www.heated.ac.uk

Newsletter: Autumn 10

PLUS!A FULL course list for

Autumn2010

Warming to HEaTED

Tour the human body

Basic but practical electronics

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Welcome from Matt

Dear Colleagues

These are difficult times, yes, but there are hidden opportunities out there. Lord Sainsbury and the Gatsby Foundation have established a UK Technician’s Council. Higher Education (HE) is in that picture and we are looking at a Technician’s ‘Registration’ Scheme, raising our profile and recognising at last the fantastic skills that you bring to the HE table. Reduced budgets mean that Higher Education Institutions (HEIs) must seek to invest in a very focussed way on how to maximise the workforce and what it can deliver.

Technical specialists in particular contribute enormously to the research and learning support agendas. HEIs will have to think hard about how to support their workforce.

HEaTED continues to expand even in these austere times. We are increasing our membership and our activities. Our regional networking events are attracting large numbers of technical colleagues; our courses, events and opportunities are larger than ever; our Virtual Learning Environment (VLE) activities are emerging (please do get involved); Continuing Professional Development

(CPD) interest is increasing and we are looking forward to a dynamic future.

Schools and Further Education Colleges will be coming on board; apprenticeships will be under way, both under the expert guidance of Andrew Taylor. We will introduce a telementoring programme and also run workshops on writing learning materials for the VLE.

We are developing good relationships with other HE learning providers to produce strategic alliances and raise the profile of all staff engaged in HE.

So, to conclude; there is all the more reason to develop ourselves and our profession than ever before, pulling together and harnessing our multitude of skills, which only our community possesses. We must engage and help ourselves, and we need to engage our strategist’s colleagues in HE. This is well underway thanks to your participation and enthusiasm, and we will continue to drive things forward over this academic year. Please get involved; passive does not make things happen!

Matt Levi MBA, FCIPD, MIScTExecutive Director HEaTED

If your noton the list…

Well over 700 of you are (onthe HEaTED mailing list that is) with new colleagues joiningevery week.

This discussion list is for technical/specialist staff in Higher Education Institutes as well as those that support them. It’s a platform where colleagues who share a common interest join a list and use email to talk to one another. Belonging is like sitting in on a discussion. You can join in the talk, oryou can just listen.

To post to the list you should first join by emailing wendy.mason@heated.ac.ukTo send comments and questions etc. to all the members of the list, simply send an email message to:HEATED@jiscmail.ac.uk

The list is also used by the HEaTED team to disseminate a wide variety of information, including regular course updates and details of new HEaTED initiatives.

“HEaTED continues to expand even in these austere times. We are increasing our membership and our activities”

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Laboratory and engineering workshop technicians play a vital part in those activities, working with academic colleagues to develop and disseminate new ideas and knowledge. However, notwithstanding the extremely important contribution made by technicians, studies of their activities, skills and training are conspicuous by their absence.

An exciting project led by Paul Lewis of the Department of Management in Kings College London, is currently looking at trying to measure this contribution in a new and innovative way. His report, due in March 2011, is examining a number of employment and training subjects very relevant to University Organisational Development functions today...

Four different subject areas (physics, chemistry, engineering and biological sciences) across ten universities are being used to ground the study in real experience. One aim of using this cross section of employers is to cover a range of cases that possess similarities, as well as differences, for example same discipline and type of university, but different geographical location or local labour market conditions. The plan is to use these comparisons to highlight key influences on how universities acquire and manage their technicians. At the date of newsletter production, around 20 different case studies have been carried out with a further 20 in the diary.

The full report will be available on the HEaTED website and featured in the Spring 2011 Newsletter.

A technician’s contribution..?

“Technicians work with academics to develop and disseminate new ideas and knowledge”

The UK’s universities are amongst the country’s most valuable assets. They make a significant contribution to the growth of the British economy, both through the discovery and transfer of new scientific knowledge, and also through the education of young people.

• What kind of activities do technicians undertake, how is their work organised and is this changing in light of increased financial pressure?

• Do technicians possess or indeed need qualifications and what is appropriate for this diverse group of staff?

• How do employers identify technical skills gaps and address them?

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Tour the Human Body

So Steve what does your job entail?I have always considered myself one of the lucky ones Christian…by that I mean my job is incredibly varied and Interesting. One minute I am acting in a management role supervising the technical team here in Anatomy, the next minute I’ll be in the dissecting room with the students professing the subject of Anatomy! I am very lucky in that I have a fantastic team of seven technical staff that support all

of the Anatomy teaching we do to Medic, Vet, Dental and Science students. I also get to act as the site contact with regard to maintenance, security, fire safety etc…so a busy job, but very rewarding.

Your working environment is certainly unusual.Our environment is unusual, yes. We see and deal with death and dead bodies on a daily basis, and part of my job is to dissect bodies

We all know that technical skills and knowledge is to be found all over our HE sector. However, it is also probably true to say that some areas are known, and perhaps talked about, more than others.

Newsletter editor Christian Carter talks to Steve Gaze at the University of Bristol, who leads a team of eight dealing with death and the dead on a daily basis for the benefit of all of us...

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and teach the structures I am revealing. I guess most people would find this pretty scary or repulsive, or both, but I have to say from my perspective, although very challenging sometimes, it is a hugely satisfying job.

Describe a ‘typical day’ for you?Days are seldom typical, but during term time there is probably the most structure to the week offered by the teaching sessions I am part of. I teach practical Anatomy in the dissecting room and living Anatomy in our barn to Veterinary students and Science students. I try and get as much time as I can ‘back on the tools’, by this I mean doing technical work producing teaching aids such as resin casts of organs, prosecting specimens and displaying them in perspex museum pots, repairing or producing new skeletal specimens for use by the students etc. This was my background, I’ll explain more later! We run a body bequest scheme and accept up to 100 human donors a year whose fantastic ‘gift’ enables us to be able to not only teach undergraduate medical students, but also to fill our clinical anatomy suite with more senior medics engaging in CPD and practicing surgical technique that will benefit us all. Dealing with the families of the ‘Donors’ is always interesting and can be hugely fulfilling, as well as sometimes stressful and harrowing. The team we have here though take this in their stride and provide a brilliant service.

How has the University helped you develop?In September 1980 I began work as a Technical Assistant. The job consisting of all the nasty things other people didn’t want to do, collecting from various abattoirs across the city and running waste from the dissection room to the incinerator. Over the next ten years or so I picked up skills in embalming, audio visual equipment, workshop techniques, osteological techniques etc. 1993 finally saw us move building to the site we are now …new building…new opportunities!! The building came equipped with

a suite of brand new 486 PC’s and a server to boot (excuse the pun!!). I was lucky enough to get the chance to teach a timetabled IT course to the Vet students and be involved with the production of much of the CAL material we use in Anatomy. Over the next couple of years I attended management courses and undertook some ‘in house’ teacher training, which lead to me gaining my current position in 1995 as the Teaching Services Manager for the

department. Since then my role has developed to include over 200+ hours a year teaching Anatomy to Vet and Science students. This involves managing a team of approximately eight technical staff, providing the resources for three dissection suites both animal and human, a number of teaching rooms, museums and our teaching animal barn.

What are the best and worst bits of your job?The best bit of my job is being able to develop others, it has always been what I have enjoyed most and I get a real buzz out of it. Passing on the skills and knowledge I have gained to other technical staff/students has been hugely satisfying. Outside of work I have been lucky enough to coach junior football for eight years, my sons team. To me this was what really made me tick, combing both my love of developing others with my passion…Football!! I have also been very lucky to be involved with the Institute of Anatomical Sciences (IAS) for almost 15 years now, currently as Chairman. The IAS is an organisation that is made up of Anatomy/Pathology technical and academic staff from all over the country. I joined in 1995 and was elected the role of Education Officer almost immediately. This gave me the chance to develop an education programme with others including a Diploma and Certificate in Anatomical Sciences, and a series of skills workshops.

The worst part of my job is having to deal with the emotive side of the job, this can be very wearing and stressful. To source enough human body donors to deliver the teaching and research that we do inevitably leads to occasional misunderstandings that are very difficult to deal with, particularly when relatives are grieving for their loved ones. To source enough animal bodies to be able to deliver the teaching programmes that we do, again, is not always easy.

How did you get where you are today?I guess I have been very lucky! I have also had huge support from an incredibly forward thinking boss! The Department has given me opportunities and I like to think I have taken them, done a decent job and been rewarded by even more opportunities! I like to think that I have worked hard too!! To learn a subject like Anatomy to a level where you can teach to incredibly bright

“Dealing with the families of the ‘Donors’ is always interesting and can be hugely fulfilling, as well as sometimes stressful and harrowing”

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Basic but Practical Electronics

Who is the course aimed at?People attend courses for a number of reasons, from the ‘just curious’ to the person who needs the training to do their job.

What does the course entail?It is mostly hands-on, with a bit of appropriate theory and a small amount of actual ‘lecturing’. My main teaching methodology is that students retain more information and get more out of a course if they actually do something practical.

During the day of the course, after a brief introduction at the start of each section, the students construct and test a series of electronic circuits from a workbook. The circuits increase in complexity and cover the basic elements of electronics. As part of the construction and testing, the students will also learn to use a selection of tools and a range of test equipment. After the course the students can, at any time, refer back to the workbook and to the information on my website.

What will attendees walk away from the course with?The aim of the course is to give an overview of electronics in order to:

•Gain an overview of electronic components• Be able to use electronic components to build

simple circuits•Be able to solder correctly•Understand basic electronic theory•Be able to use a selection of test equipment.

How did you come to be delivering the course?Part of my remit when I worked as an electronics technician in the Department of Physiology at University College London (UCL), was to run a three day practical electronics course for all new Wellcome PhD students. From this, I occasionally ran the same course for staff and other PhD

Bill Potter an experienced Senior Electronics technician at University College London talks about his popular electronics course that is part of the HEaTED portfolio of events.

students is no mean feat, to be honest it is one achievement I have been very proud of in my life… to think that I left school at 16 with few academic qualifications and I now teach this subject to one of the brightest bunches of students is crazy! But it does prove the point that it can be done!!

What is the most unusual thing you have had to do in you job?Now this is a difficult question as I guess I have done so many really unusual things as part of my job! If pushed I would have to say being involved in preparing some of the iconic skeletons we have on display in our Veterinary museum here…Daniel, the first ever lowland gorilla born in captivity at Bristol Zoo, who died of a heart attack aged 22…Nina, the last ever polar bear to be kept at Bristol Zoo (both of these animals were part of my and thousands of other Bristolians childhood memories from visits to the zoo).

On a lighter note in 2002 I was Mr February in an Anatomy Calendar that was produced for charity (a la Calendar Girls). My modesty was covered by two large cleavers…nearly said Choppers then!!

Have you made use of HEaTED Resources, or how can HEaTED help you and your staff?I have been fortunate to attend three of HEaTED’s management courses, all of which have been extremely useful and beneficial to me. One I would like to highlight is the ‘Advanced Leading your Technical Team’ course. If you run a technical team and you haven’t yet been on this course…go!

Many of my colleagues have also been on HEaTED courses and enjoyed them. As an organisation HEaTED is doing a great job in championing the ‘lot’ of the technician, something which hasn’t been a priority for successive governments. Long may it continue!!

Comprehensive HEaTED guide to organising your own networking event available now at: www.heated.ac.uk/news.php

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students within Physiology and the adjacent (Anatomy & Pharmacology) departments. In 2007 I started to run a one-day version of this course, plus a half-day Oscilloscope course for the UCL Graduate School. In 2009, following discussion with the UCL Staff Development Department and HEaTED, I agreed to run both the Oscilloscope course and the Electronics course for HEaTED, starting in 2010.

How long have you run the course for?I have been running and organising the original three-day electronics course since 1990, the UCL Graduate School courses since 2007 and the HEaTED courses since March 2010.

What do you get out of delivering the course?Even after many years of running electronics courses, I get a sense of satisfaction of passing on my knowledge of the subject in a practical and an enjoyable way. Although the content of each course is the same, the students are always different in personality, knowledge and abilities. The interesting challenge for me is to pitch and adapt the teaching so that everyone is catered for.

What advice would you give to anyone else thinking of running a course?I would give the following advice:

• It’s one thing to know a subject, but the ability to effectively teach others the same subject is different. If you haven’t done much teaching, I would recommend that you observe other teachers or tutors in action and learn for yourself what works and what doesn’t work. You may initially end up copying a style or a combination of styles, but through practice you should develop a style

that works for you and your students

• Preparation is a key element, make sure you have prepared any handouts or materials in advance. I would recommend making a ‘running list’ for the course day with timings of key sections. You may not stick to the times, but at least you will know what you have done and what you haven’t covered

• Make full use of any props that are appropriate to the subject. Subjects can be a bit ‘dry’ if you just use words, either by talking or slides. Spice it up a bit with demonstrations, or even better, get the students involved

• Adapt your style, pace and content to your students if necessary and practicable. Ploughing on regardless of your students is a sure way to lose their attention.

Any comments on what the HEaTED project is trying to do?Training and development is an important part of motivating individuals. Courses may run within each individual university, but the HEaTED scheme has the advantage that it allows technicians to share their knowledge and experiences with other universities.

Basic but Practical Electronics

Bill (left) with a course student

“It’s one thing to know a subject, but the ability to effectively teach others the same subject is different”

“Courses may run within each individual university, but the HEaTED scheme has the advantage that it allows technicians to share their knowledge and experiences with other universities”

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Thumbs up for body language

Trainer Jenny Radcliffe of Radcliffe Training Associates talks to HEaTED’s Michelle Jackson about boredom, airports and the importance of body language in today’s workplace...

What is your background?My background is procurement management for big US firms. I managed teams of buyers and logistics staff through all the usual business processes, contracts, negotiations, joint ventures and outsourcing. I have an MBA in Strategy and Procurement, and have been in training and consultancy for eight years.

How did you become a trainer?I presented a number of internal training courses and was always delivering presentations and public speaking on behalf of the firms and in the community. I had been offered consultancy roles, but when the opportunity came up to combine this

with a training role I knew I would love it, so I decided to give up corporate life and changed direction.

Now I have my own company www.radcliffetrainingassociates.co.uk I can offer courses in all of my areas of expertise and work with clients from lots of different sectors, as well as fit work around my young family.

How long have you run the course for?I have been writing courses on business for years and have used body language in business for years. After using it to help with jobs as diverse as assessment centres and interviews, to negotiations and team building, as well as more direct applications like deception detection, clients asked me if I could put something together to transfer some of the knowledge.

I have been running the course now for a couple of years and people

really seem to enjoy it, it’s fun and applicable to everyone.

Who is the course aimed at?I have run the course for people at all levels and across a lot of different functions. It’s aimed at anyone who is curious about body language and how to read people better.

What should candidates take away with them after attending? Candidates will be able to better read the emotions behind the gestures people make, understand better how to detect when people are uncomfortable or lying and have an increased awareness of how to appear more confident and authorative through their own body language.

What is the best and worst things about providing training?The best things about being a trainer are meeting lots of different people, never being bored in my job, helping

“There is nothing more dull than a trainer waffling on about how great they are”

‘Body Language in Negotiations – Speak the Silent Language’

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During the summer Andrew Taylor the London Regional Coordinator was asked to investigate the demand for a HEaTED service in the school and Further Education (FE) sector.

It was immediately apparent that one of the original drivers for establishing HEaTED, the challenging demographic profile of technicians in HE, is the same across these two other sectors of UK education. This suggests that a solution that involves the whole of the education sector and not just HE, may have a positive impact for all involved. Increased movement between the different sectors for technicians with appropriate experience should be encouraged and facilitated.

The current economic climate is encouraging many technicians from the commercial sector to enter HE for the first time.

This influx of new technicians and the new skills and experience they bring into the sector must be welcomed. That welcome should include the kind of networking and knowledge sharing that HEaTED is beginning to foster up and down the country.

The desire for HEaTED to broaden the spectrum of technicians that are supported was clear. There is considerable support for HEaTED to be seen as relevant to technicians

outside the traditional science lab environment.

The report establishes a clear need for HEaTED to expand across the whole of UK education. This is no small task with 350 FE colleges operating across the UK today. Other parts of the UK economy such as the commercial sector and armed forces also offer a route for HEaTED expansion and knowledge sharing moving forward.

Expanding into schools will be an even more complex task, but one that offers significant potential. There are around 3,500 secondary schools in the state system and all of these employ a full range of technicians across the whole of the modern school curriculum. Lines of communication into school systems need to be established via a number of professional bodies currently operating.

Whilst many of these are largely being concerned with supporting subject teachers, some do make provision for the technicians that support those subjects. Getting ‘buy-in’ from all these stake -holders will be a sizeable, but essential task.

Over the months ahead HEaTED will be looking at these issues and working out how to take this expansion forward in a co-ordinated and sustainable manner.

Schools and FE show interest in HEaTED

Could colleagues in these sectors not only benefit from, but also contribute to, an expanded HEaTED service?

businesses maximise opportunities and solve problems, and constantly being challenged with new situations.

The worst thing is definitely the schedule, I am constantly travelling and in hotels, airports and service stations a lot of the time!

What advice would you give to anyone else wanting to provide training?Specialise in a couple of key areas and then know your subject backwards. Be prepared for anything, never patronise your delegates and work hard on good presenting and delivery skills. Most of all don’t become a trainer unless you are really interested in people rather than in yourself, there is nothing more dull than a trainer waffling on about how great they are, whereas if you can apply your material to your audience, then you are onto a winner!

What other courses do you run?I run courses on Neuro-Linguistic Programming (NLP), confidence and assertiveness, presentation skills and leadership topics. I also teach memory techniques, study skills, and persuasion and influence methods.

I do really interesting and different negotiation skills training, and also run courses on all aspects of purchasing and supply, teaching the Chartered Institute of Purchasing & Supply (CIPS) to Level 6 standard. Finally, I teach master classes on all aspects of Chinese business, culture and contract management.

Any comments on the HEaTED project?The HEaTED project is such a good way for education staff in all functions to receive training on a broad range of topics, in a very cost effective way. If training was on offer to me I always took it and I think these days everyone needs every advantage they can get, learning new skills can only be a good thing!

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Power in numbers

The Paterson Institute for Cancer Research is a leading cancer research institute within The University of Manchester, core funded by Cancer Research UK, the largest independent cancer research organisation in the world.

When a group of Scientific Officers in the Paterson Institute based in Manchester met on a management course in the Autumn of 2008, the idea of the Scientific Officer Working Group (SOWG) was born. The individuals on the course recognised that there were issues directly affecting them, but knew that to address these a co-ordinated approach was the only way they could make changes.

They also understood the need to get senior management buy in for the group and so involved them in the formation of the group, which created its own mission statement;

“To further the research efforts of the Paterson Institute by providing a platform for scientific officers to share information, working experiences and expertise, both within the Scientific Officer Working Group and with other staff members.”

SOWG aims to be totally inclusive with all Scientific Officers in the Paterson Institute able to participate.

A committee, formed from the different grades of Scientific Officers, meet on a regular basis to focus on specific objectives. Key to the group’s success is their aim to make sure their actions benefit not only the Scientific Officers, but all staff and departments.

A group in the Patterson Institute for Cancer Research show how powerful a group voice can be.

There are three main objectives for the SOWG:

1. To present Scientific Officers as a coherent, professional body that acts as an interface between Scientific Officers and the rest of the institute

2. Improve communication between Scientific Officers, creating a platform to facilitate communication and build relationships

3. Improve working practices by working together to help the Institute and each other.

Achievements

1. Cost saving ideas

2. Health & Safety document development

3. Social Activities

4. Online Virtual Supply Centre delivering reduced delivery costs by upwards of 75%

5. Joint Procurement Group to improve purchasing efficiency.

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The impact on individualsCassandra Hodkinson a Scientific Officer at the Patterson Institute says “I already knew many Scientific Officers within the Institute, but once the SOWG was formed, I found that I was getting to know far more of them. It was interesting to learn that I had a lot more in common with people working in different aspects of research than I thought, particularly in relation to the working environment.

It was refreshing to discover that many things you struggle with were problems encountered by others as well. It can be as simple as adapting to the new ordering system, or wanting to encourage a change to improve certain work practices”.In Cassandra’s opinion the SOWG has provided a platform where people can come and air their concerns about the work place and work practises.

“We have a combined voice to take our concerns higher, to persuade those in charge of the need for change or improvements. However it has also led to enlightenment when we discover why certain practises exist, generating a better relationship with those that use/enforce these practises.”

“We have a combined voice to take our concerns higher, to persuade those in charge of the need for change or improvements. However it has also led to enlightenment when we discover why certain practises exist, generating a better relationship with those that manage these practises.” - Technical Manager

The Patterson Institute SOWG Members

Advice on setting up a technicians or managers group

N.B. Want to join a network on a regional level? HEaTED is organising a series of regional networking events around the UK for technicians and technical managers – contact michelle.jackson@heated.ac.uk if you are interested in joining these groups.

• Establish if there is a need and desire to establish a group like this. It can be a lot of hard work and without the right dedication and people to drive your collective ideas forward, it will not get off the ground

• Get senior management on board before you start trying to make a change

• Present a clear statement of intentions and objectives to management. At the Patterson Institute this helped add weight to the idea of establishing a SOWG

within the Paterson Institute, ensuring they understood the group wanted to make constructive comments and help to instigate change, not to make things harder for everyone

• Approach other departments diplomatically, it is important to build good relationships with colleagues who hold the key to making the changes you suggest actually happen

• Get the right people on the committee, they are key to the above points.

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HEaTED working regionally

These experts hold the key to successfully training the technicians of today and tomorrow. In many ways pooling their skills and knowledge is probably the most important service HEaTED can provide for HE.

Technicians are increasingly reporting that a barrier to accessing and sharing new skills is a financial one, likely to get worse rather than better. In response to this HEaTED has put together a comprehensive list of low cost, high quality regional specialist courses delivered by technicians themselves.

HEaTED has been working hard with technicians, technical managers and staff developers to create this co-ordinated regional approach to the development and training of technicians. Technicians and technical managers around the country have enthusiastically risen to the challenge, with great

progress being made forging links between universities in different regions. Three regions have already held regional networking events for technical managers, with more scheduled around the country and plans are in place for networking events for grass roots technicians.

Positive action arising from these forums is already in evidence. Earlier this year Huddersfield’s Music and Media Technicians threw open their doors to other technicians from around the region.

Over 37 technicians attended and were given the opportunity to visit the state of the art facilities at Huddersfield and chat to the technicians who run them.

The event was an overwhelming success, and a series of group discussions produced a list of developmental priorities to be taken forward.

The UK has rich reserves of the skills within the Higher Education technical workforce, but how can we effectively share them?

Music and Media Technicians meet at Huddersfield

Bangor University is developing a series of ‘webinars’, by linking up with other Welsh Universities in the coming months over the Web. The first of these ‘virtual conferences’ will be on the subject of internationalisation and the issues surrounding the growing number of international students in HE today.

• Potential impact of a regional audit of skills across institutions

• Problems in succession planning and institutional support for trainee technicians and apprentices

• Importance of influencing the perceptions of senior management in relation to technical skills

• Improvements in regional development activities such as shadowing, mentoring and showcasing, as well as traditional ‘courses’

• The need for a UK ‘voice’ for the technical HE community.

Key issues have started emerging already that are helping shape not only regional but national HEaTED objectives:

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•�20th�October�–�2nd�North�West�Technical Managers Forum, Salford www.heated.ac.uk/events.php?id=28&pageno=1

•�28th�October�–�3rd�South�West�Technical Managers Forum, Exeter www.heated.ac.uk/events.php?id=29&pageno=1

•�December�–�1st�West�Midlands�Technical Managers Forum, Wolverhampton www.heated.ac.uk/events.php?id=30&pageno=1

•��December�–��1st�South�East�Technical Managers Forum, venue TBA www.heated.ac.uk/events.php?id=31&pageno=1

•��Spring�2011�–�1st�East�of�England Technical Managers Forum, venue TBA

•��TBA�–�1st�Scottish�Technical�Mangers Forum, Dundee.

•��March�2011�–�1st�East�Midlands�Technicians Networking Event (a spin off from the East Midlands Technical Managers Forum), Derby

•��April�2011�–�1st�South�Midlands�Technicians Forum, Cranfield

•��TBA�–�1st�Welsh�Technicians�Forum webinar event on ‘Internationlisation’, broadcast from Bangor University.

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Warming to HEaTED

The University of Westminster has been signed up to HEaTED since 2007. To some extent the relationship with the project has been remote, in the sense that it has been used as a shop window for courses and workshops.

The website, Newsletter and general mailing leave no doubt that the HEaTED team has a deep commitment to “the needs of the sector, both those that are responsible for training and the recipients of it.”

I believe that as a manager of technical resources, I have a clear role in exploiting HEaTED’s initiatives so that my team, colleagues and the University of Westminster can benefit

directly. Only then will our membership pay dividends.An important priority is to improve the capability of our technical staff to enable them to train their colleagues and students.

We have just completed an in-house ‘Train the Technical Trainer’ course led by HEaTED’s Ken Bromfield and co-ordinated by the University’s Human Resource Development team. From a debriefing session with participants, we received fantastic feedback: our participants were impressed and enthused with the delivery of the contents, coverage of relevant material and felt the training was a confidence booster. They are extremely positive about taking part

in the follow-up practice session and in applying what they have learned.

HEaTED has become relevant to a cohort of our technicians at Westminster, simply by taking part in an event that is designed for them. The number of bespoke training courses available through HEaTED has increased significantly over the last year and we look to it for developing our staff.

As they tell their colleagues about their experience, I feel confident that HEaTED is being transformed from shop window, to being a fully engaged professional development organisation for the technical profession.

Suhel Miah a Lab Manager at the University of Westminster gives his views on how to get the best out of HEaTED membership.

What’s on in your region...

Technical Managers Forums across the UK right now Technicians Forums

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Biological

An Introduction to the Theory and Practice of Molecular Biology – 10–14 January

Getting Research Published: How to Develop a Publication Strategy in Biomedicine – Ten –week online course

Online Histotechnology course Staining and immunohistochemistry – Starting –5 March.

Chemistry

GC/MS for the Chromatographer – 1 February

GC/MS Spectral Interpretation– 2 February

HPLC Trouble shooting – 2 March

Practical GC/MS – 18–19 January

Practical GC Trouble shooting and Maintenance – 8–9 March

Practical LC/MS – 15–16 March

Practical HPLC Method Development – 18–19 January

Practical HPLC Trouble shooting and Maintenance – 8–9 February

Practical GC Method Development – 15–16 February

The Fundamentals of HPLC – 1 March

Creative Arts, Media and IT

HEaTED has taken on a large number of courses from Academy Class, many with a generous discount for our members. Not the all courses have been added to the HEaTED website yet, so if you visit Academy Class’ website (www.academyclass.com/) and see a course you would like to go on that is not listed, please contact michelle.jackson@heated.ac.uk for details of available discounts.

3ds Max 101: Jumpstart – Zero to Hero – 31 January –4 February, 24–28 January, 7–11 March, 14–18 March

3ds Max 201: Hot-Shot – 7 February

3ds Max V–Ray – 10–11 February

A Comprehensive Study of Final Cut Pro 7 (Course FCP 200) – 17 January, 14 February, 14 March

Acrobat Jumpstart – Zero to Hero – 7–10 February, 14–17 March

Adobe After Effects Fundamentals Course – 10 January

Adobe Illustrator Advanced – 17 January, 21 February, 28 March

Adobe Illustrator Fundamentals – 10 January,14 February, 12 March

Adobe Indesign Intermediate – 19 January, 23 February, 30 March

Adobe Indesign Introduction – 21 January, 16 February, 23 March

Adobe Photoshop Intermediate – 6 February,9 February, 16 March

Adobe Photoshop Introduction – 7 February, 14 March

Advanced Editing in Final Cut Pro 7 (Course FCP 300) – 19 January, 23 February, 30 March

Advanced Techniques in Logic Pro 9 (Course Logic 301) – 17 January, 28 March

After Effects Jumpstart: Zero to Hero – 21–25 February

An Introduction to Color Correction in Final Cut Studio (Course Color 101) – 24 January, 14 March

An Introduction to DVD Studio Pro 4 (Course DVDSP 101) – 24 January, 21 March

An Introduction to Final Cut Pro 7 (Course FCP 101) – 10 January, 2 February, 21 February, 16 March

An Introduction to Logic Express 9 and Logic Pro 9 (Course Logic 101) – 12 January, 9 March

An Introduction to Motion 4 (Course Motion 101) – 26 January, 28 February

An Introduction to Sound Editing in Final Cut Studio (Course Sound 101) – 6 January, 3 March

AutoCAD 201: Hot-Shot – 14–15 February, 21–22 February

AutoCAD 301: Creating 3D Models – 16–18 February,23–25 February

AutoCAD Advanced Jumpstart – 14–18 February, 21–25 February

AutoCAD Jumpstart : Get Certified – 17–21 January, 7–11 February, 28 February–4 March

Captivate Jumpstart – Zero to Hero – 24–27 January, 7–10 March,29–31 March

Cinema 4d Jumpstart – Zero to Hero – 14–18 February

HEaTED/ IST Courses:

January - March 2011

1415 15

For a full listing of courses available, details and how to book your place, please visit the HEaTED website.

www.heated.ac.uk/courses.php

Color – 7 February

Creative Suite for Design – 10–14 January, 17–21 January, 24–28 January, 7–11 February, 7–11 March, 21–25 March

Creative Suite for Production – 10–14 January, 17–21 January, 7–11 February, 21–25 February, 7–11 March, 21–25 March

Creative Suite for Web Design – 10–14 January, 31 January– 4 February, 21–25 February, 28 February– 4 March, 21–25 March, 28 March–1 April

Dreamweaver 101: Rookie – 10–12 January, 17–19 January, 31 January–2 February, 21–23 February, 28 February–2 March, 21–23 March

Dreamweaver 201: Hot-Shot – 12–14 January

Dreamweaver ACA: Jumpstart – 28 February–4 March, 28 March–1 April

Dreamweaver: HTML Newsletter – 10–11 January,21–22 February

Final Cut Pro 101: Rookie – 10–12 January, 17–19 January, 21–23 February, 14–16 March

Final Cut Pro 300: Hot-Shot – 17–19 January, 26–28 January, 21–23 March, 23–25 March

Final Cut Pro 7 for Avid Editors (Course FCP 250) – 13 January, 24 February, 7 March

Final Cut Pro Jumpstart – 17–27 January, 14–18 March

Final Cut Studio Jumpstart – 17–21 January,14–18 March

Flash ACA Jumpstart – Zero to Hero – 17–21 January, 7–11 February, 14–18 February, 14–18 March, 28 March –1 April

Flash 101: Rookie – 13–14 January, 17–18 January, 31 January– 1 February, 3–4 February, 7–8 February, 14–15 February, 24–25 February, 3–4 March, 28–29 March, 24–25 March

Flash 201: Hot-Shot – 19–21 January, 16–18 February, 16–18 March

Flash 301: Actionscript Rookie – 19–21 January, 24–26 January, 7–9 February, 21–23 March

Flash 401: Actionscript Hot-Shot – 27–28 January, 10–11 February, 24–25 March

Flash AS3 Jumpstart – Zero to Hero – 24–28 January, 7–11 February, 21–25 March

Flex:201 Data & Messaging – 3–4 February, 3–4 March, 14–18 March, 31 March–1 April

Flex 4 Jumpstart – Zero to Hero – 31 January–4 February, 28 February–4 March, 28 March–1 April

Flex RIA 101 – 31 January–4 February, 28 February–2 March, 28–30 March

Illustrator Jumpstart – Zero to Hero – 17–20 January, 14–7 February, 29 February–3 March

InDesign 101: Rookie – 12–13 January, 17–18 January , 24–25 January, 9–10 February, 21–22 February, 9–10 March, 21–22 March, 14–15 March

InDesign 201: Hot-Shot – 19–20 January, 26–27 January, 23–24 February, 16–17 March, 23–24 March

Indesign 301: Super Hot-Shot – 10–12 January, 14–16 February

Indesign Jumpstart – Zero to Hero – 17–20 January, 24–27 January, 21–24 February, 14–17 March, 21–24 March

Mac OS X Server Essentials 10.6 – 11 January

Maya 101: Jumpstart: Zero to Hero – 21- 25 February

Photoshop 101: Rookie – 10–11 January, 26–27 January, 7–8 February, 23–24 February, 7–8 March, 23–24 March

Photoshop 201: Hot-Shot – 12–14 January, 2–4 February, 9–11 February, 2–4 March, 9–11 March

Photoshop 301: Super Hot-Shot – 19–21 January, 31 January–2 February

Photoshop ACA Jumpstart: Zero to Hero – 10–14 January, 7–11 February, 29 February–4 March, 7–11 March

Softimage 101: Jumpstart – 14–18 March

Technical Support for Final Cut Pro 7 (Course FCP 400) – 31 January

Web Fundamentals Jumpstart – 24–28 January, 31 January– 4 February, 21–25 March

Search Marketing Jumpstart – 31 January–2 February, 28–30 March, 31 May–2 June

Social Media for Business 101 – 31 March–1 April

Electronics

Digital Signal Processing – 11–13 January

Digital Signal Processing Implementation – 14 January

Emerging Technologies in Mobile Communications – 7–11 March

Introduction to Satellite Communications – 22–23 February

Microwave Engineering – 14–18 February

Practical RF / Microwave Design – 24–28 January

Successful RF PCB Design – 3 February

Engineering & Geoscience

GIS: Introduction to GIS – 11 January

GIS: Intermediate GIS – 12 January

GIS: Spatial Analysis – 14 January

GNSS and Network RTK (Ordnance Survey) – 5 January

Management

EU procurement directives – 20–21 January

Personal Development

IST Continuous Professional Development award workshop – what’s in it for me? – 19 January

New

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Further information...Matt Levi MBA, FCIPDExecutive Director,HEaTEDChair, Staff Development Forum T: 01395 278714M: 07941664146E: matt.levi@heated.ac.uk

Wendy MasonHEaTED AdministratorT: 0114 270 0188E: wendy.mason@heated.ac.uk

Dr Michelle Jackson Technical Skills ManagerE: michelle.jackson@heated.ac.uk

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