Professional Development for Research Administrators

Transcription

1 Professional Development for Research Administrators Julie B. Cole Duke University

2 Evolution of Training RCC Responded to decentralization of responsibility due to significant growth in Duke s portfolio Issues in compliance and desire for broad compliance management (Lacrosse, etc.) Audience: Multiple personnel titles with familiarity with Duke systems, but not with grant management or compliance RAA/AGM Corresponded with continued growth, expansion of staff managing sponsored activities Training connected to new University-wide risk monitoring/management process (IECP, etc.) Audience: Multiple personnel titles, but primarily new employees with little or no Duke or sponsored program experience RACI Senior level initiative to create world class research environment Consists of technology tools, HR classification of grant managers/research administrators, emphasis on localized internal controls Audience: >80% grant managers with both pre/post-award responsibilities Secondary Audience: <80% personnel in departments managing portions of sponsored program duties

3 Decentralization

4 RCC Certification Required enrollment and approval Based largely on classes taught by various entities (pre/post/financial services, etc.) Open enrollment with no sequence of classes Proctored exam based on test questions from all classes Required continuing education to maintain certificate Certificate NOT required to manage sponsored programs Largely lecture based with little/no hands on

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6 RAA/AGM/RAI Sequential certificate programs: enrollment and approval required RAA based on Life Cycle of a sponsored program Featured some cases studies and hands on, taught in computer lab setting AGM based on advanced topics RAI based on leadership and seminar type discussion Constant improvement and expansion over five year period Open to those with <2 years experience (exceptions allowed) Other continuing education offered on specific topics

7 Core of certificate programs based on clearly defined learning objectives with outcome expectations defined for supervisors Key elements: Lead Trainers Mentors Enhancement Proctored Exam Formal Graduation Cont. Education Note: Mandatory training for ALL grant managers added

8 Mandatory annual training Continuing Education requirements Optional FasTracks and Updates Comprehensive CRA review with web-based resource for self-paced learning Symposium for Research Administrators Effort Reporting and Management Additional Programs

9 The RACI Initiative

10 New RCC Training Based on several factors: Functional analysis of pre and post-award duties Significant supervisor involvement University LMS to manage enrollment Insights provided by RCC Monitoring team (Content and Risk Assessment) >80% training needs and >80% training needs Training needs for other constituencies Moving from the sage on the stage to the guide on the side Hands on, practical training and experiences Providing supervisors and practitioners with meaningful evidence of learning/knowledge/practical skills

11 Functional Assessment Tool Learning Outcomes Grid will migrate to new Functional Assessment tool

12 Initial Content Development

13 Final Content

14 Third Generation

15 Electives

16 FasTracks Will provide immediate, single topic briefing opportunities to introduce breaking news (new salary cap, etc.) or new processes, etc. Offered for an abbreviated period (two/three months) then incorporated into core content as appropriate Offered as a part of continuing education to encourage enrollment Content also featured in Grant Management Community News

17 <80% and Recruiting New Grant Managers

18 Closing the Training Loop

19 Symposium

20 Delivery Core content: classroom with supporting resources Electives: hands on guided instruction in computer labs, supported by on-line reference tools Networking through Symposium, support for grant managers to participate in CRA, professional associations

21 Summary Training constantly evolves to meet the changing needs and requirements of the institution Training should address the solution to institutional needs and should be developed with institutional needs and desired outcomes in mind As research administration becomes increasingly recognized as a profession, core standards, body of knowledge, skill set and proficiency measures follow Sage on the stage is rapidly being replaced by the guide on the side.multiple delivery mechanisms are essential.

22 Questions?

23 Buy In/Support for Training Who Should be Trained What Should They Know Content Outcome Measurements

24 Buy-In Duke University Compliance Program Recent Compliance Issues Board of Trustees Retention of Faculty Potential loss of highly funded faculty Desire to support faculty in order to grow research RACI: Streamlining processes, new technologies Development of consistent policies (GAPs), responses to audits, etc. HR Initiative: Identification of grant managers (1200), classifications, required training, career progression

25 Who Should Be Trained?

26 What Should They Know?

27 Content Input

28 Outcomes Measures