Training Trainers:

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Training Trainers Issues in Supporting PG
Research Methods Teachers and Research Student
Supervisors Mike Wallace, Cardiff
University NCRM Training the Trainers Event, 4th
June 2007


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Session Aims

1. Map training trainers roles, tasks, development
   needs, learning process, learning support to meet
   priority development needs
2. Share early lessons from AIM RDI training
   trainers project experience
3. Raise questions about best balance between
   endemic tensions in developing a training
   trainers strategy

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Aim 1 Map Components

1. Nature and methods of enquiry within and between
   fields and disciplines
2. Career stages across the academic lifecourse
3. Research, training and management roles and tasks
   at different stages
4. Demography - numbers at each stage now, in future
5. Existing training trainers provision and
   identified gaps in relation to roles and stages
6. Priority development needs linked to tasks for
   roles at each stage, and to demography
7. Learning process, range of learning support
   activities to meet priority needs, potential
   impact
8. Resourcing parameters

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Linking Selected Map Components

• Career stages
• Roles and tasks
• Development needs
• Learning and learning support

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Source of Development Need Source of Development Need Career Stage Career Stage Career Stage Career Stage Career Stage
Role Task Research student Early career Convert Mid Career Senior
Researcher write proposals do research publish outcomes X X X X X
Trainer of students teach methods supervise students X X X X
Trainer of academics appraise and mentor colleagues X X
Manager of research training and supervision manage research training, doctoral programme, staff development X X
Dean/HoS recruit retain staff develop teaching and staff capacity X
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Research-Informed Model of Adult Professional
Learning Stages and Learning Support

• Wallace, M (1999) When is experiential learning
  not experiential learning?
• in Murphy, P (ed) Learners, Learning and
  Assessment London Paul Chapman in association
  with the Open University

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Stages in learning
Existing performance of research training tasks
Challenge to existing performance
Increased awareness, and justification for
development
Rationale for development
Practical ideas on how to develop
Practice in developing performance
Improved performance of research training tasks
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Stages in learning Components of
Learning Support
Existing performance of research training tasks
Diagnosis
Challenge to existing performance
Increased awareness, and justification for
development
Critical understanding
Rationale for development
Practical information
Practical ideas on how to develop
Skills
Practice in developing performance
Integration into skilful performance
Improved performance of research training tasks
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Stages in learning Components of
Learning Support
Previous experience
Existing performance of research training tasks
Task performance
Diagnosis
From research, professional knowledge, theory,
policy
Challenge to existing performance
From personal theories of action
Increased awareness, and justification for
development
Critical understanding
General principles
Specific information necessary for tasks
Rationale for development
Practical information
General training and personal development
Practical ideas on how to develop
Specific for training tasks
Skills
Practice in developing performance
Specific for learning activity
Integration into skilful performance
Range of tasks
Improved performance of research training tasks
Specific tasks
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Learning support component Learning support component Examples of activities
Diagnosis Previous experience Research methods and supervision training and teaching record, self-assessment questionnaire
Diagnosis Task performance Feedback on teaching research methods session, feedback (as 2nd supervisor) from 1st supervisor
Critical Under-standing From research etc Lecture on good supervising practice, background reading of research methods teaching texts
Critical Under-standing From personal theory Personal learning journal, supervisors network discussion, response to mentors feedback
Practical Information General principles Introductory lecture on training approaches, guided reading of a supervisor training text
Practical Information Specific information Instruction on new research method and how to teach it, introduction to supervision protocol
Skills General training and personal development Collaborating training tasks, managing teaching preparation, personal development planning
Skills Specific for tasks Workshop on teaching electronic qualitative data analysis, e-learning tutorial on teaching statistics
Skills Specific for learning activity Structuring training sessions, protocol for feedback on observation of research methods teaching
Integration into skilful perform-ance Range of tasks Co-teaching research methods, co-supervising
Integration into skilful perform-ance Specific tasks Piloting a new training approach, coaching in a training technique
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Activities for Learning Support Extent of Learning Support Extent of Learning Support Extent of Learning Support Extent of Learning Support Extent of Learning Support Extent of Learning Support
Activities for Learning Support Individual Individual Individual Collective Collective Collective
Activities for Learning Support Practical inform-ation Skills exercises, feedback Integration into job, feedback Exchange practical inform-ation Joint skills exercises, feedback Joint integration into job, feedback
One-off Seminar X X X
One-off workshop X X X
Workshop series X X X X X
Self-study materials X X
Serviced Network X X
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Aim 2 Early Lessons from AIM RDI Training
Trainers Experience

• Design of training trainers components
• Experience of implementation and formative
  evaluation

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Source of Development Need Source of Development Need RDI 1 Activities to meet Needs
Role Task RDI 1 Activities to meet Needs
Researcher write proposals do research publish outcomes Logic of enquiry e-learning materials
Trainer teach methods supervise students mentor colleagues Workshop series on methods courses, systematic and critical literature reviewing, large datasets, supervising, mentoring
Manager of research training and supervision manage research training, doctoral programme, staff development (assumed managers support, some managers attended methods courses workshop series)
Dean/HoS recruit retain staff develop programmes and staff capacity to deliver (advertised to deans/HoSs, they nominated participants, indicated their endorsement, made nominal financial contribution)
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RDI 1 - Tried to Maximise Impact

• strategic - train trainers (cascade)
• inclusive - open to all business schools
• fill key gap - logic of enquiry materials
• regional provision - access, networking
• workshop series - depth of learning and impact on
  practice
• informal learning agreement - participants commit
  to series, dean endorses
• levy modest fee for series at outset

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Modular Learning Support Sequence
Preparatory Work Diagnose issues through
reviewing practice, present knowledge Problematise
practice, stimulate thinking through reading
Workshop Sessions Link participants experience
and knowledge to present activity Expert input on
a new research training topic Plan follow-up work
to integrate ideas from input into practice
Follow-up Work Activity to support integration
into practice Prepare for next workshop report
back, diagnose etc
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Problems and Promising Developments

• Modest recruitment to workshop series - not
  universally high priority for deans/HoSs or
  potential participants
• Significant number of no-shows, often without
  notice (even though charged)
• patchy response from experts in the field, wide
  variation in training style
• but
• most participants appreciate inputs and
  networking opportunity
• early evidence of impact on practice

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Need a Cultural Shift(cant manipulate culture
but cant afford not to try influencing it)

• Place higher value on research training and
  supervision as academic activities
• Develop research training and supervision as a
  managed process
• Take learning opportunities seriously
• Increase pedagogic awareness
• Develop more institutional and local training
  trainers provision

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Source of Development Need Source of Development Need RDI 1 and Proposed RDI 3 Activities to meet Needs
Role Task RDI 1 and Proposed RDI 3 Activities to meet Needs
Researcher write proposals do research publish outcomes Logic of enquiry e-learning materials, extension materials
Trainer teach methods supervise students mentor colleagues Workshop series on methods courses, systematic and critical literature reviewing, large datasets, supervising, mentoring Initiative to deliver workshops locally
Manager of research training and supervision manage research training, doctoral programme, staff development Workshops on importing new methods, managing research training and supervision, training early career researchers - proposals and publications
Dean/HoS recruit retain staff develop programmes and staff capacity to deliver Conference to raise awareness about managing research training and supervision, other RDI provision available
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Aim 3 best balance between

1. A generic strategy for the social sciences vs
   bespoke strategies for different fields?
2. Within field and discipline focus vs cross- and
   interdisciplinary focus?
3. Centralised interventions which risk dependence
   vs regional or local interventions which risk
   unacceptable diversity?
4. Open invitation which mainly attracts enthusiasts
   vs mandating which mainly generates
   unenthusiastic compliance?

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• Inclusivity, covering all trainers vs elitism,
  concentrating on those in leading research
  departments?
• Short-term provision for all career stages vs
  prioritising the early career stage for
  longer-term benefit?
• Resourcing training activities vs their formative
  and summative evaluation?
• Giving potential trainees what they want vs what
  others judge that they need?

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1. Core curriculum of established research methods
   vs importing new methods?
2. Focus on content (ologies and research methods)
   vs process of learning to thinking like a
   researcher (develop and evaluate arguments)?
3. Superficial practical information giving for wide
   coverage vs sustained guidance for a few on real
   job tasks with feedback?
4. Single-purpose training (for role as trainer) vs
   dual-purpose training (for role as trainer and as
   researcher)?