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Developing Training Programs at PUIs
Pam Whitlock, CRADirector, OSP, UNCW Emeritus
Educational Consultant
Jeffrey Ritchie, CRADirector, OSP Lewis University
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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)
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What best defines your role in professional development?
A. Trainer
B. Supervisor
C. A and B
D. Central administration allocating resources for training
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“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.
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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
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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!
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How Do We Train
• Face to face• Written materials• Group experience• Online• Videos, podcasts, use technology
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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
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Challenges
• Time
• Available Resources
• Culture
• Money
• Systems (IT)Culture Eats Strategy
for Breakfast
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Now what?
• Evaluate training needs• Identify topics and levels• Create structure & schedule • Identify resources to design program• Obtain institutional support
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• 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?
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What is the biggest challenge at your institution?
A. Time
B. Money
C. Culture
D. IT Systems
E. Management support (more than just words)
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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
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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
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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
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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?
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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
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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
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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
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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
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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
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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
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Don’t Reinvent the Wheel
cartoon by Eric Jacobsen
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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….
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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
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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.