ProfTrainDevelopProp osalPowerPointPresen tation09

“Research clearly indicates that training and development opportunities rank as one of the most important predictors of retention. By offering training programs, [institutions] not only keep their employees’ skill sets current, but also demonstrate that they care. Employees who feel valued are likely to be more fully engaged [and] committed to the [institution's] success, and less likely to stray.” Jane Flaherty: 

“Research clearly indicates that training and development opportunities rank as one of the most important predictors of retention. By offering training programs, [institutions] not only keep their employees’ skill sets current, but also demonstrate that they care. Employees who feel valued are likely to be more fully engaged [and] committed to the [institution's] success, and less likely to stray.” Jane Flaherty

Slide2: 

University of Nevada, Reno August, 2005 Professional Training & Development Program Proposal

Professional Training & Development (T & D) Program Proposal: 

Professional Training & Development (T & D) Program Proposal What We Did What We Want to Do Why It Is Important

What is being proposed?: 

What is being proposed? A comprehensive and coordinated professional training and development program designed for all employee groups.

Why is a T & D program important?: 

Why is a T & D program important? Awareness and implementation of best practices in all University functions enables the University and our employees to meet and exceed expectations/goals within the campus community and beyond. Training and Development increases employee morale, promotes career opportunities and improves employee retention. High degree of interest and support from all employee groups. Benefits employees and the University by providing opportunities to excel. This reduces errors, inefficiency, and miscommunication, and improves the exchange of information between the University and everyone we serve. Employee training and development contributes to creating and maintaining an inclusive and welcoming environment.

What We Did: 

What We Did Task force was formed with representation from each employee group (November, 2004). Sub-committees were established Executive: President, Exec. VP/Prov, Vice Prov, Deans, AVPs Academic Faculty: Chairs, Professors, LOA/LOB, Librarians, GAs, Administrative Faculty: Directors/Managers, Supervisors, ICs Classified Staff: All levels Faculty and staff surveyed and focus groups were conducted Research took place over a seven month period

Task Force/Sub-committee Representation: 

Task Force/Sub-committee Representation Assistant to the President for Diversity Business and Finance Campus Computing, IT College of Business College of Education College of Liberal Arts College of Science Cooperative Extension Environmental Health and Safety Excellence in Teaching Extended Studies Facilities Services Faculty Senate Human Resources Intercollegiate Athletics Library Systems Office of the Provost School of Medicine Staff Employees Council Student Support Services Teaching and Learning Technologies

Faculty and Staff Participation: 

Faculty and Staff Participation Survey Results: 13 Executive Administrators (VP’s and Deans) (41%) 308 Classified Staff (22%) 182 Academic Faculty (10%) 232 Administrative Faculty (36%) Focus Groups 35 Academic Faculty 27 Administrative Faculty 700+ Employee Participation

What Faculty and Staff Told Us: 

What Faculty and Staff Told Us Academic faculty indicated that web-based learning is the preferred mode of training and expressed much desire for development and information pertaining to grant writing and research. More than 50% of Administrative faculty who participated in the surveys indicated interest in leadership programs. Classified staff expressed a high interest in developing their individual professional skills. Executive administrators feel that effective skills in managing people are essential. External development sources are most appropriate.

Areas Researched by the Sub-committees: 

Areas Researched by the Sub-committees Identification of Core Competencies (Fitness for Success) for each employee group Extensive faculty and staff input was gathered from employee surveys and focus groups Alignment of T & D needs to the University’s Mission, Strategic Plan and Core Values Identification of Best Practices / Training Methodologies Determination of appropriate methods for measuring the effectiveness of PT & D programs

Fitness for Success: Executive Administration: 

Fitness for Success: Executive Administration Leadership Skills Effective communication skills Visionary Political savvy Ability to make decisions and follow through Ability to “take the heat” Ethics Manage under multiple hats Management Skills How to facilitate/motivate employees Fiscal responsibilities Ability to leverage resources Conflict resolution Mastering policy and procedure Service of constituents Decisiveness, ability to say “no” Understanding the resource base Speaks “truth to power” Crisis Management Institutional knowledge Managing a Diverse Environment Acceptance and respect of differences Recognizing individual differences and contributions along lines of skills, abilities, experience race, gender, ethnicity, sexual orientation, socioeconomic status, age, physical and mental ability, religious and political beliefs and/or ideologies Acceptance of differences in a safe, inclusive, positive environment Organizational Development - Change agent - Strategic Perspective - Being collaborative - Modeling expected behavior Fundraising - Institutional knowledge - Art of persuasion - Public relations/marketing - Relationship management - Financial management

Fitness for Success: Academic Faculty: 

Fitness for Success: Academic Faculty Teaching Grant Writing Best Practices in teaching techniques Knowledge of and ability to use classroom technology Classroom assessment and grading strategies Critical thinking/problem solving Course design and syllabus preparation Research Writing grants and research proposals Facilitating interdisciplinary/collaborative research Securing funds for research/creative activities Developing research strategies Increasing publishing strategies Using technology to support grant proposals and research Assembling and interpreting statistical data Service Committee service Meeting management Balancing service activities with other demands Areas of interest: Conflict resolution Tenure and promotion procedures Mentoring non-tenured faculty Evaluating classified staff Handling faculty questions and complaints Recruiting new faculty

Fitness for Success: Administrative Faculty: 

Fitness for Success: Administrative Faculty Communication Leadership Human Resource Management Financial Management Serving Constituents Functional/Program Management Diversity Management Technological Skills

Fitness for Success: Classified Staff: 

Communication Customer Service Oral, written Conflict resolution Computer/PC Skills Internet and Windows-based programs Mainframe Applications Finance Purchasing and Budget Human Resources Recruitment Leave accounting, diversity/AA Personnel action documentation Supervisory/Management Recruitment Evaluations, grievances, disciplinary Career Development Time management Leadership Fitness for Success: Classified Staff Record Keeping - Safety Reports - Personnel - Document retention Teaching and Training Methods - Teaching skills - Course development - Presentation Skills Safety - OSHA, HazMat, - Office/Lab Safety - Ergonomics - Worker’s Comp

Success for All Employees: 

Success for All Employees Embrace diversity both in the workplace and in the classroom Effective verbal and written communication—effective listening Interpersonal Skills Public Relations Skills Technological Skills Workplace Attributes Ethical Behavior Individual Accountability Responsiveness Taking Risks Learning from failures/mistakes Safety Measures

Slide17: 

What are the Components of an Effective T & D Program?

Proposed Philosophy Statement: 

Proposed Philosophy Statement Goals of the PT & D program: Assist in the creation of a community that fosters faculty and staff motivation and morale Increase ability to recruit and retain quality faculty and staff Provide ongoing professional training and development opportunities by incorporating faculty and staff input and feedback Use of multiple training methods to accommodate diversified work backgrounds and learning styles Achievement of high quality results by incorporating program evaluation systems which: Instill accountability for what faculty and staff learn, ensure that faculty and staff use what they learn to improve their work Evaluation of PT & D programs in terms of University’s success, the needs of Departments and Colleges, and individual employee performance.

To ensure success in achieving these goals, the following must be in place:: 

To ensure success in achieving these goals, the following must be in place: Executive Support Departmental Cooperation Supervisor Involvement Relationship to the Evaluation Process Understood Clear Expectations Training Data Maintained Regular Budget Review Program Oversight

Slide20: 

PT& D Program Services Faculty & Staff Input Subcommittee Recommendations Technology Current T & D Programs

How Will Current T & D Programs be Enhanced by a Coordinated System?: 

How Will Current T & D Programs be Enhanced by a Coordinated System? Improved coordination and awareness of T&D, including external venues and customized learning opportunities Central database for scheduling trainings, and tracking of training attended by employees Individual training plans will help to increase the participation in current training activities Improved support for and quality control of instructors and instruction

Q & A: 

Q & A