FDP Faculty Workshop Feedback Report
Fourteen faculty members evaluated The Power of Words faculty development programme on ten statements covering facilitation quality, content and the opportunity to participate. Every respondent completed every rating item.
From RSoB leadership
Band Bond Concept is really innovative. The Power of Words FDP was an enriching and inspiring experience. It beautifully demonstrated how words can influence thoughts, strengthen relationships, and inspire positive action. The interactive activities encouraged meaningful participation and personal reflection. The workshop was thoughtfully designed, engagingly delivered, and left a lasting impact on everyone involved. Heartfelt appreciation to the entire team for organising such a powerful and memorable learning experience.
One of the workshop's greatest strengths was its ability to connect important leadership values with practical, everyday situations. It reinforced the importance of empathy, optimism, resilience, compassion, and speaking up with courage and responsibility. The use of wristbands as reminders of these values was creative, memorable, and impactful.
The Power of Words Workshop was an exceptionally enriching, engaging, and thought-provoking experience. It effectively highlighted the profound influence that words can have on our thoughts, emotions, relationships, and actions.
Headline findings
140 rating selections from 14 respondents across ten evaluation statements.
Faculty Feedback Report — full PDF
The complete report as submitted by MIT-WPU Ramcharan School of Business, including every figure, table and appendix.
PDF · 872 KB · 10 pages
89.3% of the 140 rating selections were favourable
54.3% were Strongly agree.
13 of 14 faculty members recorded an average rating of at least 4.0
7 recorded an average of at least 4.5.
9 respondents rated every item positively
4 selected Strongly agree for all 10 items.
The highest mean ratings were for stimulating interest, well-planned content and allowing full participation
Each at 4.43 out of 5.
The most common development request was for a more practice-oriented format
Using group activities, real-world cases and structured feedback.
Scope and purpose
This report analyses faculty feedback on the TPOW workshop (The Power of Words). It documents the perceived quality of facilitation and content, identifies the elements faculty members found most valuable, examines improvement suggestions and converts the findings into practical recommendations for future faculty-development delivery.
Data and analytical method
The workbook contained 14 named faculty responses, 10 five-point Likert-scale statements and two optional open-ended questions. Every respondent completed every rating statement. To protect privacy in this report, names are excluded and comments are identified only by anonymous response codes F01–F14.
| Element | Definition |
|---|---|
| Rating scale | Strongly disagree = 1; Disagree = 2; Neutral = 3; Agree = 4; Strongly agree = 5 |
| Favourable response | Agree or Strongly agree |
| Unfavourable response | Disagree or Strongly disagree |
| Quantitative analysis | Counts, percentages, item means, dimension means, respondent patterns and internal consistency |
| Qualitative analysis | Manual thematic coding of substantive comments; a response may contribute to more than one theme |
| Interpretation | Descriptive analysis of the participating faculty; no population inference or response-rate calculation |
Rating scale
- Definition
- Strongly disagree = 1; Disagree = 2; Neutral = 3; Agree = 4; Strongly agree = 5
Favourable response
- Definition
- Agree or Strongly agree
Unfavourable response
- Definition
- Disagree or Strongly disagree
Quantitative analysis
- Definition
- Counts, percentages, item means, dimension means, respondent patterns and internal consistency
Qualitative analysis
- Definition
- Manual thematic coding of substantive comments; a response may contribute to more than one theme
Interpretation
- Definition
- Descriptive analysis of the participating faculty; no population inference or response-rate calculation
Response profile
The workbook does not include department, programme or teaching-experience fields, so subgroup comparisons are not possible. The total number of faculty who attended is also unavailable, so a response rate cannot be calculated.
| Measure | Result |
|---|---|
| Faculty responses | 14 |
| Rating items per response | 10 |
| Complete rating records | 14 of 14 |
| Total rating selections | 140 |
| Valuable-aspect comments | 12 (85.7%) |
| Substantive improvement suggestions | 8 (57.1%) |
| Feedback period | 28–29 Aug 2026 |
Faculty responses
- Result
- 14
Rating items per response
- Result
- 10
Complete rating records
- Result
- 14 of 14
Total rating selections
- Result
- 140
Valuable-aspect comments
- Result
- 12 (85.7%)
Substantive improvement suggestions
- Result
- 8 (57.1%)
Feedback period
- Result
- 28–29 Aug 2026
Rating distribution
The overall mean was 4.29 out of 5 and the median rating was 5. Strongly agree accounted for 54.3% of all selections, Agree for 35.0% and Neutral for 3.6%. No respondent selected Disagree on any item.
Figure 1. Distribution of all 140 faculty rating selections.
Reading the unfavourable share
Every one of the ten items carries exactly one Strongly disagree and no item received a single Disagree — a pattern consistent with one respondent rating uniformly at the bottom of the scale rather than a weakness distributed across the group. The item-level counts are reproduced in full below.
Instructor and content dimensions
The instructor dimension (4.30) and content dimension (4.29) were almost identical, indicating faculty viewed both the delivery and the substance positively. The 0.01-point difference is not practically meaningful.
| Dimension | Mean rating | Favourable | Items |
|---|---|---|---|
| Instructor skill and responsiveness | 4.30 | 90.5% | 6 |
| Course / workshop content | 4.29 | 87.5% | 4 |
| Overall | 4.29 | 89.3% | 10 |
Instructor skill and responsiveness
- Mean rating
- 4.30
- Favourable
- 90.5%
- Items
- 6
Course / workshop content
- Mean rating
- 4.29
- Favourable
- 87.5%
- Items
- 4
Overall
- Mean rating
- 4.29
- Favourable
- 89.3%
- Items
- 10
All ten items scored above 4.0
The spread between the highest and lowest item means was only 0.29 points. The ranking is best used to identify emphasis for refinement, not to label any item as a serious weakness.
Mean rating · 1 = Strongly disagree, 5 = Strongly agree
Figure 2. Mean rating for each feedback item.
Detailed item-wise results
| Feedback item | Mean | Favourable | Neutral | Unfavourable |
|---|---|---|---|---|
| Instructor was an effective lecturer / demonstrator | 4.21 | 92.9% | 0.0% | 7.1% |
| Presentations were clear and organised | 4.36 | 92.9% | 0.0% | 7.1% |
| Instructor stimulated interest | 4.43 | 92.9% | 0.0% | 7.1% |
| Instructor used time effectively | 4.36 | 92.9% | 0.0% | 7.1% |
| Instructor was available and helpful | 4.21 | 85.7% | 7.1% | 7.1% |
| Grading was prompt and included useful feedback | 4.21 | 85.7% | 7.1% | 7.1% |
| Learning objectives were clear | 4.14 | 85.7% | 7.1% | 7.1% |
| Course content was organised and well planned | 4.43 | 85.7% | 7.1% | 7.1% |
| Course workload was appropriate | 4.14 | 85.7% | 7.1% | 7.1% |
| Course allowed full participation | 4.43 | 92.9% | 0.0% | 7.1% |
Instructor was an effective lecturer / demonstrator
- Mean
- 4.21
- Favourable
- 92.9%
- Neutral
- 0.0%
- Unfavourable
- 7.1%
Presentations were clear and organised
- Mean
- 4.36
- Favourable
- 92.9%
- Neutral
- 0.0%
- Unfavourable
- 7.1%
Instructor stimulated interest
- Mean
- 4.43
- Favourable
- 92.9%
- Neutral
- 0.0%
- Unfavourable
- 7.1%
Instructor used time effectively
- Mean
- 4.36
- Favourable
- 92.9%
- Neutral
- 0.0%
- Unfavourable
- 7.1%
Instructor was available and helpful
- Mean
- 4.21
- Favourable
- 85.7%
- Neutral
- 7.1%
- Unfavourable
- 7.1%
Grading was prompt and included useful feedback
- Mean
- 4.21
- Favourable
- 85.7%
- Neutral
- 7.1%
- Unfavourable
- 7.1%
Learning objectives were clear
- Mean
- 4.14
- Favourable
- 85.7%
- Neutral
- 7.1%
- Unfavourable
- 7.1%
Course content was organised and well planned
- Mean
- 4.43
- Favourable
- 85.7%
- Neutral
- 7.1%
- Unfavourable
- 7.1%
Course workload was appropriate
- Mean
- 4.14
- Favourable
- 85.7%
- Neutral
- 7.1%
- Unfavourable
- 7.1%
Course allowed full participation
- Mean
- 4.43
- Favourable
- 92.9%
- Neutral
- 0.0%
- Unfavourable
- 7.1%
Strongest areas
Stimulated interest
Mean 4.43; 92.9% favourable. Nine of 14 respondents selected Strongly agree.
Well-planned content
Mean 4.43; 85.7% favourable. Ten respondents selected Strongly agree — the highest Strongly agree count of any item.
Full participation
Mean 4.43; 92.9% favourable. This aligns with comments praising discussion, interaction and experiential learning.
Presentation clarity and use of time
Both averaged 4.36, with 92.9% favourable responses.
Most valuable aspects
Twelve faculty members (85.7%) answered the question on useful or valuable aspects. Themes were coded manually, and counts overlap when one comment addressed more than one idea.
Number of comments mentioning the theme
Figure 3. Themes in comments on the most valuable aspects.
Themes in comments on valuable aspects
Emotional intelligence and human development
5 mentionsFaculty connected the workshop with emotional balance, the human dimension of work and the role of emotional intelligence in teaching and development.
Experiential, interactive and reflective learning
4 mentionsDiscussion, interaction, experiential learning and reflection were valued as ways of moving from explanation to personal meaning.
Band Bond and colour-based symbolism
2 mentionsThe Band Bond concept and the reflection through seven colours were remembered as distinctive, innovative devices.
Practical structure, examples and learning resources
2 mentionsClear explanation, relevant examples, the coursebook and FDP materials contributed to usefulness and transferability.
Positive orientation
1 mentionsOne comment directly valued the positive approach adopted in the session.
Detailed interpretation
Emotional intelligence and human development
The most frequently expressed theme. Comments referred to balancing emotions, enhancing emotional intelligence, strengthening the emotional quotient, focusing on the human aspect of work and using emotional intelligence to improve the teaching-learning process. Respondents did not view the topic as merely motivational; they recognised its relevance to professional behaviour, educational practice and human development.
Experiential, interactive and reflective learning
Faculty valued discussion, interactive sessions, practical insights, experiential learning and reflection — indicating the workshop was strongest when participants could connect abstract ideas with experience. The response mentioning the reflection of seven colours suggests visual and symbolic prompts supported self-reflection and recall.
Band Bond and colour-based symbolism
The Band Bond concept was described as innovative, and another respondent highlighted reflection through seven different colours. Although mentioned by only two faculty members, these comments are strategically important because they identify a distinctive feature of TPOW that makes the workshop memorable and recognisable.
Practical structure, examples and resources
One detailed response praised the workshop as informative, well structured and practical, with clear explanations and relevant examples. Another highlighted the coursebook and FDP materials. Together these show that both live facilitation and take-away resources contributed to perceived value and may support later application.
Representative positive comments
Band Bond Concept is really innovative.
Focus on human aspect of every work we do
How emotional quotient can help make the teaching learning process better
The course was highly informative, well-structured, and practical.
Experiential learning
Where faculty asked for more
Ten respondents entered text in the improvement field; two of these were “NA” or “NIL”, leaving 8 (57.1%) with a substantive suggestion. Each theme is paired with the recommended response.
More practice and group activity
3 mentionsInclude team tasks, guided practice and a structured feedback loop.
More time or a longer FDP
2 mentionsProvide more dedicated time, or extend the programme so concepts can be explored and applied.
Greater real-world and contemporary relevance
2 mentionsUse current issues, authentic cases and real-world examples; one comment overlaps with the practice theme.
Clearer EI framework and measurement
2 mentionsExplicitly use the four dimensions of emotional intelligence and introduce a suitable measurement or reflection scale.
Interpretation
The suggestions are complementary. Requests for a longer FDP and more dedicated time indicate that some faculty wanted deeper exploration, while requests for activities, cases, practice and feedback explain how that additional time should be used. The comments on EI dimensions and measurement further suggest faculty would welcome a more explicit conceptual and evaluative framework — a richer second stage rather than a different first one.
Detailed rating distribution
Exact response counts for every rating item. All 14 respondents answered all 10 items. SD = Strongly disagree, D = Disagree, N = Neutral, A = Agree, SA = Strongly agree.
| Feedback item | SD | D | N | A | SA |
|---|---|---|---|---|---|
| Instructor was an effective lecturer / demonstrator | 1 | 0 | 0 | 7 | 6 |
| Presentations were clear and organised | 1 | 0 | 0 | 5 | 8 |
| Instructor stimulated interest | 1 | 0 | 0 | 4 | 9 |
| Instructor used time effectively | 1 | 0 | 0 | 5 | 8 |
| Instructor was available and helpful | 1 | 0 | 1 | 5 | 7 |
| Grading was prompt and included useful feedback | 1 | 0 | 1 | 5 | 7 |
| Learning objectives were clear | 1 | 0 | 1 | 6 | 6 |
| Course content was organised and well planned | 1 | 0 | 1 | 2 | 10 |
| Course workload was appropriate | 1 | 0 | 1 | 6 | 6 |
| Course allowed full participation | 1 | 0 | 0 | 4 | 9 |
Instructor was an effective lecturer / demonstrator
- SD
- 1
- D
- 0
- N
- 0
- A
- 7
- SA
- 6
Presentations were clear and organised
- SD
- 1
- D
- 0
- N
- 0
- A
- 5
- SA
- 8
Instructor stimulated interest
- SD
- 1
- D
- 0
- N
- 0
- A
- 4
- SA
- 9
Instructor used time effectively
- SD
- 1
- D
- 0
- N
- 0
- A
- 5
- SA
- 8
Instructor was available and helpful
- SD
- 1
- D
- 0
- N
- 1
- A
- 5
- SA
- 7
Grading was prompt and included useful feedback
- SD
- 1
- D
- 0
- N
- 1
- A
- 5
- SA
- 7
Learning objectives were clear
- SD
- 1
- D
- 0
- N
- 1
- A
- 6
- SA
- 6
Course content was organised and well planned
- SD
- 1
- D
- 0
- N
- 1
- A
- 2
- SA
- 10
Course workload was appropriate
- SD
- 1
- D
- 0
- N
- 1
- A
- 6
- SA
- 6
Course allowed full participation
- SD
- 1
- D
- 0
- N
- 0
- A
- 4
- SA
- 9
Overall Likert response counts
| Response category | Count | Percentage |
|---|---|---|
| Strongly disagree | 10 | 7.1% |
| Disagree | 0 | 0.0% |
| Neutral | 5 | 3.6% |
| Agree | 49 | 35.0% |
| Strongly agree | 76 | 54.3% |
| Total | 140 | 100.0% |
Strongly disagree
- Count
- 10
- Percentage
- 7.1%
Disagree
- Count
- 0
- Percentage
- 0.0%
Neutral
- Count
- 5
- Percentage
- 3.6%
Agree
- Count
- 49
- Percentage
- 35.0%
Strongly agree
- Count
- 76
- Percentage
- 54.3%
Total
- Count
- 140
- Percentage
- 100.0%
Verbatim comments
What aspects of this course were most useful or valuable? Reproduced exactly as entered; spelling, grammar and capitalisation have been retained. Names are not shown.
The student cohort ran the same programme the day before
Forty-four students across FY MBA, FY BBA and TY BBA rated the workshop 4.16 out of 5, with the wristband activity and leadership content named most often.
Read the student report