Once you have read the description of a course and decided you would like to attend (and have secured any permissions you need), you will see a link at the bottom of the course page which will take you to the online booking system in iTrent. You will be asked to login and then can choose the date you would like to attend.
Once you have booked onto a course, it will automatically appear in your Personal Learning Account (see below). This will include a link to details of the course, including timings and venue and an Outlook invitation will also be sent to your Outlook Calendar.
If the date is inconvenient or there is no scheduled date appearing, you can book yourself on a waiting list, by clicking on "add your name to the waiting list" at the bottom of the page.
If there are no dates listed for the course you want to attend, or the dates listed are not convenient, you can add yourself to the waiting list by clicking on "Add to waiting list" at the bottom of the page.
You will be informed of new dates available by People Development so you may then book a place.
Please note that currently iTrent requires you to remove yourself from the waiting list, we anticipate that this will be rectified in the future.
You may want a record of all your training for discussions with your manager e.g. when you are about to have a probation or Performance and Development Review (PDR) meeting. When you attend one of our courses, it will be automatically recorded in your Personal Learning Account. This can be accessed via iTrent Self Service.
You can add other courses you’ve attended (e.g. external courses or programmes) by following the instructions in the .
The actual cost of the course will be listed in your Personal Learning Account, but please ignore this as this will not be payable by your department.
Only full members of University staff (i.e. those staff on our main payroll, not staff paid by claims or on Temporary Staff Bank) will be able to log in to iTrent.
If you are having difficulties logging in to iTrent Self Service please contact SID. If you are working with us through the Temporary Staff Bank, you will need to register for training via the Temporary Staff Bank.
Information for managers and supervisors
Your staff member's personal learning account (training record)
You can find the training records of staff who report to you by logging into iTrent People Manager: full instructions can be found in our People Manager - booking learning events for staff members guide (PDF).
Booking training on their behalf
We recommend that individuals book themselves on learning events by reading the full details of the relevant course page so they are sure they know if they are eligible, if the learning objectives match their expectations and so on. Then, when they have decided to proceed, the link to the online booking system is always at the foot of the page, along with the link to the waiting list button which is useful if the dates are not convenient or no scheduled dates appear.
Once they have booked onto the course, this will automatically log the course in their Outlook calendar and send them diary reminders.
If you have a member of staff without access to a computer, you can book on their behalf through People Manager: please see our People Manager - booking learning events for staff members guide (PDF).
Creating a new training course
Whether you are planning a general interest course for all staff or some mandatory training for certain groups we can offer support, however there are some processes that we need you to follow to ensure that we give you the best support and all the necessary advice.
The information below outlines the processes for different types of training. All training and learning resources developed for staff must adhere to the ‘Accessibility Policy’, please ensure you read this when developing any training. If you do not require any support from People Development or your training does not need to be hosted on Trent or LearnUpon then you might not need to adhere to the procedures below, however, please do get in touch with us in the early stages of your training design to discuss any aspects of developing your training, we can then let you know how and where we can help, email@example.com.
There are many ways that we can support you if you are developing a course whether face-to-face, workplace, blended or online. You might need to deliver a course as part of a legal or University need, to upskill staff or as a general interest and development opportunity. We can help with getting started, those early considerations, designing training, delivering training and administrative support. The paragraphs below give a few more details about what to do next:
Face-to-face and webinars
If you want your course to sit on Trent to enable staff to sign up for the session then please complete an EBF - Event Booking Form and send it to firstname.lastname@example.org. The form will be passed to one of our Learning & Development (L&D) Managers who will contact you and meet to discuss the training and explain the support you can receive. We also have additional advice about developing Remote Training via webinars etc. (please refer to the details further down this page).
LearnUpon hosted courses
If you think you might want to use the Learning Management System ‘LearnUpon’ to host your training then please contact email@example.com. The L&D Manager responsible for the LearnUpon system will contact you to discuss your options.
If you just want some generic guidance and support for a training session that you might be designing for a bespoke group or your team please do contact us. You might also like to refer to our information about Developing Teams.
All types of mandatory training need to be carefully considered. We need, as an organisation, to ensure that we are only asking our staff to complete training that is mandatory where there is a definite need, otherwise the amount of training could become overwhelming. There needs to be a sound reason why training should be classified as mandatory, hence the process below was introduced in order to monitor which courses are given ‘mandatory’ status.
More details about the University's approach to mandatory training and your potential role within it as a Course Sponsor / Owner can be found in the Mandatory Training Policy.
Mandatory training might be delivered face-to-face, via webinar or as a course hosted on LearnUpon. Areas of training and development will be deemed to be mandatory from either a legal or statutory requirement or from an institutional perspective (a requirement directed by the University).
The following steps must be covered when developing mandatory training (outline of the process):
- As a Course Sponsor or Owner read the Mandatory Training Policy in order to understand your role within the process.
- Contact People Development to arrange a meeting with a Learning & Development Manager who will talk though the process in order to help you understand the requirements for developing mandatory training and the process that needs to be followed. The processes will differ depending on the type of training and delivery method(s).
- Complete the Mandatory Training Proposal Form and submit it to People Development. The form is a useful guide for anyone considering mandatory training, it covers key areas that you will need to consider. The request will be sent to the HR Director for approval. The HRD is required to keep an overview of the quantity and quality of this training. Please note that without this approval, the training cannot be taken forward.
- Once given the go ahead begin to design the training. If face-to-face this might include further discussion with People Development about administrative support. If designing training to be hosted on the LearnUpon platform then wider discussions will need to take place with Exeter IT and PPBI in order to confirm whether any automation of the system is required / possible and to tie in with the Management Information Hub reporting.
- Ensure that the training complies with the University’s Equality, Diversity and Inclusion vision.
The training categories
During your conversation with the Learning & Development Manager, we will decide which of the following categories applies to your training.
|Category A: All Staff
|Training that is required by law or that the University Council has deemed a high priority and vital that all staff complete. For example Health and Safety Introduction, Information Governance, Diversity and Inclusion in Higher Education, Prevent Duty – Inclusive and Safe Universities.
|Category B: Position or Job Role
|Training specific to the member of staff’s position or role within the University. Examples of this training include Research Integrity, Recruitment training, PDR training for managers and Corporate Conscience.
|Category C: Additional Duties
|Training may relate to a specific activity or duty which an individual is required to carry out as an additional responsibility outside of their job description. Examples of this type of training include Fire Marshalls.
Accessibility guidance for training developers
Keep it simple – if training and resources are designed using the following principles it will already be accessible to a greater number of people and may reduce the demand for additional versions:
- write in plain language - The Plain English Campaign provides advice and guidance.
- make it as concise as possible – consider using bullet points, numbered steps and meaningful subtitles.
- design it to be as legible as possible, for example using a minimum 12 point text size.
This is a cost and time-efficient way of making information instantly accessible to a larger number of people.
Making your original documents, resources or presentations more accessible will reduce the need for producing accessible formats. However, people with some types of visual impairments, learning disabilities, dexterity or literacy difficulties (such as dyslexia) are likely to have difficulty accessing information in written text – even in the largest font size. You therefore still need to consider accessible formats that meet their needs in addition to making your initial document more accessible.
- Find out more about accessible communication formats: Government publication - inclusive-communication
What is accessible design? Accessible design is a process in which the needs of all people are fully considered. Accessibility sometimes refers to the characteristic that products, services and facilities can be independently used by people with a variety of disabilities. When designing training you should always consider the full range and needs of your audience, you should anticipate these rather than expecting each person to inform you, making resources accessible helps everyone.
- See the guidance pages for further resources that will help you consider and design accessible training.
- The following resource was created by Worcestershire County Council, it provides an introduction to accessibility and guidance around creating accessible formats and design – specifically see the SCULPT is six basic principles of guidance section for quick hints and tips.
Where an external company is developing or delivering training, the product must adhere to the requirements of the University Staff Accessibility Policy. The areas covered in this guide should be discussed with the developer to ensure they understand the approach required and so that any additional formats are included, budgeted for and covered in costings.
You don’t want to overwhelm staff with information but you do need to make sure they are aware of key information required to make your session successful. For instance, how will staff access the location? Are resources accessible? Is the delivery style appropriate for all? Do staff need to prepare in any way for the session? Will there be the need for special equipment for activities? These are just a few considerations that might need to be included in the Joining Instructions. If your course is loaded via Trent then staff might have declared accessibility requirements which will be highlighted when they are added to the attendance list, however, it is incumbent upon the instructor to consider accessibility for all.
Where will your training be delivered? The Accessibility Site used by students provides details about locations and learning spaces around the University. You should ensure you consider the layout of your room as well as access to it. If utilising breakout rooms how accessible are they? If using PowerPoint, resources, activities or handouts have you ensured they too are accessible for all?
The Education Toolkit provides great advice around Inclusive and Accessible design for your online module. It also contains great Digital Accessibility Advice.
There is no specific e-learning policy to adhere to; however, the Web Content Accessibility Guideline (WCAG) is used by a majority of e-learning designers and should be used as a baseline for all online training. A shorter version of the guidance has been produced by Marshall ACM who have developed a summary of key areas to be follow when producing e-learning material - WCAG Summary. If you are procuring e-learning materials from an external supplier or creating internal options, the WCAG guidance must be followed.
- The following article contains some simple tips to get started: 7 Tips for designing accessible e-learning
Where at all possible training should be piloted using a range of colleagues/delegates that represent the broad audience that might attend your training. No tool or simulator can quite replace talking to people living with different disabilities. Testing your resources with disabled users will give you more accurate feedback. You can also try using a speech reader yourself to hear how your resources sound.
Screen readers built-into operation systems:
- VoiceOver in macOS and iOS.
- TalkBack in Android.
- Narrator in Windows.
- Accessing the Accessibility Mode and Immersive Reader in Word
Support and advice around accessibility can be sought from the Staff Wellbeing team and training advice from the Learning and Development team.
Support for staff and managers can be found in the Mental and Physical Disability Support section within the Occupational Health Team.
SensusAccess is a self-service solution coordinated by the Library Service that automates the conversion of documents into a range of alternative formats including digital Braille, MP3, DAISY and e-books. The service can also be used to convert otherwise inaccessible documents such as image-only PDF files or scanned images into more accessible formats.
Access to University licenced supporting software can also be found in the Software Service Catalogue.
People Development (PD) are currently trialling delivery options and will add advice to this page as we develop the procedures for supporting different systems. If you have any feedback or thoughts about systems you have used please do let us know at firstname.lastname@example.org. If you would like to discuss your session with an L&D manager please email email@example.com.
Online Tutorials: The People Development team can offer online tutorials to run through the basics of using Teams Meetings to deliver training and to help you navigate the key areas of the system. Please email firstname.lastname@example.org for more information.
There are lots of resources about generic presentations on the University’s resource bank LearnSmart.
The Academic Development team have also produced a useful guide, with some great advice about online course delivery. Areas of interest are:
• 8 Tips for Modifying Material for online delivery
• Turning face to face content to online delivery
• Remote Learning Teaching Tips
• Or go to the Main Toolkit and have a look around
If you already have a course that you delivered face to face then you might just need to tweak your training to suit remote delivery, or you might feel it requires a complete overhaul. Either way the basic principles of teaching don’t change, think about your target audience, how will you keep them engaged, what key information do you need to get across and what is the best medium to do this? Your level of confidence in the technology and systems being used might mean that you need to go back to basics and pull back control of the session more than you might have previously. As your confidence grows you will find that you start to introduce more complex activities and interactions with your delegates but don’t feel that you need to do this immediately.
Make sure it is accessible: All training and learning resources developed for staff must adhere to the ‘Accessibility Policy’, please ensure you read this when developing any training.
What are the basics that you should consider?
• Is a webinar the answer? Some subjects need interaction with delegates, perhaps because they contain a Q&A or discussion element. Others might be better presented by expanding a PowerPoint presentation that can be accessed at any time from a web page or producing a workbook that can be explored at the delegates' own pace. Make sure a webinar is the best solution for your remote training! Consider:
o What level of personal interaction with delegates is needed?
o What information are you trying to deliver and what interaction does that require?
o What other options are available? (PowerPoint presentations on a webpage, a SharePoint site, a workbook etc). You might just need to offer a face to face drop-in session or a Q&A session to support work-based learning rather than a webinar delivered session.
• How comfortable are you with the technology? You might be a whizz and able to create breakout rooms and interactive quizzes using various platforms. However, remember that your audience might not be as confident as you, so consider how complex it will be for both yourself and delegates to manage. If most of this is new to you make sure you create a session that you can easily control - interactive and interesting doesn’t have to mean complex.
• Manage delegate expectations. Set out in Joining Instructions roughly how the session will run, for instance, will there be regular breaks where you will answer questions, will delegates' videos and microphones be enabled? Is there pre-course work to complete or resources they must have downloaded or accessed prior to the session? It can be as simple as ‘you will need a pen and paper’. Be prepared that even if you ask them to download resources delegates might not have been able to, so consider how vital it is to your session!
• Length of the session. The general rule with webinars is that the less delegates interact the shorter your sessions should be, more delegate involvement means the session can be a little longer. Just consider your own experience of remote learning, listening to Podcasts and online training – how did presenters keep your attention and how long did they keep it for? We would suggest a maximum of 90 minutes if you have a break in the middle and activities, without breaks or activities then 45 minutes maximum.
• How to keep delegates engaged? Creating a rapport with your class can be tricky so consider how important this is for you to achieve your session outcomes. Think about whether they can see you at any point in the session, so that they can put a name to a face. If you have a smaller group then introductions might be possible. How can you keep them engaged throughout, consider small activities, input into the Chat box, games which require simple answers or that they can consider at home. If you want to be more adventurous then consider something like a Kahoot quiz, a Slido poll or using the Whiteboard function in Teams Meetings. Time for Q&A is best built into the session rather than constantly interrupting delivery.
• Consider co-presenters or support. If you are busy trying to deliver training and manage resources it might be helpful to have a colleague managing the ‘Chat’ box and general queries, or supplying the links to documents and videos. They can collate and direct questions to you when you have a Q&A break and sort out minor queries.
• Sending out resources. Consider how this will be done, by attaching to Joining Instructions, by a link in the Chat box on the day, through a SharePoint site? Embedded videos tend not to work therefore think about sharing these via the Chat box. Also be careful about who you are giving access to if using a link to a SharePoint site.
• PRACTICE, PRACTICE, PRACTICE – this is the same advice that any teachers would be given no matter the medium for delivery. Ask colleagues and friends to attend short, mock sessions so that you can check everything works; what can they see? Are links working, is changing screen working? Can you manage delivery and questions at the same time? Practice until you feel comfortable with system.
Creating new training
• If you are creating new training please speak to one of the People Development L&D Managers or our Events Team about how we can support you.
People Development (PD) can continue to support the set up and administration of your courses as we did previously. The system will now work as follows:
• As the course owner you send dates and times of the training to People Development – these will be added to Trent and advertised in the usual way. Staff can book onto a session, via Trent, for which the location will say ’Delivered Virtually’. If it is a new course you will need to complete an Event Booking Form (EBF), please contact email@example.com for more information.
• If it is a course that already exists on Trent the course owner checks that the Trent course overview is still relevant, if changes are required to the wording please let PD know and we will update it.
• The course owner sends proposed wording for the joining instructions, plus any attachments, to PD (an example is as follows – consider any additional or specific information that might aide you and your delegates. If the session is going to be recorded you must let delegates know in advance). Example wording for joining instructions
• PD will set up a Teams Meeting from the PD Outlook calendar using the wording supplied by the course owner and invite all those nominated as ‘presenters’.
• 2 weeks prior to the event PD will extract the attendance list from Trent and add the attendees to the Teams Meeting request.
• On the day of the event the course owner starts the meeting and runs the session. Please note that People Development will not be present at the course/meeting.
Internal administrators / Running your own training: If you would like to set up your own training from your Teams calendar or have an internal administrative team who would like to support your training please contact the People Development Events Team at firstname.lastname@example.org who can give advice about this.
• PRACTICE, PRACTICE, PRACTICE – this is the same advice that any teachers would be given no matter the medium for delivery. Ask colleagues and friends to attend short, mock sessions so you can check everything works; what can they see? Are links working, is changing screen working? Can you manage delivery and questions at the same time? Practice until you feel comfortable with system.
• Arrive First! On the day enter the meeting 10 minutes prior to the session start time. Consider setting up an introductory message in the Chat box. Open all of your windows that you are going to need to share, prepare any links or documents.
• Your introduction. Although you will not need to explain where the toilets and fire exits are you still need to orientate delegates so they understand how the session will run. If possible have your video on in order to greet delegates even if you are turning it off for the rest of the session. Explain the basics, when will you speak, will they have a chance to speak, what should they see, what do they need to do to participate? If the session is being recorded you must let delegates know in advance.
Example introductory slide:
• Protocol for if you drop out. What happens if your sound or Wi-Fi fails? Perhaps ask your co-presenter to take over, or just let delegates know that if it happens they should stay online until you can reboot!
• Wrapping up. As with the start of the session it is good if delegates see the instructor at the end of the session. If possible offer to remain online for any questions.
• If it is a session that People Development (PD) have set up we will be able to see who joined the meeting and can therefore print off the attendance list and complete it on Trent. If it is a session that the course owner has set up in Teams Meetings then please send us the attendance list so that we can complete your course on Trent (if required).
• PD will send delegates a link to a post course questionnaire, we can attach resources to this email if you wish to send anything to delegates after the event.