic Good Conduct: do students know 

what this means, and why it matters? 

18 February 2009, 9.30-12.30 

Jean Smith and Viv Caruana, Learning Development Unit 

Most students want to perform to the best of their ability in academic 

assessment but in an environment which is new to them often do not 

understand what is expected nor how best to achieve this. Of course, 

there are also those who may be deliberately dishonest! This workshop 

will ask you to reflect on your journey to academic honesty and 

demonstrate how the curriculum can be designed to maximize the 

opportunities for students to meet HE conventions. This session will 

consider plagiarism but also the broader issues involving unfair means. 

The session is applicable to all discipline areas. 

Enhancing Learning and Teaching Practice in 

Dialogue: student consultation meeting 

facilitator training 


Viv Caruana, Learning Development Unit 

The University’s policy on student evaluation recommends the use 

of a broad range of evaluation methods to triangulate data for 

corroboration. Student Consultation Meetings (SCMs) allow 

students to set their own agenda, encourage an awareness that 

they are being listened to and that the process of evaluation is 

being taken seriously rather than simply representing the acquisition 

of information required by ‘the system’ and the quality assurance 

process. With the rapid expansion of higher education, rising 

staff-student ratios may mean that there is less formal and 

informal (unplanned) contact between staff and students, the 

corollary of which may be a relative decline in personal support. 

More explicit feedback mechanisms like SCMs may go some way 

towards re-establishing communication lost through expansion 

and may in turn positively influence retention and progression 

rates. This session is designed to provide the necessary training 

for facilitators to support a systematic approach to the 

organization and conduct of SCMs and to embed this model 

across the institution as a means of obtaining student evaluation 

feedback on programmes of study. 

Induction of External Examiners 



Two institutional induction events will be held for external examiners 

during semester one 2008/09. These events are intended to 

familiarize external examiners with the University’s regulations and 

procedures so that they can effectively participate in the assessment 

process and also to seek their input into current institutional 

discussions relating to assessment. The events will also provide 

valuable information for programme leaders and teams and will 

support their relationships with external examiners. The events will 

comprise a morning session covering core University-wide 

information. Afternoon sessions will be held in schools and will 

deliver local programme information and provide an opportunity for 

discussion between external examiners and programme team 

members. For further information about the sessions please contact 

Amanda Layne or Linda Puttick. 

Validated Initial and Continuing 

Professional Development Programmes 

Postgraduate Certificate in Higher Education 

Practice and Research 

This programme is a requirement for all newly appointed academic 

staff unless otherwise specified within agreed work contracts. 

The main aim of the Postgraduate Certificate programme is to 

provide a framework within which staff can develop their 

professional practice and academic values as higher education 

teachers. It will also: 

■ Explore and develop a scholarly, theoretical and critical 

understanding of different approaches to, and conceptions 

of, learning, teaching and assessment practice in a changing 

higher education environment 

■ Encourage focused reflection on learning, teaching and 

research practice with a view to its continual improvement 

■ Provide opportunities to meet specialized discipline 

requirements through work-based practice 

■ Develop the ability to critically evaluate and research 

academic practice and undertake further professional 

development 

The programme, which is available to the staff of the University of 

Salford and its associated institutions, is composed of two 30 M level 

credit modules: ‘Developing Learning, Teaching and Assessment 

Practice’ and ‘Learning Design and Enquiry’. It is accredited by the 

HE Academy and provides a route to its membership. 

Progression to Diploma and Masters qualifications is available to 

successful participants. For staff with similar recent qualifications 

and/or experience, APL/APEL opportunities are also available. 


28 


Further details can be found at: 

www.edu.salford.ac.uk/scd/ltprogs/pgcert or obtained from the 

programme’s administrative assistant (email: pgq-enquiries-edu@ 

salford.ac.uk). If you wish to discuss the programme further, please 

contact Bernard Lisewski (Programme Leader) on ext. 52573 (email: 

b.lisewski@salford.ac.uk). 

Postgraduate Diploma and MA in Higher 

Education Practice and Research 

The programme is available to the staff of the University of Salford 

and its associated institutions who have successfully completed the 

Postgraduate Certificate in Higher Education Practice and Research. 

For staff with similar recent qualifications and/or experience, 

APL/APEL opportunities are also available. The Diploma comprises 

two 30 M level credit modules: ‘Research Design and Enquiry in 

Higher Education’ and ‘Higher Education Research-Based Practice 

and Enquiry’. The first module involves attendance at a series of 

purpose-designed workshops, organized as part of the learning and 

teaching research component of the Staff Development Programme, 

and follow-up learning sets, all of which are held on Monday 

afternoons from 1.30-4.30. The second module is highly flexible in 

delivery involving supervised negotiated learning. 

The programme aims to: 

■ Provide a ‘conceptual toolkit’ to undertake HE practice and 

discipline-based educational research 

■ Offer the opportunity to critically engage with published 

educational research 

■ Develop the capacity to evaluate and enhance HE 

professional practice and research capability 

The MA component comprises of one M level 60 credit Dissertation 

module. It enables participants to: 

■ Examine and evaluate complex issues systematically and 

creatively 

■ Develop independent and critical approaches to 

educational research 

■ Provide the opportunity to contribute to wider debates and 

developments in HE educational research 

Further details can be found at 

www.edu.salford.ac.uk/scd/ltprogs/diploma An application form can 

be obtained from the programme’s administrative assistant, email: 

pgq-enquiries-edu@salford.ac.uk 

To discuss this programme further please contact either Viv Caruana 

on ext. 52352 (email: v.caruana@salford.ac.uk) or Bernard Lisewski 

on ext. 52573 (email: b.lisewski@salford.ac.uk). 

Postgraduate Diploma in Higher 

Education Practice and Research 

Workshops 

This series of workshops primarily supports the ‘Research Design and 

Enquiry in Higher Education’ module of the Postgraduate Diploma in 

Higher Education Practice and Research. However, members of staff 

are invited to join programme participants in any of these sessions. 

Educational Research and Enquiry: a question of 

ethics and values 

2 February 2009, 1.30-4.30 


Cohen, Manion and Morrison (2000) assert that ‘…research itself [is] 

an inescapably ethical enterprise’ requiring at an early stage the 

clarification of parameters and possible consequences of the 

research for both those who might use the findings and those who 

may be affected by them. This workshop aims to promote understanding 

of the potential ethical problems that may be encountered at every 

stage of educational research and awareness of the significance of 

value systems in influencing research design and outcomes. 

Drawing on key concepts from the educational and sociological 

domains to elucidate dilemmas and issues such as access, privacy, 

anonymity, confidentiality, betrayal and deception in a variety of 

methodological contexts, group discussion will allow participants to 

share their own experience of ethical problems and explore potential 

difficulties in their proposed future projects. 

Analytical Approaches to Enquiry-Based Practice 

and Educational Research: epistemological and 

ontological issues and debates 

16 February 2009, 1.30-4.30 


This workshop is concerned with the fundamental question: 

are quantitative and qualitative research strategies reflective of 

contrasting epistemological positions or are they simply a question 

of technique? The aim of the workshop is to enable participants to 

explore and determine their own relative position regarding 

epistemological and ontological issues and debates in educational 

research and enquiry-based practice. Participants will have 

opportunities to draw on their own experience and engage with 

sample research material. The workshop will initially focus on 

positivist and interpretive styles of educational research and go on to 

explore naturalistic approaches. The emerging phenomenon of 

critical educational research will also be examined in the light of the 

growing politicization of education. Finally, participants will engage 

with Habermas’ (1972) conceptualization of interests capturing the 

technical, practical and emancipatory paradigms. 



29 

Qualitative Research: principles, practices, 

problems 

2 March 2009, 1.30-4.30 


Arguably the aim of qualitative research is to understand social 

reality through attitudes, perspectives and experiences within a 

particular social context, implying particular approaches to research 

and methods of data collection and analysis. This workshop provides 

participants with the opportunity to synthesize the main features of 

qualitative research design, compare and contrast different strategies 

for the collection and analysis of data and to critically appraise the 

analysis of qualitative data in published educational research 

literature. An introduction to the qualitative research approaches of 

ethnography, phenomenography and grounded theory will be 

followed by consideration of the use, potential and sensitivities of 

the two major research tools deployed in these approaches – 

the interview and observation. Finally, participants will engage with 

the challenges of the analysis of qualitative data adopting a practical 

‘how to’ approach within the overarching context of the strategies 

of narrative and discourse analysis and constant comparative 

analysis. 

Quantitative Research Methods and Analysis 

16 March 2009, 1.30-4.30 


This workshop provides participants with the opportunity to explore 

the relative strengths and weaknesses of various quantitative 

research methods (surveys, longitudinal, cross-sectional and trend 

studies, correlation studies, event history analysis, ex post facto 

research) and the educational research and practice contexts in 

which different methods might be appropriate. The workshop will 

also allow participants to define key concepts such as validity, 

reliability, generalizability and causality and apply them to 

quantitative methods. 

Research Design and Practice 

20 April 2009, 1.30-4.30 


This workshop will address the core principle of ‘fitness for purpose’ 

and consider the issues which educational researchers need to 

address to ensure that research becomes practicable, feasible and 

operationalized. In essence, the focus is on harmonizing planned 

possibilities with workable, coherent practice. Through group 

activities participants will develop a planning matrix for a selected 

research topic of their choice and explore case studies in order to 

identify the potential pitfalls to be encountered in ‘doing educational 

research’. 

Postgraduate Teachers 

Teaching development opportunities for postgraduate teachers, 

graduate teaching assistants and demonstrators are jointly provided 

by the Learning Development Unit and the Research and Graduate 

College. Postgraduate teachers are invited and encouraged to 

participate in the activities provided. Contact Jaye McIsaac, 

Postgraduate Teaching Practice Coordinator on ext. 54415 or 

j.l.mcisaac@salford.ac.uk 

Getting By - Getting Better: introduction to 

learning and teaching for Graduate Teaching 

Assistants (GTAs) 

This programme is designed for GTAs who support undergraduate 

student learning*. The three-day programme is scheduled over a one 

month period. Programme dates are: 

1 October 2008, 9.30-4.30 

3 October 2008, 9.30-12.30 

8 October 2008, 1.30-4.30 

17 October 2008, 9.00-1.00 

7 November 2008, 9.30-12.30 

The programme provides an introduction to learning and teaching 

at the University of Salford with an emphasis on the practical skills 

required to be an effective teacher. Participants have the 

opportunity to put into practice the principles learnt during the 

programme, therefore attendance at all sessions is expected. 

A University-based course attestation is awarded on course 

completion. 

*This programme is a requirement for all GTAs new 

to Higher Education teaching. 

Workshop for Demonstrators: practical-based 

teaching 


Inspirachange Training Solutions 

This workshop is designed for demonstrators who support laboratory 

and practical-based teaching. This session will help participants to 

consider how their role in a practical class complements that of the 

lecturer and how they can help students get the most from the 

practical. The aim of the session is to help participants plan, teach 

and support learning in practical classes and problem solving 

sessions. 


30 


Staff Development Programme 

www.edu.salford.ac.uk/scd/programme 

Postgraduate teachers, by prior arrangement, are invited to participate 

in staff development programme sessions in the following 

categories: 

■ 

■ 

■ 

■ 

■ 

Equality and Diversity 

Health, Safety and Well-Being 

Quality Enhancement and Assurance in Learning, Teaching 

and Assessment Practice 

Research Management and Development 

The Student Experience 

Postgraduate Teacher Forum 

■ 

■ 

■ 

■ 

A forum for all postgraduate teachers 

Offered twice each semester 

Teaching/learning topics and support group 

Bring your lunch 

Postgraduate Teachers Web site 

This site provides news, events and programmes available to all 

postgraduates who teach: www.edu.salford.ac.uk/scd/ptp 

The Higher Education Academy (HEA) 

The HE Academy is an independent organization funded by grants 

from the four UK funding bodies, subscriptions from higher 

education institutions and grant and contract income for specific 

initiatives. Its functions include the accreditation of programmes and 

of individuals as registered practitioners, research and evaluation, 

and maintaining a UK-wide Subject Network providing 

discipline-based support for learning and teaching. The Academy's 

mission is to help institutions, discipline groups and all staff to 

provide the best possible learning experience for their students. 

Further details can be obtained from www.heacademy.ac.uk 

The Higher Education Academy - Professional 

Recognition and the Professional Standards 

Framework: what does it mean for my 

professional development? 

4 December 2008, 12.00-2.00 

Rob Norris, Higher Education Academy and Dorothy Oakey, Learning 

Development Unit 

The idea of a framework for professional standards for teaching and 

supporting learning in higher education was proposed in the White 

Paper ‘The Future of Higher Education’ (2003). In response to this 

the UUK, SCOP and the UK HE funding bodies invited the Higher 

Education Academy (HEA) to consult with the sector to develop such 

a framework. Following extensive consultation with the sector a 

National Professional Standards Framework was launched in 

February 2006. Concurrently the Higher Education Academy has a 

professional recognition scheme to provide individuals with the 

public recognition of their expertise and commitment to supporting 

the student learning experience. This session is designed to provide 

participants with an opportunity to learn more about the HEA in the 

context of standards, professional recognition and CPD, find out 

what support is available at Salford and explore the fundamental 

question – what does all this mean for me? 

Learning and Teaching Research 

Network (LTRN) 

The Learning and Teaching Research Network is a network of Salford 

staff interested and/or engaged in research informed teaching 

practice and the development of the scholarship of teaching and 

learning. 

The LTRN seminar programme includes contributions form Salford 

staff and colleagues involved in research into policy and practices in 

higher education. The seminar programme provides a forum for 

dissemination and discussion of the key issues relating to learning, 

teaching and assessment. The workshop programme provides a 

forum for the dissemination of research projects and the discussion 

of methodological issues related to research. Colleagues studying on 

the Postgraduate Diploma in Higher Education Practice and Research 

are invited to join the programme to develop and enhance their 

research projects. Information is circulated to LTRN members on a 

regular basis or visit www.edu.salford.ac.uk/her/ltrn 

The LTRN has also established an active Writers Group which provides 

support for staff who are new, or relatively new, to writing and 

publishing their work. The Group holds meetings on the first 

Thursday of each month at which members can participate in open 

activities which provide opportunities for developing researchers to 

share progress and receive constructive feedback. Members can also 

benefit from extensive resources and information on related external 

development opportunities. A ‘Writing Space’ meeting takes place 

on the third Thursday of each month which provides members with 

a quiet and supportive physical space in which to write and discuss 

related aspects with other colleagues, including the opportunity for 

peer review and feedback. It is also planned to start a Reader’s 

Group this year. 

The LTRN and Higher Education Research Centre (HERC) host the 

annual Education in a Changing Environment (ECE) Conference. 

The conference provides an opportunity for researchers and practitioners 

to engage in discussion about the key aspects of changes in policies 

and practices in post-compulsory education and training. ECE is open 

to both internal and external colleagues. For further information, please 

visit the ECE web site at www.ece.salford.ac.uk 



31 

Learning Technologies 

08 

The workshops included in this section have been designed to 

support the implementation of the University’s Learning, Teaching 

and Enhancement Strategy. The aim is to develop knowledge of, and 

skills in, online teaching and the use of Blackboard (the University’s 

chosen virtual learning environment (VLE) within an overall 

pedagogically focused context. 

Blackboard Training 

Training in the use of the Blackboard system is now delivered 

predominantly online through the Blackboard Online Tutorial. 

Participants will learn how to deliver learning and teaching material 

through Blackboard, be able to view demonstrations on how to 

perform common tasks and find help, information and advice on 

making the best use of the virtual learning environment to support 

the delivery of their modules. 

To access the Blackboard Online Tutorial, go to the Blackboard 

homepage (vle.salford.ac.uk) and click the Help tab. 

Blackboard for the Terrified 

Learning Technologies Centre 

It is perfectly acceptable to be terrified of taking your first steps with 

Blackboard or, for those who have done some work in the past, 

to be anxious about re-visiting Blackboard. It is also perfectly 

acceptable to start using Blackboard by uploading a Word or 

PowerPoint file for your students to access. Once you take the first 

step you will be able to see just how easy it is to use Blackboard. 

This session will take you through those first important steps such as 

getting into Blackboard, uploading a file and a web link into your 

test module and then stopping for a cup of coffee and a biscuit. 

At that point, if you wish, you can leave. However, if you're 

enthused and ready for more, you can stay for the remainder of the 

session to learn and practise more. 

Course Genie: transforming word documents 

into dynamic online content (beginner to 

intermediate) 


Course Genie is a course authoring tool that allows you to take 

material in Microsoft Word format and transform it into a dynamic 

online course. From one Word document you can generate a set of 

web pages including navigation and interactive features. The end 

product is well structured, accessible and interactive course material 

that integrates seamlessly with Blackboard, the University’s Virtual 

Learning Environment. This session aims to introduce the most 

important features of Course Genie, how e-Learning content is 

created using the software and how content created using Course 

Genie is uploaded to Blackboard. Please note that this session is a 

pre-requisite to the advanced Course Genie session. 

Nuggets: the simple way to add media to your 

Blackboard module 


Nuggets is an in-house development of the Learning Technologies 

Centre (LTC) and is intended to deliver short, highly focused mediaenriched 

content to students through Blackboard, the University VLE. 

The primary emphasis within Nuggets is to encourage and enable 

academic staff to develop and deliver media-enriched content 

focusing on teaching and not technology. Nuggets are simple to 

build and deliver and in this short workshop you will be introduced 

to the potential of Nuggets and encouraged to build one for 

yourself. 

Streaming Media 


There is a great deal of evidence to suggest that media such as video 

and audio are useful in supporting, reinforcing, and enhancing 

learning. The Learning Technologies Centre has a streaming media 

server which you can use to host video and audio to be delivered to 

your students. This session will describe how you can do this and 

explore with participants how they might use online video and audio 

to enhance their students’ learning experience both on and off 

campus. 

Course Genie: transforming word documents 

into dynamic online content (advanced) 


This advanced Course Genie session will introduce participants to the 

course design and customization options available when using the 

software. Participants will also be shown how to obtain and 

incorporate additional resources into their Course Genie content. 

Please note that this session is aimed at more technically proficient 

staff who have already attended the beginner to intermediate 

session. 

The Web: educational possibilities 


This course runs over three afternoons and includes online activities 

The course is aimed at University staff who are interested in, and 

would like to utilize, some of the emerging educational tools 

available online. Throughout the course we will explore different 

online tools, which can be applied in and out of the classroom, and 

discuss the best ways of incorporating them into learning and 

teaching practices. In order to achieve this, participants will be asked 

to try some examples of the tools presented at each session and to 

share their experiences with other participants. This collaboration 

takes place through a set of activities which are both face-to-face 

and online. There will be three face-to-face get-togethers (one at the 

beginning of the course, another in the middle and one at the end). 


32 


The remaining collaborative activity will occur online, mainly 

asynchronously. The online element of the course will take between 

1 and 2 hours of time per week over the six week duration of the 

course and will be at the participants’ own pace. 

Areas that will be covered include: 

■ Establishing an online presence and netiquette 

(Internet etiquette) 

■ Asynchronous and synchronous communication 

(such as discussion forums and instant messaging) 

■ Collaborative learning tools (such as blogs and wikis) 

■ Personal and group spaces (such as eduspaces and 

PageFlakes) 

■ Cultivating learning communities online 

Interactive Whiteboard Training 

An increasing number of rooms across the University are now 

equipped with interactive whiteboards. This session will demonstrate 

what the boards can do and how they can be used to aid teaching 

and learning. The training will be delivered using a Promethean 

SmartBoard but other boards across the University do differ. If you 

require further information, please contact the Training Administrator 

via email: trainingadmin-ils@salford.ac.uk 

For further information please contact Paul Biggs on ext. 56505. 

Learning Technologies Bespoke 

Provision 

The LTC team can deliver tailored training to groups of staff within 

faculties and schools. To discuss your bespoke requirements please 

contact Paul Biggs on ext.56505 (email p.biggs@salford.ac.uk). 

Technology for Teaching 

This new programme of six sessions has been designed specifically for 

lecturing staff and staff who are required to give presentations. It will 

develop IT and AV skills and create a forum to share practice and 

ideas for teaching and learning. The programme covers effective use 

of AV equipment, creating PowerPoint presentations that work, 

eye-catching handouts, information literacy and copyright, using 

Blackboard effectively and electronic information management 

(e-filing). Please note that the ILS Systems Induction or equivalent is a 

pre-requisite for this course please contact the Training Administrator 


Using Audio Visual Equipment 

ILS provide training on using the University’s audio visual equipment 

for both teaching and delivering presentations. During the session you 

learn how to run PowerPoint, work with the Internet and standard 

programmes such as Word and Blackboard. The session will also 

illustrate how to run video clips and play audio files, and look at the 

correct use of video tapes and DVDs. ILS runs regular sessions and 

provides online training as well as a selection of User Guides. If you 

require further information, please contact the Training Administrator 




33 

Personal and Professional 

Effectiveness 

09 

Supporting a Customer-Focused Ethos 

Our Strategic Framework states that ‘as a leading Enterprising 

University, Salford will: 

Adopt a friendly, customer-focused ethos, delivering to students an 

excellent experience of higher education, to staff a rewarding and 

developing career, and to external partners, an effective and timely 

response to their changing needs.’ 

In order ‘To provide a high quality learning and working experience for 

all…’ (Goal 3). 

In recent years the perception we have of our students as customers 

has developed steadily. Whilst conceptualizing this is a challenge for 

the higher education community, as we develop our understanding of 

what constitutes a customer-focused ethos we need to consider both 

the behaviours and attitudes of the people and the effectiveness of 

the systems and processes that we employ. 

Furthermore as the day-to-day business of the University is carried out 

by the interactions of people in different departments working together 

in teams and groups, it is apparent that a customer-focused ethos also 

applies to the activities and services that we provide for each other as 

colleagues. 

In this increasingly competitive HE environment a prospective student, 

staff or external partner will be influenced by a number of factors 

when selecting an institution for study, work or business. However it is 

often the encounter with an individual that can tip the balance and 

provide a positive impression that influences the final decision. It is 

therefore essential that we are all aware of our roles and 

responsibilities in helping to positively influence the choices and 

experiences of our customers and of the behaviours required to foster 

a ‘friendly, customer-focused ethos’. 

This section of the programme particularly focuses on a range of 

activities and skill-based sessions designed to support you as you work 

‘to provide a high quality learning and working experience for all’ 

across the University community. If you are responsible for teaching 

and learning or supporting our students you may also find sessions in 

sections 7 (Learning, Teaching and Assessment Practice) and 11 

(The Student Experience) useful too. 

Additional and bespoke sessions can also be organized on request. 

Indeed sessions focusing on a customer-focused approach are best 

delivered in a bespoke context to the teams and groups of staff that 

work closely together to deliver services to our primary customers – 

our students. For further information please contact Maxine Rawlings 

(ext 52339, email m.k.rawlings@salford.ac.uk). 


Job Evaluation Role Holder Workshop 

25 September 2008, 11.00-12.00 7 October 2008, 11.00-12.00 


18 November 2008, 11.00-12.00 4 December 2008, 11.00-12.00 

8 January 2009, 11.00-12.00 20 January 2009, 11.00-12.00 

5 February 2009, 11.00-12.00 17 February 2009, 11.00-12.00 

4 March 2009, 11.00-12.00 19 March 2009, 11.00-12.00 

8 April 2009, 11.00-12.00 23 April 2009, 11.00-12.00 

5 May 2009, 11.00-12.00 20 May 2009, 11.00-12.00 

4 June 2009, 11.00-12.00 16 June 2009, 11.00-12.00 

1 July 2009, 11.00-12.00 16 July 2009, 11.00-12.00 

28 July 2009, 11.00-12.00 12 August 2009, 11.00-12.00 

27 August 2009, 11.00-12.00 (repeat session) 

The HERA Team 

The HERA process aims to produce a staff structure that is fair and 

free from bias. This workshop is offered to provide support to role 

holders and give them a better understanding of the HERA scheme. 

The session will provide a brief overview of the process and an 

explanation of the information required for each element. 

On completion, the role holder should feel better equipped to complete 

the necessary documentation to enable an accurate assessment to 

be made of their role. 

Protecting and Securing Your Personal and 

Confidential Information 

23 October 2008, 9.30-12.30 

Christa Price and Matthew Stephenson, Information and Learning 

Services 

Are you the weakest link? The University holds a vast amount of 

information about its students and staff and this is data that you need 

to access and use everyday. Data protection and information security 

sets structures in place to help secure this information and gives you 

practical advice to help ensure that you are not the weak link. 

This session will give you advice and tips if you are worried about 

obtaining or creating data, securely storing or accessing information, 

sending or transferring data internally or externally, updating and 

changing information and securely disposing of information when it is 

no longer necessary to keep. 

Maximizing your Development Opportunities 

12 November 2008, 9.30-12.30 


Plants need sunlight, water and nutrients from the soil to develop and 

grow. What do you need? This session will give you time to consider 

and identify your development needs, provide you with some tools to 

help you plan how to meet your needs and help you to consider 

methods/activities to support their achievement. This session will be 

particularly suitable for staff new to the University or for those who 

need to adopt a more strategic approach to their development. 


34 


Introduction to Freedom of Information 

18 November 2008, 9.30-12.30 

Wai Yan Loh and Matthew Stephenson, Information and Learning 

Services 

The Freedom of Information Act 2000 controls the way we deal with 

any written requests for information and therefore impacts on virtually 

every member of staff across the University. This workshop is aimed at 

anyone who receives requests for information from either inside or 

outside the University, irrespective of grade. The session will consist of 

a briefing on the requirements of the Act, how it should be 

implemented, and information about specific implications for the 

University. Attendees are advised to think about their own work and 

any questions they may have as the session will also address any 

issues that attendees have about dealing with requests for 

information or managing information in general. 

Coping with Change 

3 December 2008, 9.30-4.30 

Heather Baker, Baker-Thompson Associates 

So many organizations are in the throes of, or anticipating, change 

such as mergers, redundancies, expansion, etc and this can cause 

anxiety and worry for employees. However, this need not be a negative 

experience and can in fact, turn out to a person's advantage if they 

approach the situation in a positive manner. This session is designed 

primarily for clerical and secretarial staff and will enable participants to 

compile a personal action plan to enhance their practices in the 

changing work environment. 

An Introduction to Consultancy Skills for Internal 

Consultants 

3 December 2008, 9.30-12.30 and 4 February 2009, 9.30-12.30 

(linked sessions) 

Sharon Grant and Max Rawlings, Staff Development 

Does your work involve identifying, discussing and negotiating the 

needs of internal clients within the University? Do you want to 

strengthen your approach to exploring the needs of your clients and 

contracting to meet them? These linked sessions will enable you to: 

■ 

■ 

■ 

■ 

■ 

Define the elements of the consultancy process 

Distinguish between different consultancy approaches 

Apply a process consultancy framework 

Formulate good practice in internal consultancy 

Practise the skills involved in working as an effective internal 

consultant 

Happiness, Motivation and Self 

29 January 2009, 9.30-4.30 


For many people being happy and motivated at work is a basic 

essential of life but how much effort do we put in to achieving this? 

Historically psychologists have concerned themselves with things that 

make people unhappy: for every 100 psychology papers dealing with 

anxiety and depression there is only one dealing with positive traits. 

This workshop is designed to help participants develop an 

understanding of what happiness is and to explore ways to increase 

their personal happiness and motivation. 

Developing Resilience 

2 February 2009, 9.30-4.30 

Deborah Dalley, Deborah Dalley and Associates Ltd and Ann 

Chapman, OHSS 

Aimed at those who feel they would benefit from developing 

strategies to cope more effectively with the challenges of life, this 

session will help participants to identify causes of stress and learn how 

to manage them more effectively. The workshop will also identify personal 

stress levels and examine a range of methods to help build 

resilience to cope better with stressful situations. 

Under Pressure: successfully coping with stress 


‘Under Pressure’ provides a comprehensive range of solutions that will 

help you understand the difference between pressure and stress, 

assess your own vulnerability to stress, change behaviour to avoid 

stress, learn stress-busting techniques to gain control of your working 

day, spot and cope with stress in others and achieve an effective 

work-life balance. 

Understanding the Impact of Change 

9 February 2009, 9.30-3.00 

Max Rawlings, Staff Development 

What’s new? Certainly not the process of change although the pace 

definitely is! Some people embrace change, others loathe it. 

This session will provide a general introduction to the purpose, 

process and impact of change, present some theories of change 

management and suggest some approaches for managing and 

dealing successfully with change. 



35 

University of Salford Appraisal and Development 

Scheme: appraisee training 

24 February 2009, 11.00-12.30 


In responding to the implications of the Framework Agreement, 

the University is currently reviewing its appraisal process. However 

appraisee training for the current Staff Appraisal and Development 

Scheme (SADS) will continue to be available this year until a new 

scheme has been agreed. This short session will familiarize you with the 

SADS scheme, help you to consider how to maximize your involvement 

in the process and give you an opportunity to ask questions and raise 

any concerns. 

Copyright: an introduction to the issues 

25 February 2009, 9.30-12.00 

Wai Yan Loh and Matt Stephenson, Information and Learning Services 

Ever wondered whether you are breaking the law relating to copyright? 

Ever tried to find out and ended up even more confused than before 

you started? Copyright is a complicated issue but this session will raise 

understanding of the legal requirements relating to copyright. It will be 

of interest to anyone who is unsure how to use copyrighted material 

(e.g. use of recordings, scanning, use in PowerPoint) and will also 

provide an opportunity to raise specific issues and queries. 

Introduction to Finance 

Online at www.edu.salford.ac.uk/scd/online/category.php?id=8 

This self-study pack is aimed at staff who want or need to know more 

about finance and the University. It contains a comprehensive glossary 

of financial terminology and covers financial accounts and management 

accounts, how the University manages its finances, the business 

planning process, the resource model, budgeting, how costs behave 

and monitoring a budget. 

Financial Procedures 

Online at www.edu.salford.ac.uk/scd/online/category.php?id=8 

This self-study pack is recommended for anyone involved in financial 

and insurance matters on a daily basis. It has been designed to help you 

understand the key principles of the financial procedures at the 

University of Salford and consists of six online modules designed to 

introduce you to the basics of the following financial procedures: VAT, 

income-Agresso, income-SIS, creditor payments, cash and bank and 

insurance. 

Graduation Preparation 

The following sessions are available to staff involved in processing or 

presenting at Graduation for the first time: 

Graduation Briefing 

1 July 2009, 12.00-1.30 

Janette Holmes, Assistant Registrar Graduation 

This session is primarily for those involved in processing only or in both 

processing and presenting but it will also be of general interest to those 

who are helping with the Graduation ceremonies for the first time this 

year. It will provide an opportunity for you to see what happens in a 

typical ceremony, clarify expectations of your role and responsibilities, 

enable you to ask questions about the event and identify any support 

issues that you may need. 

Graduation Presenters 

8 July 2009, 12.00-2.00 (including lunch) 

Emma Taylor, Successful Speeches 

This session is for new presenters and will focus on presentation skills. 

It will include developing confidence on stage, voice projection and 

pronunciation tips for students’ names. This will be facilitated by Emma 

Taylor, an external trainer who is an actress and vocal coach. 

Familiarization of the Lowry Theatre 

This session will take place on Monday 13 July 2009, 11-12.30 and 

1.00-2.30 (repeat session) during Graduation week and will enable 

participants to take part in a walk through the processional activity and 

familiarize themselves with the surroundings and ethos of the 

environment. The session will last for about 90 minutes and transport 

will be provided to/from the Lowry. Further information about transport 

arrangements will be sent nearer the time and there is no need to 

book. 

Meetings and Committees 

Committee Servicing 

Due to changes in the University’s committee structures, this session will 

become available later on in the academic year. If you would like to 

provisionally book a place for this please contact Staff Development 

enquiries via email: edu-sd-enquiries@salford.ac.uk 

Minute Taking 

13 January 2009, 9.30-4.30 


Would you rather throw yourself downstairs than take minutes at a 

meeting? This one day session, aimed primarily at clerical and secretarial 

staff, will enable participants to understand the skills that are required 

to be an effective minute taker and will help them to create an action 

plan to develop those skills and prepare to take minutes successfully 

and confidently. There is so much more to it than taking notes. 

This session complements the speedwriting session and it is 

recommended that participants attend both sessions. 

Speedwriting 

21 January 2009, 9.30-4.30 


Do you struggle taking notes in meetings, on the phone or when your 

manager dictates to you? Do you feel that a shorthand course would 

be too much commitment? If so speedwriting is probably your answer. 


36 


At the end of this one day session which is aimed primarily 

at clerical and secretarial staff, participants will know the speedwriting 

system and will have an action plan to ensure they improve after the 

session and therefore become more efficient in their work. 

This session complements the minute taking session and it is 

recommended that participants attend both sessions. 


The session listed below will run once a cohort has been recruited. 

To register your interest in this session, please contact Staff 

Development enquiries via email: edu-sd-enquiries@salford.ac.uk 

Keeping a Record of Boards of Examiners 

This is a participative workshop for staff who will be secretaries to 

boards of examiners. It will provide practical guidance on what should 

be included in the minutes of boards and the documentation which 

should be maintained as part of the full record of the board of 

examiners. 

Working Effectively with Others 

Working in Groups and Teams 

15 October 2008, 2.00-5.00 


Every organization relies on good teamwork to achieve business 

objectives. This session will explore what is meant by good teamwork 

and will consider what being a team means, how groups/teams 

develop and how to work as an effective member of a team. 

There will also be an opportunity to practise team-working skills. 

This session is also open to postgraduate students through the SPoRT 

programme. 

Introduction to Mentoring 

10 November 2008, 1.30-4.30 


Based on the University’s guidelines on mentoring for all new staff, 

this session provides an overview of the purposes and principles of 

mentoring, gives an introduction to the different elements of the 

mentoring relationship and provides an opportunity to practise the 

skills necessary for effective mentoring. It is suitable for all staff with 

mentoring responsibility in the University. Please note that staff will be 

expected to complete the online component of this workshop prior to 

attendance. This is accessible at www.edu.salford.ac.uk/scd/online/ 

category.php?id=4 

A Customer-Focused Approach 

19 November 2008 (a), 1.30-4.30 and 12 January 2009 (b), 2.00-4.00 

(2 part session) 

17 March 2009 (a), 9.30-12.30 and 29 April 2009 (b), 9.30-11.30 

(repeat session) 


What is a ‘friendly, customer-focused ethos’ (Strategic Framework) and 

why is it so important? Who do we consider to be our customers at the 

University of Salford? What kind of customer experience do we want 

them to have? What kind of experience do they have? This workshop will 

consider these questions and explore how we can deliver a customerfocused 

service that benefits all of our customers in the organization. 

Effective Influencing 

26 November 2008, 9.30-4.30 


This session will explore the different ways people can be influenced 

and to identify ways to develop influencing skills. By the end of the 

workshop participants will have identified the importance of credibility 

when seeking to influence others, examined ways to increase their 

ability to influence in a range of situations and used a four stage 

model for successful influencing. 

Conflict Resolution and Negotiating Skills 

18 March 2009, 9.30-4.30 


The aim of this workshop is to help people deal constructively with 

conflict situations. It will examine the phases of successful negotiation 

and explore some of the influencing strategies that can be used 

during that process. By the end of the course participants will have 

recognized the factors which give rise to conflict, identified their style 

of conflict management, identified the phases of negotiation and 

examined a number of coping mechanisms for dealing with difficult 

situations. 

Developing Effective Interpersonal Skills 

23 April 2009, 1.30-4.30 


In order to get results you need to get on with others, so what is it 

that enables productive working relationships to flourish and develop? 

This taster workshop will consider the importance of understanding 

interpersonal behaviours, the effect of the identified behaviours of 

others, the skills of active listening, effective feedback and negotiation 

and the application of these skills in a range of situations. This session 

is also open to postgraduate students through the SPoRT programme. 

Communicating Effectively with Others 

What Makes a Good Press Story? 

17 November 2008, 10.00-12.00 

Rachel Conway, Enterprise and Development 

This session is designed for staff who are unsure about what would 

make a news story. We want to be proud of our University and share 

the excellent work constantly going on. It may be an improvement for 

our students or staff, a piece of interesting research, a funding bid, 

an interesting student story or some work we are doing with an 



37 

employer. This may be a story of interest to the press, our internal 

communications or for our promotional literature. 

Corporate Identity: what it is and how to use it 

24 November 2008, 10.00-12.00 

Penny Hicks, Enterprise and Development 

This session is essential for staff involved in producing literature for our 

external audiences (e.g. promotional literature, conference publicity, 

flyers, posters, reports and any electronic external communications). 

This session will cover the use of the University logo, corporate colours, 

and discuss examples of usage. Participants are asked to bring any examples 

of items they are working on or would like to share with the group. 

Writing Good Copy 

14 January 2009, 9.30-4.30 

Interactive Training Ltd 

Participants will learn how to approach writing tasks with the 

confidence and skills to know that they will produce clear, readable 

documents that get the message across with impact. The session will 

focus primarily on writing copy for publication and will look at key 

writing skills, headlines, sub-heads, captions, call-outs and other devices, 

copy structures and shapes and leading and closing paragraphs. By the 

end of the workshop, participants will be able to produce documents 

that are more effective, and spend less time working on them, powerup 

documents by turning them into clear and concise communications, 

and build editorial content that engages readers and communicates 

with them. Please note that participants opting to attend this workshop 

will not need to also attend ‘Proof Reading and Editing’ 

Getting Your Message Across with Effective 

Document Layout and Design 

28 January 2009, 9.30-4.30 


Document design is not about ‘prettying up’ the page. Good design 

makes your message stand out from the rest with a layout that gets 

attention, is easily read and builds your corporate brand image. By the 

end of the session participants will be able to apply a knowledge of 

how readers engage with documents to produce effective layouts that 

lead the reader through the message, produce professional 

documents that reflect the corporate image whilst delivering 

information that is easily read, and use a range of techniques that 

grab the reader’s attention and give your message the impact that it 

deserves. 

Report Writing 

4 February 2009, 9.30-4.30 


Whether you are writing reports, proposals, technical reports or 

manuals, this workshop will give you the writing techniques for 

putting ideas across clearly, concisely and persuasively so you can 

concentrate on your real interest - convincing the reader of the merits 

of your case. This session shows you how to communicate clearly and 

effectively, how to use report structures that guide the reader through 

your writing and bring them to your point of view and how to 

convince readers with reports and proposals in which the key ideas 

shine through, helping you to capture even the skim reader’s 

attention. This session will include the essentials of letter and report 

writing, setting tone and style, organizing your thoughts, the report 

writing process, writing persuasive proposals and the final draft of the 

report. 

The Write Way: guide to writing effective 

communication 


‘The Write Way’ will help you to produce letters and documents that 

your readers will find easy to understand. It will help you to write with 

a clear purpose in mind, structure and lay out your content so it is 

easy for your readers to absorb, use the appropriate style and tone, 

use correct grammar, punctuation and spelling and apply these 

principles to writing letters, emails, reports, proposals and minutes. 

Confidence in Presentation Skills 

20 February 2009, 9.30-5.00 

Paul Kent, Paul Kent Associates 

This practical session will outline the elements of effective 

presentations and will include preparing to present, presentations in 

practice (recorded on video), self analysis and feedback, debrief on 

presentations using video playback and action planning. 

Persuasive Presentations 


‘Persuasive Presentations’ will help you to get your message across 

with confidence and clarity. It will help you overcome your nerves and 

get in the right frame of mind, know precisely what you want to 

achieve from your presentation, plan and structure for maximum 

impact, produce and use powerful visual aids, send the right signals 

through your body language and voice and confidently handle 

questions from the audience. 

Proof Reading and Editing 

4 March 2009, 9.30-4.30 


Proofing errors destroy the effectiveness of documents. This workshop 

teaches the skills needed to identify and correct errors and shows how 

to edit copy to achieve maximum impact. By the end of the workshop, 

participants will be able to spot and correct the common errors 

of spelling, punctuation and grammar that can ruin good copy, edit 

text to give it greater clarity and effectiveness to get the message 

across as powerfully as possible, and develop the confidence to proof 

and edit colleagues’ writing with skills that will be a valuable resource 

for the organization. 


38 


Please note that participants opting to attend this workshop will not 

need to also attend ‘Writing Good Copy’ 

Dealing with Situations Assertively 

13 May 2009, 9.30-4.30 


There will always be situations that you wish you had handled differently. 

This workshop will give delegates an opportunity to review those 

situations. At the end of the day participants will have distinguished 

between aggressive, submissive and assertive behaviour, explored the 

effect each type of behaviour has on others, reviewed their personal 

assertiveness in a variety of situations, examined a number of 

communication techniques associated with assertive behaviour and 

applied some of those techniques to a range of situations. 

Assert Yourself 


‘Assert Yourself’ is designed to help you deal effectively with awkward 

situations at work and beyond. It will help you in a variety of 

situations including making requests, saying no, giving and receiving 

feedback, dealing with aggression, dealing with passivity and getting 

your point across. 

Creating an Effective Working 

Environment 

Time Management 

8 October 2008, 9.30-12.30 


Are you amazed at how quickly time flies? Do you constantly feel that 

there are not enough hours in the day? With so many demands 

placed on us both at work and at home, it is vital that we manage 

our time as effectively as possible. This session will help you to identify 

strengths and weaknesses in your current use of time and explore 

some possible strategies to help improve your time management and 

therefore put you back into the driving seat where time is concerned. 

Please note this session is also open to postgraduate students through 

the SPoRT programme. 

It’s About Time: developing time management 

skills 


‘It’s About Time’ is designed to help you deal effectively with time 

management. It will help you to identify your time management 

concerns and produce an action plan, spot time-wasting traps and 

steer a safe path around them, prioritize and plan so that instead of 

working longer you work smarter, make the most effective use of 

your diary or personal organizer, cut through the clutter of paperwork 

and emails and make effective use of your time with others. 

Getting Yourself Organized 

22 January 2009, 9.30-16.00 

Matthew Stephenson, Information and Learning Services 

Do you ever feel like you are drowning in a sea of information? 

Do you seem to spend most of your time dealing with paperwork, 

emails and trying to find misplaced documents and files? Are you 

overwhelmed by a million things to do and no time to do them? 

Do you have piles of records, overflowing filing cabinets and no idea 

what to do with scores of out of date files? Are you being knocked 

over by a (virtual) tidal wave of emails and electronic records and 

unsure how to manage them? If you’ve said yes to any of these, 

this is the session for you! 

This workshop looks at how to take control of your information so 

that you deal with it more efficiently thus freeing up time for you to 

concentrate on more important tasks and possibly even improve your 

working image. During this session you will be advised how to 

arrange, manage, store and get rid of your paper and electronic 

documents and records effectively, efficiently and in line with both 

University guidelines and the law. You will also be shown how to 

manage your workload using a number of simple techniques along 

with managing your time and reducing the amount of reading you 

need to do and then how to get through all that reading much more 

quickly. 

Applying a Project Management Approach 

to Your Work 

20 May 2009, 9.30-3.00 


This session aims to introduce you to the underlying principles of 

project management and how they can be applied to your everyday 

work to enhance your effectiveness in delivering successful outcomes. 

Designed to be a practical session you will have time to think about 

the work you do, identify success criteria and plan to achieve that 

success. 

Career Review and Development 

Get That Job Part 1: successful CVs and 

application forms 

27 October 2008, 9.30-12.30 

The Careers Service 

Do you want to market yourself effectively? This session will look at 

how to write an application form or CV that will provide information 

to successfully meet shortlisting criteria and thus be effective in 

gaining a job interview. 



39 

Get that Job Part 2: effective interviews 

3 November 2008, 9.30-4.30 


This session is aimed at anyone who wants to improve on his or her 

performance at job interviews. It will include a reflection on past 

experience, the essential preparation necessary prior to interview and 

how to anticipate and deal with interview questions. There will be an 

opportunity to practise interview skills. N.B Although Get that Job Part 

1 and Part 2 are linked, attendance at Part 1 is not a prerequisite to 

attendance at Part 2. 

Working, Learning, Playing, Giving: a Windmills 

programme 

14 January 2009, 9.30-4.30 


A new year and a new you? Would you like to step back to reflect 

and evaluate on where you are at? This workshop will give you some 

time out to review your life, provide tools to help you identify a vision 

for your ‘working, learning, playing and giving’ and enable you to 

explore solutions to meet the goals you identify for your life. 

Preparing for Retirement: forward planning 

15 January 2009, 9.30-12.30 

2 July 2009, 9.30-12.30 (repeat) 

Berkeley St. James, Financial Services 

A number of people in the University have attended the pre-retirement 

session and have said, ‘I wish I’d had this information sooner’ 

so now you can! This workshop is designed to help you consider the 

financial implications of retirement and help you plan for the future. 

It will consider the implications of dependants, the importance of 

wills, AVCs, where to seek advice and issues of long-term ill health. 

Pre-Retirement Workshop 

29 April 2009, 9.30-4.30 

Berkeley St. James, Financial Services 

This event is aimed at those retiring or planning to retire in the next 

12-18 months. The programme will draw upon expertise from the 

financial sector, the health sector, the Department of Social Security 

and the University’s Personnel Division and will cover issues of 

financial planning, the benefits system, superannuation, and health 

and welfare. 

Retiring? Making the most of your skills and 

experience 

12 May 2009, 12.00-2.00 

Maxine Rawlings, Staff Development and Colleagues 

For many people the prospect of retirement is both one of excitement 

and trepidation. This session will help you to explore how you can use 

your knowledge, skills, and experience outside of paid employment to 

benefit yourself and others. It will also inform you of the 

opportunities available to maintain your links with the University. 

Career Development: your next step 


‘Your Next Step’ is designed to prepare you for your next career step. 

Whether you are looking to move position or seeking to advance within 

the University, this resource will provide you with all the essential 

guidelines and techniques. ‘Your Next Step’ will enable you to analyse 

you skills, strengths and achievements, plan and carry out an effective 

job search campaign, produce attention-grabbing CVs, write application 

letters and complete application forms in a manner that maximizes your 

chance of success, and give excellent interview performances. 


40 



The Careers Service primarily offers advice, guidance and support to 

individual students and runs workshops for groups of students. 

They also provide a wide range of information on jobs, employers and 

postgraduate study. However, did you know that as a member of staff 

here at the University, you too can use the Careers Service? If you are 

considering a change of career direction, have an interview coming up 

or need advice on how to apply for a job, the Careers Service can 

help. They offer: 

■ Mock interviews: if you have an interview arranged, they 

can give you the opportunity to practice by interviewing you 

and then providing feedback on your performance. 

They need copies of your application and details of the post 

(a job description and person specification) at least 2 

working days prior to your appointment 

■ Guidance interviews: you can book a 45-minute 

appointment with an adviser whom you can share your 

ideas with and examine your options 

■ CV/application form checks: you can use the drop-in facility 

which is available Monday to Friday between 11.00am and 

3.00pm at the Careers Service office. Alternatively you can 

email your CV to them and receive feedback from one of 

the careers advisers. 

The Careers Service also delivers a number of events for staff through 

the Staff Development Programme (please see the Personal and 

Professional Effectiveness section) and can support staff as they work 

with students in developing their key skills and in helping them to 

engage with PDP. For further information about these or other 

services offered by the Careers Service, please contact the Head of 

Service, Peter Ireland on ext. 54494 (email: p.ireland@salford.ac.uk). 

Association of University Administrators 

Postgraduate Certificate in Professional 

Practice (Higher Education 

Administration and Management) 

The AUA Postgraduate Certificate provides a unique qualification 

specifically developed for higher education managers and 

administrators. Accredited by the Open University it combines practical 

job-related development with a rigorous but flexible structure 

appropriate for a wide range of needs. There are four parts to the 

award – all mandatory: 

■ 

■ 

■ 

■ 

Code of Professional Standards 

Knowledge of Higher Education 

Key Skills 

Generic HE Management Skills 

This award is portfolio-based which will enable you to record and 

monitor your progress, assist you in reflecting on your learning and is 

used in the assessment process. Participants will formulate a Personal 

Development Plan (PDP) and be assigned a mentor for the duration of 

the course. For more information about the AUA please contact Carol 

Hughes, ext. 54108 (email: c.hughes@salford.ac.uk). For further 

information about the Certificate, or becoming a mentor for a 

participant on the course, please contact the AUA Office on 

0161 275 2063 (email: aua@man.ac.uk). 

Languages for All Programme 

It is now widely accepted that multilingual staff are an increasingly 

valuable asset for any organization operating within the global 

marketplace. The School of Languages is again running the 

'Languages for All programme', which offers a wide range of 

language courses at different levels, focusing essentially on practical 

communication skills. Courses start in October and run for a minimum 

of 10 weeks. 

Courses on offer include: 

■ Arabic 

■ British Sign Language 

■ English as a Foreign Language 

■ Finnish 

■ French 

■ German 

■ Greek 

■ Italian 

■ Japanese 

■ Mandarin Chinese 

■ Polish 

■ Portuguese 

■ Spanish 

■ Turkish 

For details of the courses available and their cost, please visit 

www.languages.salford.ac.uk/courses/lfa.php or contact the School 

of Languages office, room 827, Maxwell Building (ext. 53613, email: 

m.c.adams@salford.ac.uk). 



41 

Research Management and 

Development 

10 

University Funding and Development 

Team 

The University Funding and Development Team is a specialist team 

dedicated to securing additional resources for the University to 

undertake activities not directly funded by HEFCE. The Funding Team 

provides advice, guidance and support to faculties, schools, research 

institutes and support services within the University on how to 

develop projects and secure funding. This can be for a variety of 

schemes and projects that support the strategic aims of the University, 

in teaching and learning, in research and in enterprise and development. 

The Team can also assist with the bid writing process and 

contract negotiations. In addition, the Funding Team can advise and 

provide support on managing projects, working with project teams to 

ensure that monitoring procedures are in place and audit 

requirements are met. 

For further details about these events please see the ‘Enterprise and 

Development' section of this programme. For further information or 

to arrange a bespoke session, please contact the UFT on ext. 55407. 


Getting the Most Out of the Salford Environment 

for Expertise and Knowledge (SEEK) 

14 November 2008, 1.00-3.00 

Mike Hession and Matt Boswell, Research and Graduate College 

SEEK (Salford Environment for Expertise and Knowledge) is a 

Web-based record of the University’s research expertise providing each 

Research Institute member with a printable online CV. The system is 

fully searchable, has a range of management information reports and 

links into central University processes such as web pages, research 

banding and RAE planning. This session will help Research Institute 

members to get the most out of SEEK covering areas such as the 

personal profile, data entry, searching and running reports. 

How to Prepare and Deliver Successful 

Conference Presentations 

3 December 2008, 12.00-2.30 

Dilanthi Amaratunga, School of the Built Environment 

This practical session is aimed at staff with little or no experience of 

preparing papers and presenting at conferences. It will enable 

participants to consider the key features involved in the construction 

of a suitable paper, the factors that influence delivery to ensure 

maximum impact and will build confidence so that the process of 

presenting becomes a less daunting prospect. Please note that this 

session is also open to postgraduate students. Staff members 

attending this session may also be interested in ‘Confidence in 

Presentation Skills’ in the ‘Personal and Professional Effectiveness’ 

section. 

Getting Published: an introduction 

9 December 2008, 12.30-2.00 

Karen Holland, School of Nursing and Editor, Nurse Education in 

Practice (An Elsevier International Journal) 

We are encouraged to publish the results of our scholarly activity and 

research, yet for many of us this achievement eludes us. Why is this? 

This session will introduce participants to some of the reasons and will 

focus in particular on the publication process and how authors can 

help to increase their success rate. If you have either papers in 

progress, papers which have not been accepted (plus reviewer 

comments) or ideas/drafts for papers, please bring them along. 

This is an opportunity to share experiences and learn from each other. 

The facilitator has experience as editor of an international journal, 

book and journal reviewer and book and article author. 

Introduction to SPSS 

15 December 2008, 12.00-5.00 

Jocelyn Evans, ESPaCH/Research and Graduate College 

This introductory session to SPSS will provide participants with an 

overview of the capabilities of this common statistical package and 

hands-on training for some of the basic elements of data analysis 

which it provides. By the end of the session, participants should be 

able to enter primary data or load previously coded data, label and 

manipulate the dataset to fit their research or other data-analytic 

requirements and generate tabular and graphical output for their own 

analysis and presentation purposes. The session assumes no prior 

knowledge of statistics or mathematics beyond an acquaintance with 

the very simplest functions (arithmetic, means, plotting twodimensional 

graphs, etc). Participants should not expect to come away 

with the ability to carry out complex multivariate statistics (even 

though the bulk of SPSS is dedicated to precisely this), instead, 

participants will have the necessary skills to use SPSS for simple but 

effective data presentation and a foundation either for following 

other more advanced courses on SPSS statistical modules or for 

teaching themselves using the many available texts on the topic. 

Dr Evans has published numerous articles on voting behaviour in 

international journals using data analysis performed with SPSS. 

NVivo 7/8 

4 February 2009 and 11 February 2009, 9.30-4.30 (linked days) 

Elizabeth Wiredu, Data Solutions Services 

This two-day session will provide a thorough introduction to the main 

features of NVivo 8 using sample data. Participants will learn how to 

efficiently and effectively manage code and analyse semi-structured 

and unstructured interview data, structure thematic node system 

supported by chosen methodology, set-up the demographic 

information to aid profiling the data, use queries to seek answers to 

research questions as well as formulate new questions and explore 

new ideas, and use the NVivo modelling facility to capture the big 

picture of their data. The course is designed for the complete novice 

as well as those who have used previous versions of the software: 

Nvivo7, N6, Nvivo 2. 


42 


No previous knowledge is required and participants are encouraged to 

bring their own data and at least a transcribed copy of one interview 

in Word format on a USB pen drive. However, sample data is provided 

for those who do not have their own data. 

Structure of Event 

Day 1 covers a thorough and comprehensive demonstration of the key 

features of NVivo 8 with many opportunities to assess learning 

through tasks. Participants will recreate the Volunteering sample 

project that comes with Nvivo 8 software from scratch. 

Day 2 briefly revisits some of the key functionalities covered on day 1. 

Participants are encouraged to setup their NVIvo 8 project using all 

the functionalities in Nvivo 8 responsive to their project needs. 

A clinic session is provided to assist participants through the 

structuring of their node system, coding and modelling as required. 

In addition to the face-to-face training, Elizabeth will also provide 

30-day distance support to enable attendees to use the software. 

Supervisor Development Programme 

These sessions, provided by the Research and Graduate College, are 

designed for new supervisors of postgraduate researchers at doctoral 

and masters level. However experienced staff will also find these 

sessions a useful refresher opportunity. For details and to register for 

these sessions, please contact Linda Kelly on ext. 53841 (email: 

L.M.Kelly@salford.ac.uk) or visit the SPoRT web page: 

www.pg.salford.ac.uk/training 

Further sessions for postgraduate supervisors will be organised during 

the year and you may also find other sessions in this programme 

useful for your development too, in particular those in the ‘Personal 

and Professional Effectiveness’ section. 

*The following sessions marked with an asterisk are also open to 

postgraduate students through the SPoRT programme who may 

attend with you or on their own. Please note other sessions in the 

SPoRT programme may also be relevant to your development. 

Introduction to Regulations and the PhD 

Process at Salford 

8 October 2008, 1.00-2.30 


Jocelyn Evans, Sarah Emery and Paul Farrall, Research and Graduate 

College 

This session will provide an opportunity to discuss the framework of 

the key responsibilities of the supervisor in relation to the policy and 

process requirements for ensuing successful progress of doctoral 

students. It will be suitable primarily for new supervisors but may also 

be useful for those who would like to refresh their practice. 

This session will provide an opportunity to ask questions and seek 

advice as well as to receive information. 

* Time Management 

8 October 2008, 9.30-12.30 


Are you amazed at how quickly time flies? Do you constantly feel that 

there are not enough hours in the day? With so many demands 

placed on us both at work and at home, it is vital that we manage 

our time as effectively as possible. This session will help you to identify 

strengths and weaknesses in your current use of time and explore 

some possible strategies to help improve your time management and 

therefore put you back into the driving seat where time is concerned. 

Please note this session is also open to postgraduate students through 

the SPoRT programme. 

* Working in Groups and Teams 

15 October 2008, 2.00-5.00 


Every organization relies on good teamwork to achieve business 

objectives. This session will explore what is meant by good teamwork 

and will consider what being a team means, how groups/teams 

develop and how to work as an effective member of a team. 

There will also be an opportunity to practise team-working skills. 

This session is also open to postgraduate students through the SPoRT 

programme. 

*How to Complete a Learning Agreement 

20 October 2008, 1.00-2.00 


Jocelyn Evans, Research and Graduate College 

This brief session outlines the value of the learning agreement and 

explains how to go about completing one. Sample learning 

agreements will be discussed along with examples of good and bad 

practice. 

*PhD Progression Points: interim assessment, 

internal evaluation, self evaluation 

10 November 2008, 2.00-4.00 


Jocelyn Evans, Research and Graduate College 

This session will explain the full postgraduate student lifecycle from 

the first stage interim assessment through to the pre-viva internal 

evaluation, as well as the ongoing monitoring of doctoral research 

through the Self-Evaluation Document and Annual Progress Report. 

It will explain the benefits and ethos of this framework, 

the responsibilities of both the student and supervisor, and the 

documents which need to be provided at each stage of the life cycle. 

*Managing the Student-Supervisor Relationship 

30 April 2009, 9.00-12.00 

Sara Shinton, Sara Shinton Consulting 

The student supervisor relationship can be the most rewarding and 

most frustrating aspect of your doctoral training and it is likely both 



43 

situations will feature in your PhD at some time. This session will look 

at the professional and personal skills needed to minimize problems 

and maximize the positive. 

A staff Guide to Effective Graduate Research 

and Doctoral Supervision 

7 May 2009, 11.00-1.00 

Ela Beaumont, Education Development Unit 

Are you new to postgraduate supervision? Are you an experienced 

supervisor looking for more ways to support your students? Managing 

your role as a supervisor is one of the most challenging inter-personal 

tasks in higher education. This session looks at the personal, 

professional and academic issues facing research students, your style 

as a supervisor and your students’ needs, responding to diversity, 

giving feedback, dealing with academic problems, working with 

co-supervisors, getting support for your student and getting support 

for yourself. It also offers effective strategies to enhance your work as 

a supervisor in the student-supervisor relationship. 

Please note this session is open to staff only. Places can be booked by 

contacting Staff Development Enquiries on ext. 52329 

(email edu-sd-enquiries@salford.ac.uk). 

Information Learning Services Events 

for the Research Community 

See the ILS web site for full details of the sessions listed below and 

other training opportunities throughout the year: 

www.ils.salford.ac.uk/training 

Booking for ILS Events 

Book online at www.ils.salford.ac.uk/training 

Book by email: trainingadmin-ils@salford.ac.uk 

Book by telephone: ext. 54253 


Introduction to EndnoteX 

EndNote is bibliographic software which can be used to organize, 

store and manage references. The session is aimed at staff and 

postgraduates and is designed to introduce you to EndNote and give 

you hands-on experience of the software. It will cover the basics of 

EndNote so that you will be able to leave the session and start using 

the software to support your research. 

What the Papers Say: finding full text newspaper articles 

Ever wanted to track down newspaper articles related to your 

research topic but didn’t know where to begin? This workshop 

demonstrates how you can search the Nexis online newspaper 

database to find full text newspaper articles. Coverage includes full 

text access to major British, European and American broadsheets and 

tabloids. Many local and regional UK newspapers are also included 

such as the Manchester Evening News. This database contains 

approximately 2,300 titles, with some publications dating back 20 years. 

Subject-Based Resources 

These sessions introduce you to some of the best Web-based 

resources to help you find journal articles relevant to your subject 

area. 

Finding Journal Articles in Media, Music and Performance 

Get better results by making the most of ILS’s journal resources. 

This session covers the International Index to the Performing Arts, 

Rock’s Backpages, Communication Abstracts and JSTOR. Available to 

students, researchers and teaching staff, this session is practical and 

hands-on. 

Finding Journal Articles in Art and Design 

Get better results by making the most of ILS’s journal resources. 

This session includes Art Bibliographies Modern, Design and Applied 

Arts Index, Expanded Academic and JSTOR. 

Finding Journal Articles in Languages 

Do you struggle to find relevant journal articles for your study? 

Then come along to this session to learn how to find journal articles 

in Languages. This session covers MLA, Linguistics and Language 

Behavior Abstracts and other relevant journal sources. 

An Overview of Electronic Resources for IT and Information Systems 

This session introduces some of the best Web-based resources to help 

you find journal articles in IT and information systems. This will be a 

hands-on session designed to help you get the best out of resources 

such as the ACM Digital Library, Business Source Premier and Science 

Direct. 

An Overview of Electronic Resources in Business and Management 

The session will consist of a brief presentation outlining the databases 

currently available and offering guidance as to which are the best 

sources of information in the areas of market research, company 

information and which offer full text journal/newspaper articles. 

An Overview of Electronic Resources in Economics 

This hands-on session is designed to help you find journal articles in 

economics. Advice will be given about searching EconLit and other 

Web-based resources such as Business Source Premier and JSTOR. 

Finding Information for your Dissertation: School of the Built Environment 

This session will show you how to use the resources available through 

e-library to find information to support your research. It will include 

demonstrations, guidance and hands-on practice. 

An Overview of Resources for Leisure Industries (Sport, Tourism, 

Hospitality, Food) 

This session will provide an overview of resources on e-library and will 

help you find relevant information for research and assignments. 


44 


The Student Experience 

11 

The University continues to be committed, at both strategic and 

operational levels, to providing a high quality learning experience for 

all students who choose to study with us. The sessions in this section 

are designed to recognize and celebrate the diversity of Salford 

students, draw on findings from the National Student Survey, our own 

Student Experience Survey and innovative and established good 

practice in supporting students from pre-entry to exit. For further 

information please contact Jean Smith, Education Development 

Co-ordinator, LDU (email:p.j.smith@salford.ac.uk). 

Workshops and Seminars 

1 Day British Sign Language Course 

10 October 2008, (Time TBC) 

This course is for beginners so no prior experience is needed. The 

course will allow participants to learn basic British Sign Language, 

learn more about deaf people and their culture, and learn how to 

improve communication skills when dealing with your deaf students. 

This session is being run in collaboration with MMU and will be held 

at a venue on their campus. If you are interested in receiving further 

details please contact Carol Fairclough on either ext. 52329 or email: 

c.fairclough@salford.ac.uk 

Student Support and Personal Tutoring 

22 October 2008, 9.30-12.30 


Jean Smith, Learning Development Unit 

Whether new to or more experienced in personal tutoring you are 

invited to this well-established and useful session. There will be the 

opportunity to consider personal tutoring at institutional level through 

the Code of Practice but, for most people, the benefit of the session is 

to discuss their own experiences, learn from the experience of others 

and gain both knowledge and skills about good personal tutoring in 

practice. 

Student Representation: how can we use the 

student representation system to enhance the 

student experience? 

23 October 2008, 12.00-2.00 

Jane Johnson, Academic Quality and Standards Unit, Michelle Livesey, 

Students’ Union and Students 

This participative session will provide an opportunity to explore the 

student representation process as it operates within the University. 

It will allow participants to consider with colleagues, students and the 

Students’ Union how they and their teams can benefit from the 

activities of the Student Representatives and the Student Liaison 

Representatives and how working together can make the system work 

to enhance student life at Salford. 

The National Student Survey 2008: what can we 

learn from the qualitative data? 

27 November 2008, 12.00- 2.00 

Jane Johnson, Academic Quality and Standards Unit and the Students’ 

Union 

What do the verbatim comments from the NSS tell us? This session 

will give participants the opportunity to join with colleagues and the 

Students’ Union to explore the messages from our students and 

discuss what they mean for the ways in which we work now and 

how we plan for the future. 

Undergraduate Placements: how careers and 

employability can help staff who work with 

employers (that offer placements) and/or 

undergraduate students (who are seeking a 

placement) 

17 February 2009, 12.30-2.00 

Ian Boardman, Careers Service 

Careers and Employability staff work with hundreds of employers 

every year to promote their industrial/summer placement 

opportunities to undergraduate students. Careers and Employability 

staff also deliver placement fairs jointly with specific schools of study 

that allow employers to promote their placements to undergraduate 

students. Attend this session to find out how Careers and 

Employability can help you provide your students with placement 

opportunities and learn about support services for students. This is 

also an opportunity to network with staff whose work is related to 

student placements. Your input is vital as it will be considered when 

planning, delivering and evaluating the work of Careers and 

Employability. 


The sessions detailed below are available as bespoke events tailored 

to suit the requirements and operating context of particular groups of 

staff within schools, faculties and support divisions. Organization, 

design, delivery, etc. are by negotiation although a minimum of 10 

participants per event is required. Sessions are supported by briefing 

notes, guides, etc. where appropriate. 

Grow your Own Mentor! Innovation in student 

development 

Mentoring is a vital social, educational and cross-cultural support 

mechanism and should be used creatively and responsibly. If you feel 

that mentoring will enhance and support your provision and you 

would like a framework to guide you in creating your own mentoring 

initiative, then this session is for you. You will be provided with a step 

by step guide to construct a mentoring model that responds to the 

needs of your students and a pathway for students interested in 

mentoring their peers. At the end of this session you will have enough 



45 

information to source mentor training internally and externally, 

recruit mentors and identify mentees, to monitor progress and review 

and evaluate your grow your own mentor model. For further information 

please contact Marie Greenhalgh, Enterprise and Development 

(email: m.greenhalgh@salford.ac.uk). 

Progression to University from Access 

to HE Courses 

This briefing session explains how the University’s FE/HE Consortium 

co-ordinates and assists curriculum development between Consortium 

colleges and the University’s schools for agreed Access Curriculum 

Pathways, how access courses are accredited through open college 

networks, the way that the National Open College Credit Framework 

operates so that admissions tutors can more readily understand the 

value of the credits that access students have achieved, and the 

quality assurance arrangements which access courses are subject to in 

Consortium colleges and by the University of Salford through our 

affiliation and validation process. The University has established its 

own network of accredited access courses with partner colleges and 

this will be discussed. The recent QAA changes to the way access to 

HE courses are to be delivered will be described. For further 

information please contact Laura Mole, Enterprise and Development 

(email: l.mole@salford.ac.uk). 

Personal Tutoring Staff Development Pack 

Online at www.edu.salford.ac.uk/scd/online 

For staff who want to know more about effective ways of providing 

personal tutor support, this pack provides both information and 

practical suggestions. It builds on current good practice, considers a 

range of appropriate and available skills and explores the necessary 

boundaries involved in the effective fulfilling of this role. 

Student Induction Staff Development Pack 

Online at www.edu.salford.ac.uk/scd/ssupport/02.php 

This pack contains a wealth of ready-to-use resources such as activities 

and handouts for staff to use to maximize the benefits of the 

all-important student induction. Alongside this there is a Student 

Induction Checklist which has been designed to try to ensure that 

new students are familiar with the services and facilities available at 

the University. The Checklist might also be useful for personal tutors 

to use in their first meeting with students.

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