Background

The client is a private university with approximately 7,300 students and 450 full-time faculty. Historically, the university has not been primarily research-oriented. However, in order to complement its strong academic results, it is now striving to strengthen its research capabilities and promote a research culture among its faculty and students. The university adheres to the "cura personalis" (whole person) philosophy, which emphasizes the holistic development of its students, faculty, and staff. 

As the university transitions toward a more research-oriented focus, faculty members are faced with the challenge of navigating the complex funding landscape, identifying appropriate funding opportunities, and completing the required documentation and budgetary preparations. Additionally, many faculty members may lack experience in applying for external funding and may not be fully aware of the resources and tools available to them, which can lead to potential errors or missed opportunities in the funding application process. 

Needs Assessment

Overview

The needs assessment process began with interviewing the client to gain a comprehensive understanding of the university's context, goals, and challenges in transitioning towards a more research-oriented focus. These interviews provided valuable insights that informed the initial analyses, including the training needs analysis, learner and environment analysis, and task analysis. The objective of these analyses was to identify the specific needs and challenges faced by faculty members in their pursuit of external funding and to inform the development of a targeted instructional and non-instructional solutions.

To further substantiate and triangulate the findings from the initial interviews, a multifaceted approach was employed. This approach involved surveying faculty members to gather their perspectives on the funding application process and any perceived barriers or difficulties they encountered. Additionally, individual faculty members were interviewed to delve deeper into their experiences and elicit specific examples and insights. Finally, a comparison of other universities' sponsored research sites was conducted to identify best practices and potential areas for improvement in the client's approach to supporting faculty in their funding pursuits.

Through this comprehensive needs assessment process, a thorough understanding of the faculty's needs and the university's goals was developed, laying the groundwork for the creation of the instructional and non-instructional solutions to address these specific requirements and support the university in its transition towards a more research-oriented focus.

Training Needs Analysis

The purpose of this analysis was to determine whether training was needed. 

Primarily, faculty lack the knowledge of how to apply for funding. There are some skills, such as searching for funding, that will also be part of the training. As with any change, some learners simply resist change or feel demotivated by the change, so changing attitudes will also be needed. The project team will provide recommendations but cannot design or implement the solutions targeting attitudes. A broader organizational effort, perhaps via formal change management, would be required to successfully change attitudes. 

St. Francis University welcomes new faculty every semester with varying levels of expertise and competencies in applying for funding. Faculty can also apply for funding year-round. For these reasons, self-directed materials and job aids are the most applicable approach combined with a short instructor-led solution offered during the onboarding process, which will provide faculty with a brief overview, expectation, and resources for the funding application process. 

Learner and Environment Analysis

The purpose of this analysis was to understand the characteristics of target learners and the learning/work environment where they will use the new information they learned. 

Learners are university faculty, so they all possess advanced college degrees, demonstrating strong comprehension skills and the ability to retain and utilize information effectively. The primary issue lies in their unfamiliarity with the funding application process. Moreover, infrequent applications contribute to learners forgetting specific steps and requirements involved in the process. 

Learners' motivations vary, with financial incentives, research opportunities, and career advancement being key drivers. Successful grant applications often result from strong enthusiasm for the research topic. However, the grant application process, which entails administrative tasks and compliance, is generally perceived unfavorably, and low funding rates for most proposals can be discouraging. 

To address these challenges, it is crucial to make information accessible and raise awareness about the funding process among new hires during annual orientation events. Additionally, training materials should emphasize motivators and alleviate demotivators. For example, the "search for funding" module can highlight the financial rewards of successful applications, while performance support materials, such as guides and videos, can streamline administrative and compliance tasks, making the process less daunting for learners. 

Task Analysis

The purpose of this analysis was to understand the tasks required for optimal performance.

In collaboration with faculty and the client, we identified the desired outcome: Given access to the St. Francis SRP site, supporting job aids, and SRP team members, learners should be able to complete the St. Francis SRP application process within the published timeline, from locating a funding opportunity to finalizing a proposal and post-award planning. We then examined all necessary steps to achieve this goal, evaluating their criticality, difficulty, frequency, and prerequisites. We assessed the behavior, demonstration conditions, and criteria for each step. Ultimately, we utilized our findings to design and propose solutions to the client. 

Lesson Plan Design

After examining various instructional models, the team ultimately settled on using Gagné's Nine Events of Instruction as the primary framework for the design, especially as it related to the instructor-led workshop. This decision was made because Gagné's model provides a balanced blend of instruction, application, and feedback, which is essential for effectively engaging adult learners.

By incorporating Gagné's 9 Events of Instruction, the lesson plan aligns well with the principles of andragogy, ensuring that the training program is tailored to the unique needs and characteristics of adult learners. This approach focuses on creating a learner-centered environment that fosters active participation and promotes the development of practical skills and knowledge. In doing so, the training program aims to equip faculty members with the necessary tools and understanding to successfully navigate the funding application process, ultimately contributing to the university's goal of increasing research-oriented activities.

Instructional Materials Development

In order to address the learning needs, both instructional and non-instructional (self-paced) materials for the training program were developed.

The instructional materials include an instructor manual and a PowerPoint presentation. The instructor manual serves as a comprehensive guide for trainers to effectively deliver the workshop, offering detailed information on objectives, activities, and strategies for engaging adult learners. It ensures that the instructors are well-prepared and equipped with the necessary resources to facilitate the training, promoting consistency and quality in the delivery of the program.

Self-Paced Materials Development

In addition to the instructional materials, we also developed a range of self-paced materials designed to provide learners with the flexibility to access training resources at their own pace and convenience. These self-paced materials include:

1. An introduction to SRP video, which offers an overview of the Sponsored Research Programs team and their role in supporting faculty members throughout the funding application process.

2. Step-by-step job aids, which provide clear and concise instructions for completing various tasks related to the funding application process. These aids are designed to help learners apply their knowledge and skills in real-life scenarios.

3. Website content updates, which ensure that learners have access to the most current and relevant information about funding opportunities, policies, and procedures.

By offering a combination of instructional and self-paced materials, we aim to create a comprehensive and flexible learning experience that meets the unique needs of faculty members at St. Francis University and supports them in successfully applying for funding opportunities.

Reflections

Upon reflecting on this project, it is evident that the experience has provided valuable insights into the process of designing and developing a comprehensive training program. The primary goal of the project was to help faculty become more proficient in applying for funding opportunities, considering the university's historical lack of research orientation. The project required a thorough understanding of the client's needs, a comprehensive analysis of the learners and the learning environment, and the development of effective instructional and self-paced materials.

Working as outside consultants added a unique dimension to the project, as it required us to navigate the complexities of understanding the client's organization, culture, and expectations while maintaining a professional and objective perspective. This experience has honed our skills in communication, collaboration, and adaptability, as we needed to be responsive to the client's feedback and adjust our approach accordingly.

This project has been an invaluable learning experience in understanding the complexities of designing a training program that addresses the specific needs of an organization and its learners, while also enhancing our skills as outside consultants. It has underscored the importance of conducting a thorough needs assessment, selecting appropriate instructional models, and developing diverse learning materials to ensure a successful and impactful training experience. As we move forward, we will continue to refine our approach and apply the lessons learned from this project to future endeavors.

OPWL Program Learning Goals

This project was part of my master's program at Boise State University. Click here to view how I aligned the project work to several of the program learning goals.