Employee Development

What is the program’s mission statement or statement of purpose? Why does the program exist?

The mission of the Training and Development Office is to provide Eastern Illinois University with diverse professional and personal development opportunities that will allow employees to maximize their effectiveness and level of excellence.

The goal is to equip the campus community (faculty,staff and students) with the knowledge and skills to work to their fullest potential and demonstrate respect for all of those with whom they work, thus creating a work environment in which all can fell fulfilled.

We believe that supplying individuals with the tools, skills and resources to manage their responsibilities is the greatest way to empower  them to achieve their potential.

The Office of Training and Development provides programs and other assistance to ensure employees are afforded the opportunity to maximize their effectiveness as members of the University community and to magnify their contribution to the success of the University.

The T&D program exists to support Supervisor, managers, and employees of EIU by providing skills training, resources, and guidance.

How does the program mission align with the university mission?

“…guided by a faculty known for its excellence in teaching, research, creative activity, and service. The university community is committed to diversity and inclusion and fosters opportunities for student-faculty scholarship and applied learning experiences within a student-centered campus culture…”

T&D offers the skill building and resources to become the best teacher, staff member, co-worker, et., that, in turn, will create a better environment for conducive learning for the student. 

We offer workshops to aid in learning how to work with Student workers and develop them.

We also offer new employees with a welcome and orient them to the campus community.

We provide supervisors with timely information on how to effectively lead their staff.

T & D serves as an intermediary and develops situation specific programs when needed.

Whom does the program serve?

Faculty, Staff, Students, Community Members…

What are the services provided? How do these services align with the university mission and program mission?

We provide:

New employee orientation

Leadership development workshops

Diversity training

Wellness programs

Face-to-face workshops with supporting resources

Resource Library

Individual consultation

Staff retreats and departmental support

Coordination of Required training (ethics, ANCRA, IPA)

These services all help to retain a trained, qualified diverse workforce, making for a  more efficient workforce.

Describe the program’s origins (e.g. year established, purpose, expectations).

The Training & Development department originated in Sept 2011.  Prior, there was a Training and Development Specialist in 1989 who coordinated training but was not an official department.

How has the unit changed or adapted over time?

T&D has adapted to the needs of the University employees by providing training and information when new laws and regulations are enacted impacting the workforce. We have offered the following:

• Creating programs for specific needs (caregivers, healthy lifestyle, The Leading Edge, Financial Manager Series)
• Coordinating and managing mandated training as they are introduced as law (ethics, IPA, ANCRA)
• Departments are using T&D more proactive rather than reactive with departmental and employee issues. (staff meetings, retreats, discipline)

Became proactive in developing programs/workshops instead of reactive.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

To better meet the development needs of the University, we are constantly assessing the needs of the University as a whole, departments, and individuals.  The programs we develop are the result of surveys or anticipation of issues and needs of the University employees.  This is ever changing; therefore, we need to be flexible and adapting as well.

Provide data, if available, on the numbers of students, faculty, staff, or others served by the program during the past four years. If no data are available, please estimate the numbers served annually.

FY2013 – Number of attendees 4596 at 44 programs

FY2012 – Number of attendees 5010 at 51 programs

FY2011 – Number of attendees 5111 at 48 programs 

Does the program offer any co-curricular opportunities for students (e.g., internships, RSO support, service-learning activities)? Please describe.

Since 2004, T&D provides Internship opportunities for one to three interns each semester.  The intern is considered a part of the department.  They are expected to conduct day-to-day operations and while also completing a required project.

Does the program contribute to the delivery of academic programs (e.g., providing professional expertise, serving as adjunct faculty)? Please describe.

T&D works with CATS to provide resources, which compliments each area’s training.

When possible, T&D individuals may lend their facilitation abilities as instructors for TechNet.

The workshops provided for various skills lend to give the instructor/participant the tools and skills needed to better serve the students in the classroom and with their peers across the University.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

None, but staff is a member of American Society for Training and Development, which has standards.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

Ethics training – OEIG and Ethics Commission, External Auditors

IPA training – by law

ANCRA – OEIG and External Auditors

What are the most important outreach or public service activities supported by the program?

All programs offered are open to the surrounding communities and other Universities.

Western Illinois University sent 3 people to participate in a Leading Edge workshop and learn how to set up a Supervisory program at WIU.

We have several individuals from the community participate in the Healthy Lifestyle and Caregivers series.

We also involve community members as presenters at the various workshops.

How do the local community and the region benefit from the program?

The community and region benefit from a collegial, unified relationship.  We both have something to offer the other and can learn from their knowledge base. This can help improve the town/gown relationship.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

What are the two or three more important measureable outcomes tracked to assess program quality? Does the program conduct an outcomes assessment, and if so, what has been the impact?

We keep track of attendees for each workshop.  By the data, we can measure the demand for a particular workshop, which does entail looking at the quality, marketing, need, etc.

Also, with the data we can see the progress of an individual and their involvement in their personal and professional development.

For quality of a program we rely on the assessments we conduct.

We conduct first level assessment for each of our workshops provided. 

For The Leading Edge – we conduct second level assessment to understand the impact the program had on the graduate.

Future goal is to implement the third level assessment (transfer of training) and fourth level (return on investment).

What are the two or three most effective best practices that the program has implemented? What benefits have been gained from implementing these best practices?

We have automated as much as possible of the Ethics procedures, compliance, and reporting.  The benefits are much greater accuracy, fewer manual input to free up time spent elsewhere, and accuracy for reporting to the Ethics Commission and OEIG.

The benefits are utilizing the freed time elsewhere.  More accurate information.

The benefits for the assessments are that we can focus our efforts to specific needs and skill gaps.

What external recognitions (e.g., awards, accommodations, professional certifications, references in trade publications) have the program and its staff received in the past three years?

None have been achieved at this time, however there are opportunities for recognition through National 

chapter of ASTD, CUPA, SHRM, and their regional counterparts.  Expectation is that the office will pursue  recognition opportunities in the very near future.

Is the program active with any regional, national, or international professional organizations?

ASTD – American Society for Training and Development.  We are paying members; however, we take advantage of the resources provided by the association.

Note any presentations, publications, or offices held in the last three years.

I am a member of EAC and Chair past 2 years but that is not a part of my affiliation with T&D.

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

NA

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

NA

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

We belong to a Training & Development consortium that meets twice a year to discuss issues facing all universities and share how we can individually or collectively overcome them.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

Provide an executive summary of and link to any metrics or benchmarks that the program tracks to measure productivity.

We track the number of programs offered and the number attendees/participants.

What initiatives has the program implemented to enhance staff productivity (e.g., access to training, workflow improvements)? Briefly describe the costs and benefits of these initiatives.

Soft skill and technical skill training. 

The Leading Edge – Supervisory program for Staff/faculty (supervisor and non-supervisors)

Caregivers Series –

Healthy Lifestyles

Financial Manager series

Steps It Up

Scale it Down

The cost is minimal since we do our own training or those who facilitate for us are at no cost.  Costs include catering and materials.

Benefits are vast.  Employees are equipped to perform their jobs as expected.  The morale is higher when employees feel valued and know that their work is of value.

The personal development workshops are important to the physical and mental wellbeing of an employee.  When the body and mind are healthy, the work life is healthy as well.

This could result in fewer sick days and/or injuries.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

How does the program seek to distinguish itself from similar programs at other institutions?

We have taken great pride in being able to provide the programs and initiatives we have with little or no budget, yet still maintain high quality programs.  We rely on our internal resources (when available) to achieve the same product/outcome as costly external programs.

We also provide customized training to individuals or departments to fit their needs.

Note any unique and/or essential contributions that the program makes to the university.

Current up-to-date training on key laws and regulations that we must be in compliance.

Through our healthy lifestyle program, T & D tries to impact the physical and mental well-being of staff to help make them healthier and a more effective employee.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

Our mission is to provide the EIU community with diverse professional and personal development opportunities that will allow employees to maximize their effectiveness and level of excellence.

Our vision is to work on a campus where all students, faculty and staff have been equipped with the knowledge and skills to work to their fullest potential and demonstrate respect to all of those with whom they work, thus creating a work environment in which all can feel fulfilled.

We have a to-do list a mile long:  With every conversation we have, the list continues to grow.  Departments and individuals are requesting various training needs and we accommodate as much as we can.

I would like to see more on-line resources (just-in-time training, video clips, self-paced programs, etc).  At this time, most interaction is face-to-face and that will never change; however, I feel the need to have refresher or courses on line to help with those who need the information NOW or need a refresher.

I would like to se more “certificate” programs so that employees have a goal to accomplish and have something tangible afterward to show their achievement.  Providing them with education and follow-up education to apply what they learned would be great. Right now we do not have the personnel resources to accomplish all of this.

Ideally, the T&D department needs 2 more full-time employees (total of 3).  1 and ½ FTE can maintain and move forward a bit but not keep up with the demands of the times and employees.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

We will provide the tools, resources, and education to the employees to carry out the initiatives of the strategic plan.   We are the support.

In the next two or three years, what best practices, improvements in operations, or other opportunities to advance the university’s mission are likely to be implemented?

We plan to implement a wellness program, advanced Leading Edge, New Supervisor support and training, more efficient on-boarding program and resources, and more on-line training programs/courses.  We also look to offer more training in the area of diversity.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.