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

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

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

Linking Selected Map Components Career stages Roles and tasks Development needs Learning and learning support

Source of Development NeedCareer Stage RoleTask Research student Early career ConvertMid Career Senior Researcherwrite proposals do research publish outcomes XXXXX Trainer of students teach methods supervise studentsXXXX Trainer of academics appraise and mentor colleagues XX Manager of research training and supervision manage research training, doctoral programme, staff development XX Dean/HoSrecruit & retain staff develop teaching and staff capacity X

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

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

Stages in learning Components of Learning Support 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 Diagnosis Critical understanding Practical information Skills Integration into skilful performance

Stages in learning Components of Learning Support 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 Diagnosis Critical understanding Practical information Skills Integration into skilful performance Previous experience Task performance From research, professional knowledge, theory, policy From personal theories of action General principles Specific information necessary for tasks General training and personal development Specific for training tasks Specific for learning activity Range of tasks Specific tasks

Learning support componentExamples of activities Diagnosis Previous experience Research methods and supervision training and teaching record, self-assessment questionnaire 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 From personal theory Personal learning journal, supervisors’ network discussion, response to mentor’s feedback Practical Information General principles Introductory lecture on training approaches, guided reading of a supervisor training text 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 Specific for tasks Workshop on teaching electronic qualitative data analysis, e-learning tutorial on teaching statistics Specific for learning activity Structuring training sessions, protocol for feedback on observation of research methods teaching Integration into skilful perform- ance Range of tasksCo-teaching research methods, co-supervising Specific tasks Piloting a new training approach, coaching in a training technique

Activities for Learning Support Extent of Learning Support IndividualCollective 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 SeminarX XX One-off workshopX XX Workshop seriesXX XX X Self-study materialsX X Serviced NetworkX X

Aim 2: Early Lessons from AIM RDI Training Trainers Experience Design of training trainers components Experience of implementation and formative evaluation

Source of Development NeedRDI 1 Activities to meet Needs RoleTask Researcherwrite proposals do research publish outcomes Logic of enquiry e-learning materials Trainerteach 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/HoSrecruit & retain staff develop programmes and staff capacity to deliver (advertised to deans/HoSs, they nominated participants, indicated their endorsement, made nominal financial contribution)

RDI 1 - Tried to Maximise Impact strategicstrategic - train trainers (cascade) inclusiveinclusive - open to all business schools fill key gapfill key gap - logic of enquiry materials regionalregional provision - access, networking seriesworkshop series - depth of learning and impact on practice learning agreementinformal learning agreement - participants commit to series, dean endorses feefor serieslevy modest fee for series at outset

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

Problems and Promising Developments Modest recruitmentModest recruitment to workshop series - not universally high priority for deans/HoSs or potential participants no-showsSignificant number of ‘no-shows’, often without notice (even though charged) patchy response from expertspatchy response from experts in the field, wide variation in training style but participants appreciate inputs and networkingmost participants appreciate inputs and networking opportunity impact on practiceearly evidence of impact on practice

Need a Cultural Shift (can’t manipulate culture but can’t 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

Source of Development NeedRDI 1 and Proposed RDI 3 Activities to meet Needs RoleTask Researcherwrite proposals do research publish outcomes Logic of enquiry e-learning materials, extension materials Trainerteach 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/HoSrecruit & retain staff develop programmes and staff capacity to deliver Conference to raise awareness about managing research training and supervision, other RDI provision available

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

vs 5.Inclusivity, covering all trainers vs elitism, concentrating on those in leading research departments? vs 6.Short-term provision for all career stages vs prioritising the early career stage for longer-term benefit? vs 7.Resourcing training activities vs their formative and summative evaluation? vs 8.Giving potential trainees what they want vs what others judge that they need?

9.Core curriculum of established research methods vs importing new methods? vs 10.Focus on content (‘ologies’ and research methods) vs process of learning to thinking like a researcher (develop and evaluate arguments)? vs 11.Superficial practical information giving for wide coverage vs sustained guidance for a few on real job tasks with feedback? vs 12.Single-purpose training (for role as trainer) vs dual-purpose training (for role as trainer and as researcher)?