Developing an Institution-Wide Research Administration Training Program: Managing Stakeholder Complexities

Transcription

1 Developing an Institution-Wide Research Administration Training Program: Managing Stakeholder Complexities Erika Stevens, MA Jennifer Woodward, PhD Liz Wool, RN, BSN, CCRA, CMT 1

2 Learning Objectives Objective 1: Describe and identify leading practices for developing an institution-wide research administration training program Objective 2: Evaluate and analyze implementation approaches for managing stakeholder complexities for research administration training programs Copyright 2018 Wool Consulting Group, Inc. 2

3 Are you currently a research administrator?

4 Were you trained for your role?

5 Do you oversee the research administrator program at your institution?

6 Leading Practices Employee Development and Management of Training Liz Wool, CCRA, CID, CMT President, Wool Consulting Group Inc. Nashville, TN

7 Terms & Definitions Competent: Having the necessary ability or skills: able to do something well or well enough to meet a standard (Webster s) Via: Testing knowledge; demonstration of skill Competency: The ability to do something well: the quality or state of being competent (Webster s) (knowledge, skills, abilities, behaviors) Competency model: A group of related competencies (K,S,A,B) that together describe successful performance for a particular job or role, in a particular organization. Onboarding: Process of integrating a new employee into the company and giving them the tools, information, and introductions they will need to succeed in their new job (management.com) Onboarding plan: A written plan that outlines specific components, actions, timelines, goals, responsibilities, and available support of their onboarding programs. (atd.org)

8 Competency Role Based New Hires Current Employees Department - Schools Comprehensive Faculty Research Administrator Research Team Applicable Team Members Learning Management System Role Based Training Curricula Employee Job Training Training Standards Training Methods Training Practices Quality Consistency Efficiency Centralized Office Institutional-Wide Office of Research Education and Training Centralized Repository Information Resources Training Offerings Centralized Training Knowledge Management System Equip Engage Retain Training Development Training Delivery Competencies Standardize instructional design Standardize development of training for adult learners Diversity Global Regional Local Learners ILT, VCT, mobile apps, on-line Self-directed, Sponsored - MOOC

9 Institutional Strategy Compliance Strategic 1 Non-Compliance Infrastructure Budget 2 Technology Experienced 3 Human Capital For Assignment Key Points Management of Training Management of Training Curricula Training Development Training Delivery Knowledge Management Repository Learning Management System 9

10 Operationalize the Strategy Content Relevancy Needs Analysis 1 Revisions All training 2 Course Catalogue delivery methods Standardize 3 development and Content content approach Key Points Partner with stakeholders Stakeholder feedback Course Evaluation-Learning Outcomes Focus Version control Train-the-Trainer Program 10

11 Harnessing Institutional Knowledge for Success Type of Research Role Searchable 1 Funding Source Database E-Systems ILC 2 Webinar Training Calendar Virtual Classroom Scheduled 3 Assigned Resource Maintenance Institutional Knowledge Knowledge Management System Integrated On-line Consolidates information from various sources: resources, information, best practices, internal networks, scientific collaborations, groups, references, University MOOCs, training calendar 11

12 Training Strategy Deployment Competency Model Trg Plan, Onboarding Plan Design, Develop and Deliver to Objectives Design, Develop and Deliver on Budget, Scope and Target Enterprise Wide Comp Model Strategy Self Assessment & Manager - Evaluator Assessment On-The-Job Training Documentation Training Plan On-Boarding Plan Individual Training Plan On-The-Job Training Qualified Trainers Internal Resources External Resources: Free, Purchase On-Boarding Plan maps out duration and focus of onboarding 12

13 Managing Stakeholder Complexities and Change Erika Stevens, MA Principal, Recherche Transformation Rapide, LLC

14 Stakeholder Commitment

15 Stakeholder Analysis

16 Degree of Influence Stakeholder Map Size of the circle = overall impact of this stakeholder on the change (i.e. the larger the circle, the greater the impact) 5 External Stakeholders* (patients, government, payors & industry) Sponsored Programs Office 4 Departments Office of Research Clinical 3 Trials Office IRB Office of Training 2 Research Administrators 1 Office of Compliance Degree of Support

17 Communication Strategy The purpose of a Communication Strategy is to proactively: Facilitate stakeholder awareness of the nature, progress and outcomes of the Program Drive stakeholder commitment to the Program and its initiatives The Communication Plan is a living document, which is: Adjusted to the specific needs of stakeholders throughout the program Updated on an on-going basis, as it is tailored based on feedback Keeping stakeholders informed of the nature, progress and outcomes of the Program Driving a communication connection among stakeholders Helping leaders fill the information gap for their teams and prepare them for change Improving and informing stakeholder engagement

18 Communication Process Communication will vary in its nature depending on the program phase (Development, Deployment, Go-live, Post Implementation). The Communication Process is on-going and designed to ensure that stakeholders needs are identified, and that the right information is communicated at the right time. 5. Evaluate the effectiveness 6. Adjust the program 4. Deliver Communications Life Cycle 1. Understand the context 3. Plan the communications 2. Undertake analysis

19 The development and consistent delivery of Key Messages will enhance the clarity and focus of communications. Key messages will be woven into all communication channels in order to stay on message. Key Message Development includes the drafting of two to three short, concise statements describing: A clear picture of Program success What we will do to get there Key Messages Key Messages Stakeholder Management Change Networks Engagement Events Push/Pull Communications

20 Communication Needs Assessment Communication Needs Assessment meetings will be held with a Single Point of Contact (SPOC) for each key stakeholder group. Business impacts resulting from institution wide research training program and communication needs will be identified in order to plan and design communication messaging, channels, and schedule. Business Workstream Communication Understand the Context Undertake Assessment Plan the Communication Deliver Evaluate the Effectiveness Identify Key Stakeholders Single Point of Contact (Site/ Above Site/ Vendors) Diagnose Impacts Communication Needs Design Communication Messaging Channels (new or existing) Schedule Deliver Communication via appropriate channel according to schedule Sustain Evaluate/measure success and evolve the messaging and approach Kick Off through Rollout Prior to Go-live, Go-live, Post Go-live

21 Communication Laddering Change Network Institution-Wide Research Training Program and Leads will serve an important role in the delivery of communication and in gathering feedback. Both will be equipped with Talking Points to support consistent and focused delivery. Top-Down Communication: Information cascades from leadership throughout the organization Program Leadership Workstream Leads Bottom-Up Communication: Information is collected by Team Leads and channeled back up to the program Team Lead Team Lead Team Lead Lateral Communication: Information is shared among peers in order to leverage best practices and potential challenges. Team Team Team

22 University Case Study Jennifer E. Woodward, PhD Vice Chancellor for Research Operations, University of Pittsburgh

23 Institutional leadership was receiving complaints about research training. Background We engaged consultants (Erika & Liz) to conduct a research training and research compliance training assessment and gap analysis for the University of Pittsburgh.

24 Goals 1. Improve research and compliance training for research faculty, research team members, and research administrators 2. Translate training content into job-related roles and responsibilities 3. Focus on seamless workflow and training management to improve efficiency and to enhance accountability of training and tracking

25 Assessment and Gap Analysis Objectives Review current practices for training curriculum assignments, training methods, training course materials, training programs, and tracking of training completion Conduct benchmarking comparison of research training practices Review the employee s ability to translate the training course content to their jobrelated roles and responsibilities Provide a gap analysis with recommendations of leading practices in education and training, training management, and employee development practices

26 Methods Interviews Data and Document Review Gap Analysis Benchmarking Survey

27 Table 1: Summary Recommendations Focus Area Recommendations Centralized Training Establish an institutional-wide Office of Research Education and Training Employee Role-Based Training Curricula Implement role-based training curricula (faculty, research administrators, research team, applicable staff) using a learning management system Employee Job Training Implement a comprehensive role-based research training program for: new hires, current employees, departments/schools Training Development Standardize approaches for training course development Training Delivery Diversify training capabilities to meet the needs for effective training throughout the institution Training Standards Standardize training methods and practices. Knowledge Management System Institute a centralized repository of information, resources and training offerings

28 Table 2: Summary of Academic Research Institutions Benchmarked: Research & Compliance Training Practices Structure of Training Focus of Training Assessment of Training Training Development Opportunities Training across category of job function does not uniformly suggest a centralized or decentralized approach for research and compliance training programmatic Mandatory training is centralized (i.e. RCR- Responsible Conduct for Research) Compliance training is mandatory and centralized Approval controls are linked to mandatory training, approvals, funding awards are not issued until research compliance training completed Training focus is driven by job responsibility, regulatory compliance Lack of clarity for required versus non-required training Lack of clarity on the types/ topics of training available Lack of clarity on the value impact of the training on job performance Training to job performance Use of LMS among some respondents enables tracking, monitoring and oversight Content development for courses varies Subscription to CITI is prevalent across respondents Institutional Offices develop training Individual department training remains independent and unmeasured Instructor led training > effectiveness Resource limitations restricts frequency of training program Shared capabilities for increased impact Source: Barnett analysis of benchmark survey data

29 Recommendations: High-Level Timeline 0-6 M 7-12 M M Establish a central institution-wide Office of Research Education Training to develop the strategic plan and budget Develop Welcome to Research at the University Handbook and post to Office of Research intranet site Develop Office of Research 'Research at the University' recorded webinar and post to intranet site Evaluate current training solutions for any modifications Provide train-thetrainer courses for employees who develop and deliver training using various types of technology Fully resourced Office of Research Education and Training Institute role-based training curricula utilizing a central learning management system Implement comprehensive training programs for new and current employees using various delivery technologies and blended learning Launch the knowledge management system Publish training standards and a training course catalogue

30 Questions and Discussion 30

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