Models for Training Programs

1
Models for Training Programs
Session W40

• John Caruso, Campus Relations Manager
• Sponsored Projects Administration (SPA)
• Oregon Health Science University

2
Session Objectives

• Discuss the needs met by a training program
• Examine key design principles
• Identify essential resources
• Consider challenges of adult/professional
  learning
• Present models for training programs
• Explore how to measure success and demonstrate
  "return on investment
• Imagine how a training program evolves

3
Session Outline

• A Sense of Place background info
• The Empty Bullet in the beginning
• Setting the Stage design questions
• A Box of Treasures resource management
• Getting to Ah-ha! dealing with adult learners
• Impressing the Boss how to show ROI
• Evolve or Die growing into future needs

4
A Sense of Place

• Oregon Health Science University

5
Oregon Health Science University
6
About OHSU

• Oregon Health Science University (OHSU) in
  Portland, Oregon
• Where healing, teaching and discovery come
  together
• Primarily an academic medical center
• Largest hospital and largest research institution
  in the state of Oregon
• gt1 billion annual operating budget

7
Each Year OHSU

• Educates 3,553 Students and Trainees
• Cares for 175,680 Patients
• Supports 3,195 Research Projects
• Subsidizes 200 Public Service Programs
• Funds more than 12,000 Employees

8
OHSU Schools

• Oregon Graduate Institute (OGI), School of
  Science and Engineering
• School of Dentistry
• School of Medicine
• School of Nursing

9
Research Institutes and Centers

• Advanced Imaging Research Center
• Center for Biostatistics, Computing Informatics
  in Biology and Medicine
• Center for Research on Occupational
  Environmental Toxicology
• Center for the Study of Weight Regulations and
  Disorders
• Neurological Sciences Institute
• Oregon National Primate Research Center
• Oregon Rural Practice-based Network
• Research Development and Administration
• Stem Cell Center
• Proteomics
• Vaccine and Gene Therapy Institute
• Vollum Institute

10
Other Institutes and Centers

• Area Health Education Centers
• Allied Health
• Biomedical Information and Communication Center
• Center for Evidence-Based Policy
• Child Development Rehab Center
• Dotter Institute
• General Clinical Research Center
• Heart Research Center
• OHSU Cancer Institute
• Rural Health

11
Institutional Growth

• In FY06, OHSU brought in 294 million in
  sponsored projects

12
Sponsored Projects Dollars

• Total 294,092,754
• By Activity
• Research 238,204,825
• Clinical Trials 28,731,271
• Instruction 4,520,711
• Other 22,635,947
• By Sponsor
• NIH 200,693,289
• Other Fed 45,632,056
• Nonfed Govt 4,821,079
• Industry 26,498,128
• Private 16,448,202

13
Institutional Grants Profile

• Number of Departments 81
• Number of active projects 2,579
• Number of Principal Investigators (PIs) on
  currently funded projects 862

14
Grants Management Structure

• Research Development Administration (RDA)
• Clinical Research Program
• Dept of Comparative Medicine
• Research Funding Development Services
• Research Information Services
• Research Integrity Office
• Research Grants Contracts (pre-award)
• Technology Research Collaborations
• Sponsored Projects Administration (post-award)

15
SPA as Post-award

• Sponsored Projects Administration (SPA) is a
  dedicated post-award office
• SPA receives award packets from three pre-award
  offices CRP, TRC, and RGC
• SPA is responsible for account setup through
  award closeout and audit
• SPA provides financial oversight of Principal
  Investigator (PI) and departmental management of
  sponsored projects

16
SPA Functions

• Account Setup in Oracle Grants Accounting (OGA)
  and system maintenance
• Account Oversight
• Cash Management
• Invoicing
• Effort Reporting
• Financial Reporting to OHSU Management
• Closeout and Financial Reporting
• A-133 Audit
• Education and Training

17
SPA Education

• Audience Department Administrative Staff
• Offerings
• Sponsored Projects Information Network (SPIN)
  monthly meeting and newsletter
• Post-award Education Program (PEP) series of 12
  classes
• Oracle Grants Accounting (OGA) Trainingrequired
  for system access
• Additional conferences and workshops

18
Related Education

• Grants Support Training series offered by Career
  Development Center in coordination with all RDA
  units
• Other Oracle training offered through Financial
  Systems Education (FSE)
• General Ledger
• Labor Distribution
• Requisitions
• Discoverer

19
Other Communication

• OHSU Outlook published monthly by University
  News Publications (sent to all employees)
• Research News published monthly by office of VP
  for Research (sent to all faculty, DDD,
  department administrative staff, and RDA staff)
• Administrative Information Systems AIS
  Newsletter published monthly by FSE (sent to
  all Oracle users)

20
SPA Website Resources

• Policies and Procedures
• Flowcharts (Account Setup, Award Management)
• Post-award forms, with Instructions
• PEP and OGA training materials
• SPIN Newsletters (plus index)
• SPA Reports

21
The Empty Bullet
22
Impetus for Training

• Compliance Health Insurance Portability and
  Accountability Act (HIPAA), Conflict of Interest,
  etc
• Systems Oracle, InfoEd, etc
• Consistency institutional procedures, policies,
  documentation, forms, etc
• Stewardship accountability to sponsors

23
Unplanned Training

• An empty bullet point in the organizations
  mission statement (assuming there even is a
  mission statement)
• Forms and procedure documents
• Meetings (large and small)
• Every interaction (in person, on the phone, etc)
• Receptionist

24
Effects of Unplanned Training

• Confusion
• Frustration
• Inconsistency
• Apathy
• Avoidance
• Blaming
• Complaints
• Burnout

25
Why Train?

• Training is like planning
• When you think you really dont have time to do
  it, thats when you most need to
• Besides, youre already doing itjust not in an
  organized or intended manner

26
Setting the Stage
27
Key Design Questions

• Who is the audience?
• What is the key content?
• Who best knows this content material?
• How do we capture and convey the material?
• Who can present the material?
• How do we handle logistics?
• What does success look like?

28
Audience

• Define target audience groups narrowly and build
  on as needed (dept admins, office staff, PIs,
  senior admins, etc)
• How will audience lists be developed and
  maintained?
• Will training be mandatory? If so, who mandates
  it, and how is it enforced?
• Will training be voluntary? If so, how will the
  audience be attracted to attend?

29
Key Content

• What is the central message?
• What are additional messages?
• Theoretical knowledge vs. practical knowledge
• Create manageable chunks of information
• Ensure documentary resources are adequate and
  consistentbackfill as needed before presenting
  training
• Create instructions, flowcharts, etc

30
Subject Expertise

• Identify content experts
• Coordinate brain dumps
• Draft first and revise later
• Pre-existing structure helps content experts fill
  in their parts
• Check and double-check content
• Contact and confirm with all content owners

31
Training Materials

• Dont assume prior knowledge
• Find the right medium
• Printed matterhandouts, brochures, etc
• Website
• Email announcements
• Presentations at existing meetings
• Training classes
• Drop-in sessions and help-desks
• Remember that function dictates format, but
  business practice will dictate function

32
Professional Trainers

• Effective presentations can be given by just
  about anyone however
• Public speaking is a learned skill
• Training is a performance art
• So either train the content expert how to
  present, or have the trainer learn the content

33
Logistics

• Room reservation
• Audio-visual support
• Materials preparation
• Publicity
• Registration
• Record-keeping

34
Planning for Success

• Articulate goals in advance (i.e., what does
  success look like?)
• Control everything you can and trust the rest to
  develop as it goes along
• Maintain a positive attitude
• Visualize the next steps after success

35
A Box of Treasures
36
Essential Resources

• A clear message
• A plan and a vision of success
• A defined and identified audience
• Content experts willing to share knowledge
• Time and dedication (including someone in charge
  of training)
• Creativity

37
Training Budget

• Training will take as much time and money as you
  are willing to devote to it
• But wasting time and throwing money at a
  situation will not ensure effective training
• Develop the plan first, then budget
• Afterwards, adjust the plan according to budget
  restrictions

38
Getting to Ah-ha!
39
Quote

• Mankind have a great aversion to intellectual
  labor but even supposing knowledge to be easily
  attainable, more people would be content to be
  ignorant than would take even a little trouble to
  acquire it.
• Samuel Johnson (1709 - 1784), quoted in Boswell's
  Life of Johnson

40
Challenges of Adult Learners

• Busy schedules, conflicts, etc
• Lack of focus (used to multitasking)
• Laziness (used to skim reading, etc)
• Dont prioritize training
• Out of the learning habit

41
Busy Schedules

• Make materials readily available
• Consider web-based training
• Schedule training classes at a wide variety of
  times and places
• Ensure value gained for time spent

42
Lack of Focus

• Get students attention with skilled presentation
• Use gimmicks as needed
• Make learning interactive
• Engage students minds
• Ensure value gained for time spent

43
Laziness

• Engage the audiencelaziness is often lack of
  interest
• Provide overview documentation (one-page cheat
  sheets, etc)
• Create bullet points and checklists
• Follow 5-paragraph model for presenting material

44
Prioritize Training

• Emphasize real use value of material
• Get organizational buy-in
• Set the tone at the top
• Make trainings convenient
• Make materials accessible
• Offer incentives and rewards whenever and however
  possible

45
The Learning Habit

• Students are not empty vessels waiting to be
  filled with content material
• Appeal to as many learning styles and senses as
  possible
• People learn by thinking, doing, discovering
• Figure out how to get to the ah-ha! moment as
  frequently as possible

46
Impressing the Boss
47
How to Measure Success

• Remember that the goal of training is often
  intangible and difficult to demonstrate
• Monitor the issues that prompted training
• Maintain attendance records
• Solicit student evaluations (retool as needed,
  record and condense)
• Record success stories
• Maintain momentum

48
Evolve or Die
49
Evolution

• Remember that an effective training program is
  never static but always growing and changing to
  meet changing needs
• A training program without new goals will lose
  momentum
• Pay attention to key indicatorscontinuing
  problems or confusion, frequently asked
  questions, classes that run long, etc
• Listen to audience evaluations

50
Ways to Grow

• Updating and refining content material
• Broadening the target audience (Note remember to
  refocus training materials)
• Widening the scope of training content
• Developing new partnerships
• Turning well-trained audience members into
  presenters

51
Questions and Discussion
52
Contact Information

• John Caruso, Campus Relations Manager
• Sponsored Projects Administration (SPA)
• Oregon Health Science University (OHSU)
• 503-494-9063
• carusojo_at_ohsu.edu
• SPA Education http//www.ohsu.edu/research/rda
  /spa/spatraining.shtml