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. 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
Linking Selected Map Components
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Career stages
Roles and tasks
Development needs
Learning and learning support
Source of Development Need
Career Stage
Task
Research
student
Early
career
Convert
Mid
Career
Senior
Researcher write proposals
do research
publish outcomes
X
X
X
X
X
X
X
X
X
X
X
X
X
Role
Trainer of
students
teach methods
supervise students
Trainer of
academics
appraise and mentor
colleagues
Manager of
research
training and
supervision
manage research
training, doctoral
programme, staff
development
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
Existing performance of
research training tasks
Diagnosis
Challenge to existing
performance
Increased awareness, and
justification for development
Critical
understanding
Rationale for development
Practical ideas on how to
develop
Practical
information
Skills
Practice in developing
performance
Improved performance of
research training tasks
Integration into
skilful
performance
Stages in learning
Components of Learning Support
Previous experience
Task performance
Existing performance of
research training tasks
Diagnosis
Challenge to existing
performance
Increased awareness, and
justification for development
Critical
understanding
Rationale for development
Practical ideas on how to
develop
Practical
information
Skills
Practice in developing
performance
Improved performance of
research training tasks
Integration into
skilful
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 component
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
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
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
Diagnosis
Critical
Understanding
Practical
Information
Examples of activities
General training and
Collaborating training tasks, managing teaching
personal development preparation, personal development planning
Skills
Integration
into skilful
performance
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
Range of tasks
Co-teaching research methods, co-supervising
Specific tasks
Piloting a new training approach, coaching in a
training technique
Activities
Extent of Learning Support
for
Individual
Collective
Learning
Practical Skills
Integration Exchange Joint
Joint
Support
informexercises, into job,
practical
skills
integration
ation
One-off
Seminar
One-off
workshop
Workshop
series
Self-study
materials
Serviced
Network
X
X
X
X
X
feedback
feedback
X
information
X
X
X
exercises, into job,
feedback feedback
X
X
X
X
X
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
Role
RDI 1 Activities to meet Needs
Task
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)
RDI 1 - Tried to Maximise Impact
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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
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
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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
Need a Cultural Shift
(can’t manipulate culture but can’t
afford not to try influencing it)
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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
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
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 crossand 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?
5. Inclusivity, covering all trainers vs
elitism, concentrating on those in
leading research departments?
6. Short-term provision for all career
stages vs prioritising the early career
stage for longer-term benefit?
7. Resourcing training activities vs their
formative and summative evaluation?
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?
10. Focus on content (‘ologies’ and research
methods) vs process of learning to
thinking like a researcher (develop and
evaluate arguments)?
11. Superficial practical information giving
for wide coverage vs sustained guidance
for a few on real job tasks with feedback?
12. Single-purpose training (for role as
trainer) vs dual-purpose training (for role
as trainer and as researcher)?