Case Study: Training and Development - Anglia Ruskin University

The Women’s Network at Anglia Ruskin University began in the 1990s as a support group for senior women and those aspiring to senior management positions. Over the years it has expanded to include women from a wide range of roles from all levels across the University. In early 2005, during a period of significant organisational change, including a change of Network leadership, research was conducted to find out what members themselves wanted from their Network; to assess interest in joining a Steering Group; and to promote the Network more widely across the University. Annual Conferences in 2005 and 2006 then focused on preparing for and constructively dealing with organisational change, and how gender equality can contribute to the achievement of the University’s strategic goals.

Women’s Network members identified the development of career progression routes as a key issue, particularly for support staff, 75% of whom are women. During 2006/07 an on-line assessment programme called ‘WAVE’ was piloted, intended to help identify motives, preferences, needs and talents at work, with the aim of informing future career development. Priority was given to support staff with line management responsibilities. The programme was led by the Organisational Development Manager, herself an active member of the Women’s Network. Complementing this, the Network’s 2007 Conference had the theme ‘Achieving Personal Excellence’

Having recognised that career progression and succession planning were a critical issue for the University more generally, the assessment programme was publicised in the University’s staff training and development programme for 2006/07 and was the focus of Women’s Network meetings in November 2007, attended by 55 women. Overviews of the programme were presented by the developers of the tool, Saville Consulting, and by University staff.

During the pilot, 29 women took part. Participants received familiarisation training with the programme and, after completing an on-line assessment form, they later received 1:1 feedback in a face-to-face meeting. Some are planning to use the results to inform their appraisals and their personal and professional development plans. Feedback from participants has been largely positive and consideration is now being given as to whether to extend the programme. At a later date, pilot participants may also be canvassed to assess the programme’s longer term impact.

Several interlinking points emerged from the Annual Conference: personal excellence can mean different things for different people; career goals and ambitions can and do change at different stages of women’s lives; and striking a balance between work and life outside work is a continuing process, essential for both personal and professional development. These findings have subsequently informed a revision of the University’s flexible working guides.

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