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

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

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 1.1. Nature and methods of enquiryNature and methods of enquiry within and

between fields and disciplines2.2. Career stagesCareer stages across the academic lifecourse3. Research, training and management roles and roles and

taskstasks at different stages4.4. Demography Demography -- numbers at each stage now, in

future5. Existing training trainers provision and

identified gapsidentified gaps in relation to roles and stages6.6. Priority development needsPriority development needs linked to tasks for

roles at each stage, and to demography7.7. LearningLearning process, range of learning supportlearning support

activities to meet priority needs, potential impact

8.8. ResourcingResourcing parameters

Linking Selected Map Components

• Career stages

• Roles and tasks

• Development needs

• Learning and learning support

Source of Development Need 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

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








Diagnosis

Critical understanding

Practical Practical informationinformation

SkillsSkills

Integration into Integration into skilful skilful performanceperformance

Stages in learning Components of Learning Support








Diagnosis

Critical understanding

Practical Practical informationinformation

SkillsSkills

Integration into Integration into skilful skilful performanceperformance

Previous experienceTask performance

From research, professional knowledge, theory, policyFrom personal theories of action

General principlesSpecific information necessary for tasks

General training and personal developmentSpecific for training tasksSpecific for learning activity

Range of tasksSpecific tasks

Learning support component Examples of activities

Diagnosis

Previous experienceResearch methods and supervision training and teaching record, self-assessment questionnaire

Task performanceFeedback on teaching research methods session, feedback (as 2nd supervisor) from 1st supervisor

Critical

Under-standing

From research etcLecture on good supervising practice, background reading of research methods teaching texts

From personal theoryPersonal learning journal, supervisors’ network discussion, response to mentor’s feedback

Practical

Information

General principlesIntroductory lecture on training approaches, guided reading of a supervisor training text

Specific informationInstruction 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 tasksWorkshop 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 tasks Co-teaching research methods, co-supervising

Specific tasksPiloting a new training approach, coaching in a training technique

Activities

for

Learning

Support

Extent of Learning Support

Individual Collective

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 XX X XOne-off workshop XX X XWorkshop series XX XX X XX XSelf-study materials XX XServiced Network XX 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 Need RDI 1 Activities to meet NeedsRole Task


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



(assumed managers’ support, some managers attended methods courses workshop series)


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

• workshop seriesseries - depth of learning and impact on practice

• informal learning agreementlearning agreement - participants commit to series, dean endorses

• levy modest feefee for seriesfor 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

• Significant number of ‘no-showsno-shows’, often without notice (even though charged)

• patchy response from expertspatchy response from experts in the field, wide variation in training style

but• most participants appreciate inputs and participants appreciate inputs and

networkingnetworking opportunity• early evidence of impact on practiceimpact 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 Need RDI 1 and Proposed RDI 3 Activities to meet NeedsRole Task


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



Workshops on importing new methods, managing research training and supervision, training early career researchers - proposals and publications


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:

1. A generic strategy for the social sciences vsvs bespoke strategies for different fields?

2. Within field and discipline focus vsvs cross- and interdisciplinary focus?

3. Centralised interventions which risk dependence vsvs regional or local interventions which risk unacceptable diversity?

4. Open invitation which mainly attracts enthusiasts vsvs mandating which mainly generates unenthusiastic compliance?

5. Inclusivity, covering all trainers vsvs elitism, concentrating on those in leading research departments?

6. Short-term provision for all career stages vsvs prioritising the early career stage for longer-term benefit?

7. Resourcing training activities vsvs their formative and summative evaluation?

8. Giving potential trainees what they want vsvs what others judge that they need?

9. Core curriculum of established research methods vs importing new methods?

10.Focus on content (‘ologies’ and research methods) vsvs process of learning to thinking like a researcher (develop and evaluate arguments)?

11.Superficial practical information giving for wide coverage vsvs sustained guidance for a few on real job tasks with feedback?

12.Single-purpose training (for role as trainer) vsvs dual-purpose training (for role as trainer and as researcher)?

Documents

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