When we think about training, we think of the conventional opportunities offered, such as in person or now the new normal, which is synchronous, usually hosted via Teams or Zoom. In retrospect, sometimes the conventional way does not always reach the needs of trainees, can become a time constituent, and may not have as much influence as we think. Understanding these types of barriers that conventional training can encompass, we are looking to shift our training efforts to help trainees thrive.
As the new Coordinator of Training, I am looking to embrace a new paradigm of how training opportunities are offered through the lens of one of our CIRT goals: to continue improving faculty training modes and workshop models. One of the ways I plan to embrace an alternative for training offerings is to develop more asynchronous training opportunities for faculty to engage with. Asynchronous training is more than just facilitator(s) recording, faculty listening, and reviewing the training. The benefits of cultivating asynchronous training are optimizing the ubiquitousness of training, decreasing time constraints, and creating more accessibility to training opportunities.
In addition to embracing a new paradigm and asynchronous training, I propose offering self-paced courses. Curating dynamic experiences that empower faculty to be active participants in their own development will allow faculty to have control over their learning experience, learn at an efficient pace, and create flexible solutions tailored to their schedules. Providing this type of autonomy to faculty can increase the continuous improvement and learning opportunities they leverage through training. Offering self-paced courses can transform how faculty perceive their learning experience through training.
As we navigate through these efforts, keeping faculty in mind is always at the forefront of redefining what training looks like. During our redefining phase, we have thought about collaboration between faculty and staff on training. One of the collaborative methods that we think would be fruitful is peer learning. You are probably thinking … what does this look like? Peer learning training will look like faculty and staff collaborating with one another to deliver training that provides the opportunity to share perspectives, best practices, and create a community amongst faculty. Thus, using this method can be influential in keeping training offerings abreast with faculty needs, themes of support, and consistent.
What’s Next ...?
Recently, to streamline a process for internal and external events, we developed new processes where anybody can submit training ideas. The process consists of completing a form that provides the Coordinator of Training with an overview of the event (i.e., title, description, rationale, tentative date, time, etc.) Once the form is created, I will review and refine ideas and, if accepted, schedule and market them to relevant audiences. Creating this process allows staff and faculty to voice training needs and learning opportunities that can be conducive to the training efforts. So, if you have any ideas or needs concerning trainings you would like CIRT to offer, or if you are interested in conducting a peer-led training yourself, please fill out our New Event form.
We are excited to embrace alternative solutions and experiences for faculty and staff. Emerging to asynchronous, self-paced, and peer learning training will soon come to fruition with hopes of spearheading engagement, active continuous improvement and learning, and accessible learning opportunities.
