Developing Training Programs at PUIs

Developing Training Programs at PUIs

Pam Whitlock, CRADirector, OSP, UNCW Emeritus

Educational Consultant

Jeffrey Ritchie, CRADirector, OSP Lewis University

How long have you worked in research admini stration?

A. > 1 year (Newbie)

B. 1 – 5 years (Wet behind the ears)

C. 6-10 years (Seasoned)

D. 11 + (Veteran)

What best defines your role in professional development?

A. Trainer

B. Supervisor

C. A and B

D. Central administration allocating resources for training

“The whole purpose of training, instruction, and education is to enable people to learn. Your mission is not to transmit information but to

transform your learners.”

Stolovitch, H. D., & Keeps, E. J. (2002). Telling Ain’t Training, p.16.

Why Train Campus

• Complies with federal requirements • Provides protection to institution• Promotes cost efficient operations• Allows for clean audit reports• Promotes inter-departmental cooperation• Ensures more success in grant-seeking

http://upload.wikimedia.org/wikipedia/commons/3/33/Alcatraz_dawn_2005-01-07.jpg

Who Should We Train

• Faculty (educate, not train)• Administrative staff (departments, OSP)• Other offices – accounting, purchasing, etc.• Upper Administration (again, educate, not train)• Subaward partners• Don’t forget internal auditors!

How Do We Train

• Face to face• Written materials• Group experience• Online• Videos, podcasts, use technology

Things to Consider• Learning styles• Age differences• Experiential

differences• Varying objectives• Motivation/desire to

learn what we’re teaching

• Mandatory or voluntary

• Different levels, “need to know”

http://simmonsatshowcase.wikispaces.com/file/view/Testing_Cartoon.jpg/33641679/Testing_Cartoon.jpg

Challenges

• Time

• Available Resources

• Culture

• Money

• Systems (IT)Culture Eats Strategy

for Breakfast

Now what?

• Evaluate training needs• Identify topics and levels• Create structure & schedule • Identify resources to design program• Obtain institutional support

• Thinking about starting or expanding a program – in the “conceptual” stage

• Trying to assess administrative commitment• Attempting to gain department buy-in• Assessing the need for training topics• Determining institutional resources• Trying to encourage faculty participation

Where are you now?

What is the biggest challenge at your institution?

A. Time

B. Money

C. Culture

D. IT Systems

E. Management support (more than just words)

SWOT Analysis

Methods of assessing goals, priorities and needs

– Interviews– Training Committee– Surveys targeting

specific groups– Emerging research areas

(ARRA/RCR)– Benchmarking– Mandated by law, senior

management, or the University

http://blog.perksconsulting.com/wp-content/uploads/2009/06/swot_img2.gif

Sources of Training Content

• Matrices• Body of Knowledge (RACC)• Annotated BOK (SRA)• Topical Outline (NCURA, SRA)• NCURA Fundamentals, et al. • Federal requirements – animals, humans,

NSF and NIH mentoring requirements

How Structured Will You Be?• Different institutions have different needs and

resources• Culture on campus will determine method and many

topics• Tailor your program

to your needs • Prepare ahead but grow

into needed areas/methods http://www.apartmenttherapy.com/uimages/la/031609_seedlings.jpg

Define and Prioritize Needs

• What is missing that can lead to legal issues?• What areas are at highest risk?• What in-house expertise do you have?• What resources are available?• Possibly most critical – what’s your upper

administration's opinion?

Faculty as Learners

• Sell to your solid supporters• Enlist expert faculty to teach• Blend into other events• Remember educate, not teach• Respect their time• Keep it interesting• Customize topics to their perspective

Staff as Learners

• Recognize their work• Be flexible on schedules (don’t plan a lot at exam

time)• This is only a part of their job• Coordinate with other staff organizations…build into

accounting program• Bring subject matter experts

Staff Professional Development Resources

• Involvement with process design• Opportunity to lead on campus• Engaging staff with campus community• Field Trips• Employee Recognition• Professional Organizations

– SRA– NCURA– COGR– FDP

Training Development Resources

• Polices and Procedures• Checklists• Reference Manual (former training manual)• Federal Grants Management • Manual (hard copy and online)• Sponsored Research Administration: A Guide to

Effective Strategies and Recommended Practices

Training Development Resources

• A Guide to Managing Federal Grants for Colleges and Universities

• Training DVD’s (NCURA)• OMB Circulars/FAR• Subject Matter Experts (SME)• Other web resources

Keys to Success• Take advantage of subject matter experts• Use existing resources• Organizational commitment • Management and overall “Buy-in” is essential• Lead mentor is critical to success • Feedback and evaluation/Continuous Improvement

Don’t Reinvent the Wheel

cartoon by Eric Jacobsen

Let’s Recap

• Design a program around your needs and resources• Ask other organizations for examples• Don’t worry if you don’t have the resources to do

what you see at larger organizations• Keep it educational and interesting• Most of all….

Remember…..

• We train to – protect our university, – promote quality work and management, and – enhance the “research” agenda of our faculty

• NOT to enforce our will

The Golden Rule of Training…

“Train others as you would have them train you.”

Stolovitch, H. D., & Keeps, E. J. (2002). Telling Ain’t Training, p.60.