RoaDMaPLEEDS RESEARCH DATA MANAGEMENT PILOTRDM training: stakeholders andsustainabilityhttp://library.leeds.ac.uk/roadmap-...
Who: Working GroupWho: StakeholdersWhat: Examples of training delivered and reaction(not content of sessions)How: Resourci...
Training working group (WP7)                                            Central                                           ...
Sustainability    Training  programmes      Use  established mechanisms      and relationships  Admin          Publicity
Who: Stakeholders   Researchers       Support services           Groups                External• Experienced PIs   • IT   ...
Who: Stakeholders   Researchers       Support services           Groups                External• Experienced PIs   • IT   ...
A few lessons learnt• Designing training around practical  activity worked well (creating DMP)     “Every PhD• Think about...
A few lessons learnt:thanks, what now? “Would be useful to have best practice                         “There comes a    ad...
Sustainability Use established   Coherent content,                                       Theory linked to mechanisms and  ...
Resource options paper     Dedicated     • Similar model to ethics training at Leeds                   • Cost 60k (v. appr...
Summary: constructingtrainingGet the combinationright..                                Timing                             ...
Summary: Sustainability Use established      Coherent  mechanisms           content,       Theory linked to               ...
AcknowledgementsThanks.RoaDMaP colleagues, Dr Jim Baxter, Dr Graham  Blyth, Brenda Philips
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Research Data Management training at University of Leeds: stakeholders and sustainability

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Research data management training at the University of Leeds under the JISC funded RoaDMaP project emphasising how we hope to embed lessons learned during the project and sustain training into the future.

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  • Broadly, the presentation highlights structures and activities which should help embed research data management training at the University of Leeds. It also reflects some of the comments and lessons learnt from the training we have delivered to date.
  • We drew together a working group to progress the ‘Training and people’ element RoaDMaP – predominantly WP7. The small working group has members from the RoaDMaP Team, central and Faculty based training and the Library. We discussed including either research students or academic staff but it was felt we would have difficulty getting regular attendance but we would consult on particular issues or training materials.The group has been useful to pull together because it offers different perspectives on how best to approach RDM training and good knowledge of training opportunities which already exist at the institution. In particular, some of the members already have working relationships outside the group. From an embedding perspective, the group increases the chances that the work of the group will continue into the future whether or not the current ‘working group’ continues.
  • Those directly involved in training (not necessarily RDM) provide a helpful overview of existing training mechanisms at the institution. It’s also possible to build on established networks. For example, Research Support staff received publicity about the training course ‘What do I need to know about research data management’ from a member of Central Research and Innovation Service – they were familiar with the name and the professional training programme under which the course was being offered. We had no difficulty filling places. There may also be practical support to draw on – administration, course booking etc.
  • Like many projects, we brainstormed direct and indirect stakeholder in RDM training. We are still working through these groups consider how best to target them.
  • We decided to prioritise early career researchers and PhD students with a view to designing a pilot course which could be re-used across different Faculties with little tweaking other than more subject specific examples. We have delivered two pilots courses for researchers to over 30 attendees: one in Engineering, the other to the LEAP hub.A session for research support staff was run in conjunction with the DCC. Feedback from colleague suggested the combination of an opportunity for informal networking with colleagues and the draw of external presenters (from the DCC) would be very attractive.Other events which are coming soon: IT Tea and Cakes (using a new network of training events), piggybacking on Funder visits to offer RDM training and awareness.
  • We’ve learned a lot from our initial training sessions but here are a few thoughts. It’s a good idea to get several people involved if you need to scale training across the institution and consider, realistically, who could/should deliver different elements of a training course. The feedback from the courses was largely positive with several participants suggesting the course was not only useful but would impact on their professional practice. Some participants took up the offer to go through a more detailed data management plan with the PVAC/ESSL Faculty IT Manager, Tim Banks.There were a couple of participants who were less positive. For example, a couple of PhD students disengaged from the LEAP pilot training – in part, the emphasis on Funder requirements at the beginning of the course contributed to this. There were ways we could have made the message more meaningful by stressing future academic practice or counterbalancing the funder driver with reference to the University’s approach to making PhDs available online and whether there were data management implications in this context. If resourcing allows, some separation of groups may be desirable to have more closely tailored messages.
  • Any training raises expectations. It’s important to have follow on materials either online or other more focussed training opportunities. It’s possible to feel training fatigue – when is the discursive approach appropriate and when would it be useful to have something more didactic? There is a relationship between training content/style and the level of maturity of the research data management service at the institution – for example, how well understood individuals’ roles and responsibilities are in the RDM context. Try to create a meaningful context within which the participants can locate the training being delivered.
  • Training courses need to be timed in a meaningful way. Service and training should ideally develop in parallel and trainees enabled to implement training in practice. This is not always possible whilst the basic RDM service is still emerging.
  • One outcome from the working group will be an options paper to the University’s Research Data Working Group outlining options for how training may be addressed, going forward. The demand for training may change over time – hopefully many elements will become embedded in standard practice.
  • In summary, when constructing training, consider all these elements. Participants is an interesting facet of the training. For example, should you bring together professional groups – so participants who are broadly similar and may want to address similar issues – or do you bring together diverse groups so each can benefit from a range of perspectives on the topic (as we did in our White Rose event Perspectives on Research Data Management). It may be that the mixed group approach is more appropriate when the basic RDM service has more maturity so that the end to end RDM process can be discussed in a more coherent way.
  • In sum, these are some lessons learnt by RoaDMaP which should help sustain training activity / resources into the future, well beyond the end of the RoaDMaP project (June 2013).
  • Research Data Management training at University of Leeds: stakeholders and sustainability

    1. 1. RoaDMaPLEEDS RESEARCH DATA MANAGEMENT PILOTRDM training: stakeholders andsustainabilityhttp://library.leeds.ac.uk/roadmap-projectroadmap@leeds.ac.ukRachel Proudfoot, RoaDMaP Project Manager
    2. 2. Who: Working GroupWho: StakeholdersWhat: Examples of training delivered and reaction(not content of sessions)How: Resourcing options
    3. 3. Training working group (WP7) Central training• Buy-in from arange of staff Faculty hub Faculty IT training (RoaDMaP)• Ongoing workingrelationships Working group RoaDMaP• Group will carry Project IT trainer Officeron short term• May be RoaDMaP Liaisonabsorbed into Project librarians Managerother groups
    4. 4. Sustainability Training programmes Use established mechanisms and relationships Admin Publicity
    5. 5. Who: Stakeholders Researchers Support services Groups External• Experienced PIs • IT • Ethics committees • Funders• New PIs • Research support • Senior managers • External• Supervisors • Library collaborators• New staff • Staff training• PhD • Finance • Commercialisation Services
    6. 6. Who: Stakeholders Researchers Support services Groups External• Experienced PIs • IT • Ethics committees • Funders• New PIs • Research • Senior managers • External• Supervisors support collaborators• New staff • Library• PhD • Staff training • Finance • Commercialisation Services Course materials and comments online from Pilot 2 hour Knowledge and RoaDMaP web site: course networking http://bit.ly/XzBvWR (Thanks DCC, Bath, Durham, etc)
    7. 7. A few lessons learnt• Designing training around practical activity worked well (creating DMP) “Every PhD• Think about capacity building – get should do this in their first colleagues involved / observing semester “ where possible (PhD student)• Consider what elements of the . course are generic (& who could deliver) and specialised (& who “Not suitable for could deliver) researchers or studies that are• Make up of group and most relevant not funded.” messages – e.g. separate early (PhD student) researchers career and PIs?
    8. 8. A few lessons learnt:thanks, what now? “Would be useful to have best practice “There comes a advice on ...” point when you (Researchers) say, no more . bloody post-it notes, just tell me what to do!” “I mainly want to (Librarian) know what I need to do to fulfil funder requirements”. (Researchers) .
    9. 9. Sustainability Use established Coherent content, Theory linked to mechanisms and participants and practice relationships timing “It’s important for training not to run too far ahead of implementing infrastructure and vice versa.”
    10. 10. Resource options paper Dedicated • Similar model to ethics training at Leeds • Cost 60k (v. approximate) trainer Faculty • Faculty based RDM champions University of approach • Cost their time plus coordination Leeds Teaching and • 3 pilot sessions RoaDMaP+ Research • ULTRA twice a year Award (ULTRA) Do no • No/low cost • Web information training Confirmed commitmentAwareness Training Cultural shift Standard practice
    11. 11. Summary: constructingtrainingGet the combinationright.. Timing Participants Content Trainers
    12. 12. Summary: Sustainability Use established Coherent mechanisms content, Theory linked to Resource and participants and practice relationships timing
    13. 13. AcknowledgementsThanks.RoaDMaP colleagues, Dr Jim Baxter, Dr Graham Blyth, Brenda Philips

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