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I believe we've connected I hope so good afternoon everyone at least it is here in the west coast in California where we are not so cold don't have snow and ice like I know the rest of the country has been peled I'm not so familiar with what's happening around the rest of the world so it's a little bit peculiar to be in one's office in the afternoon talking to a computer screen talking about training that's easy for me to do but the interesting thing is as a trainer not to have that interaction with people that are in the audience and to be so engaged but nevertheless we shall proceed for the next hour and talk about this in topic that I'm very much interested in and that's teaching and training and learning however we might call it I was asked to make a presentation and I decided I would tweak it up a little bit and talk about measuring teaching and give it the subtitle of metrics as applied to training in the laboratory animal sciences and this is because while training is some might say a bit of a soft science it has some hard numbers associated with it because we need to make sure that people are trained and it costs to train things topics that I'll get into a little bit U down the down the time frame here let me give you some background you see my credentials on the first screen so I currently work at the California Polytechnic State University in Southern California near La I've had a career as a facility manager as a trainer is one who does outreach I worked in GOP in government and biotech and being in Academia is just great fun um I've enjoyed what what I'm doing so let us proceed and I'll tell you a little bit more oh there I should tell you that I'm a past president of latte and and alas as well I'm going to read for you this abstract because I could could have called this presentation this training within laboratory animal science where we are and where we should be and I'm going to give you some numbers about the history of of lab vable training but it's kind of hard to predict where we're going because there's so much technology and so forth so here we go while training has been the domain of facility managers for many years the concept of a dedicated trainer is relatively new as the latte measurement would be it's been 20 years so that theme comes about for me about numbers or metrics and measuring some of the Milestones about training and even accounting for training in a lab Animal Facility and that brings up a topic or phrase of one size doesn't fit all that has a numerical overtone and certainly we know that by the way adults learn and to some degree the way we teach our students they're not all learning in the same way there isn't a single size and research varies across the world I'm talking from America and I've been to a lot of other countries and been engaged with training in other places we each do things just a little bit differently the way we train what we need to train on and the methods and measures that are associated with with our training uh programs and our institutions do vary so my game plan here is to use numbers to use metrics for the benefit of trainers particularly but also the managers and for administrators that are responsible for all of this kind of training this number symbol what does it mean to you well many would say ah simply a number sign in order for me to do this presentation I had to press the number or the pound key on my telephone to make the presentation with Twitter and other means of social media we call it a hashtag don't we to send messages to people I don't think we're using that for training too much but if we think about it in Scholastic measures those of us that have gone on to professional and graduate schools we might say that it's our grade point average or maybe the score we got on the Scholastic aptitude test perhaps the GRE or those of us that went into medical school or veter college it's the mcount or the BC count but what I want to say right now is it's about the numbers of the metrics that are useful for us in a training program within our institutions and this applies to administrators perhaps the marketers for those firms that are selling trading now and it certainly has something to do with budgeting these things I want to talk about just a little bit so the 2011 ilar guide really emphasize training of personnel it is a must statement people must be trained in order to conduct research or testing or training with laboratory animals and there's a record number from my account of the times training or a word similar to training appears in this guide 156 times 23 of which appear in the index and to me that says that training is very very much important and for those of you who listen to Dr John Morton of Norton of alac this morning you would know how much he emphasized training and measuring company of training within Institution and on pages 15 to 17 of the guide there's a specific section that talks about the oversight which an Ethics Committee an animal Ethics Committee must have that is the iook that we know it in the states and really the number of times in which training occurs in the guide Rivals what used to be a big topic of must and should and sometimes they even appear together as in this sentence training should be tailored to the particular needs of research groups again one size does not fit all the way we train an iook member is not necessarily the same we same way we would train a member of the cage wash staff so this is learning how do we learn at people how do people learn and sometimes I get asked the question as a trainer what is the difference between the words training trainer and teaching and teacher they're not necessarily the same let's have a look at this one definition generally one thinks of teaching is being more Broad and then less focused on a particular kind of training and may even be theoretically based e a person educator a philosopher of a kind of the 20th century who used this word andoy it's actually word from the early 1800s coined in Germany and that's different than the way children learn which is the word pedagogy so let me talk a little bit about the six principles here's one of those numbers the six principles or even assumptions that we associate with anoi and as Malcolm no who popularized this concept when he was writing in the 50s and 60s and 70s his principles are the following for adults they want to know something it's very very important that they know and it's a need to know yes along the way there's fun to know and things that are good to know but mostly when adults go after training it's because they need to know it they need it for their job they need it for advancement they need it to be successful and a la animal of course we want to know stuff in order that we protect our animals better and have consideration over welfare adults also need to know their experience or their Foundation their surroundings about that learning activity when they go into a classroom situation why are they there do they already know something about primates do they already know about enrichment do they already know about Kar chemicals what else is to be added to their adult learning so this brings in self-con concept this is a significant part of adult learning adults want to be responsible for what they learn I'm sure many of the trainers listening to me right now think of some of the prisoners in their classrooms they're captured they have to go to training because the boss said to do that and you might be enticing or attracting them with pizza and a soda during the lunchtime but adults really want to be part of their decision process for when they're being instructed in order to apply their education the next is a sense of Readiness that they know how this information is going to go back into their job how it will be re-entered so there has to be relevance oh geez I have to go to the session then how am I going to use it what is good is it going to do me why am I traveling all that way or just down the hall what is my Readiness with that material adults also need to have an orientation and this means that the information they're being given is problem centered adults are centered around their they not their problems I mean to say that but what they're learning in pedagogy in the typical School room classroom it's content oriented teachers there are trying to dump or pass on a whole bunch of information in order for children students to fulfill a test but adults in the other hand are generally looking after something that's problem problem centered it's relevant to them something they need to know and lastly adults respond best when they're motivated to learn maybe there's a certification maybe they're passing a degree maybe they're getting a license and it's something that's very much internal to them but if we know anything about maslo something about learning is there's both internal or intrinsic and extrinsic benefits that will motivate people to pursue their their learning so those are six principles now there was a time when we didn't have trainers not so much it was the job of the manager or the veterinarian perhaps a faculty member or a department head somewhere else that would come and do the training within an institution then the training coordinators started to come about and it was in 2002 that I authored this article that appeared in lab animal magazine about how to create a training coordinator position so this is more of a commonality now that we have training coordinators in some institutions the largest facility that I'm aware of is the Medical College of Wisconsin in the states that has a staff of five people and a very large very elegant Training Center so it's very nice for them so we have trainers and how is it that trainers are going about their jobs yes they're passing on information but we need to measure their effectiveness at the same time so to some degree the concept of training or teaching or learning to other people has a business component to it there are customers there are clients there are people that are trying to benefit they need to know something and we are producing products but they're not always so tangible something that I'll come back to in another slide and there are costs associated with this training and those are something that that is something that we can attach metrics to here's some of the background of training by the Numbers the history of it the Institute of animal technology and I hope we have someone from the UK here started in 1949 preceded alas or the Animal Care panel in the 1950s and then that changed of course to Alas in 1967 Alam but it wasn't called that until 1961 when adna designated it aam uh a training program for veterinarians in lab anual medicine started in 1957 kalas has had a training program since 1961 phosa 1978 and then of course latte started in 1984 and I want to give credit to all of these institutions of course I'm some sorry societies of course there are many other societies around the world that have sprouted up in order to recognize Animal Welfare to do better at their work with lab animals and of course if there's a society we can presume that at the same time they're doing quite a bit with training in some way okay so let me talk about alss training over the years it was in 1961 when certification was started with Alas and at that time it was known as the atcb animal technician certification board and those people were being uh certified or trained or or tested to be a junior or a senior husband or men of some kind in 1970 the regional Examining Board was created the Reb that today we known as the crb in alas for the certification and registry board this is about the time when we had the three levels of certification for technicians established the assistant lab animal technician the lab animal technician and the lab animal technologist the blue the red and the green that I show you right here in 1991 we changed to a testing service before it was done by the Reb persons they would go to facilities and do the testing and that is moved into a testing system done by computer that happened in the in the 90s and in 2013 as you can see here is when 15 over 1500 people were taking the exam and they passed 20 2013 over 1500 people we started the island program for training managers in 1993 and then there was an examination for managers of animal resour sources in 1997 these are all training programs that are offered by by Alas and of course alas has a lot of other things that it does for uh training journals listers the handbooks that are produced manuals for training at the various levels posters and so much more including 65 years of national meetings as I show you right here we'll be meeting in San Antonio Texas and I hope to see some of you there later this year but just overall there's an infinite number of training opportunities available through Alas and of course they're available for sale these opportunities for around the world in many many other societies of lab animal are using them so alas is certainly prominent and has tons of numbers associated with that animal science well now of course I have to do some kind of uh commercial for rat which is a laboratory animal and Welfare training Exchange in 1994 before my time with lante the first Conference was held in Raleigh North Carolina two years later moved across country to Stanford in California for two years we were in Missouri at washu Washington University in 88 1988 and 2001 then we were in the west coast again in Arizona and California for a while we were in Boston for two years in Texas 2009 2011 and last year when I was the president of lante we had our first international meeting in 2013 where we're going in 20 2015 we don't know yet but you can see we meet every other year it's a ban meeting but what latte is about is to hold conferences and to run a list ser and to share things about training and Welfare and this citation over here will give you a little bit more of the history a little bit dated now from 2007 but still it's something that can be utilized to talk about latte and I want to show this word here external Auditors Auditors come in they may be inspectors or site visitors or somebody that come into an animal facility and take a look at the program of training what are the expectations because the guides are expecting it not only the isar guide but the EG guide and FASA no ecd so many other organizations Animal Welfare act at the USDA all of these folks are expecting training in order for us to do better with our animals in that an animal facility so let us move away from the history a little bit and deal with some of the numbers and the metrics and the ways that we assess or evaluate train uh sorry trainees in an animal facility in an animal training program there are two words here that are pretty important formative meaning assessing something that's going along the way and summative coming from the word Su which is the total of the capability of the learning process defining formative these are interim steps at which a student's progress and knowledge a skill uh beh and aptitude about training an ability to do something that's taught remember to the showing of the education this is used by teachers or trainers to understand what the students are doing and then to modify in some way as it says here to adjust their their learning capabilities in order for them to do better and certainly that's what what we have to do as liveb animal liveb animal trainers too at the sum that may be the very end when we have to take a qualifying exam and that certainly is a ner nous anxious process for those persons who sit for say category C and fosa or the LG libi animal technologist certification examination with alas in the states or it become an arlat in the Canadian version of it which is a little more um involved in the American version so formative and summative assessments it isn't right I think that all at once a person takes a test at the very end and that determines his ability to perform experiments or work with an animals there has to be some formative assessment along the way in order to guide a student in order to do better with the animals of course being taught by some with more experience more recently at least in the states we have what's known as post-approval monitoring or pamminger group perhaps a subset of one's animal Ethics Committee or the io will go to facilities into animal rooms or in onto lab benches where animals have been used to determine whether whether the animals are being used appropriately and ing to the approved protocol so we're monitoring and of course there's a scoring there so back to that metric system do the people show that they're trained are they capable of producing uh appropriate anesthesia in the animal what are the metrics what are the ways of making sure that people are actually taking care of the animals as they should while producing while actually uh executing the education that they have been instructed by earlier on so here's something I want to talk about as well because this is more academic that is testing how many times do we test are people accustomed to testing some persons come into our training rooms and it's a long time since they've taken a test it may be their driver's license at which was the last time that they took a test so here we're going to slap on them quizzes and midterms as we know from the classroom situation but this is traditional we may have to teach people how to learn how to take examinations how to perform and it's I've heard and read it's much better to be teaching someone in a classroom situation where mistakes can be caught before it's catastrophic in some way and not do it when the animal is actually on the table or some data are being collected from an animal so it's better to do formative as a means of testing people knowing what's going along the way before they actually perform summatively whatever the procedure is I've mentioned certifications in testing and how anxiety producing they can be what it means to get prepared for a test many many of our tests are multiple choice four or five possible answers for a single question the root what is the answer are we preparing people to do better that way so assessments are very much part of a trainer's uh toolbox related to this is testing out of training this happens often times I think when investigat who says oh gez I've been doing this all the way along well says the trainer that's fine when you were at the other institution or that's fine when you were doing human patients but now you're at ABC University or now you're doing it on a pig or non-human primate we need to make sure that you are going to do things appropriately summatively we know that you can handle this particular animal and we need to know what you're capable of doing but I think a prudent trainer would see just what can be gained by releasing someone a little bit from absolutely doing all of the testing at some fashion and what might be lost by not doing an equivoke job out testing everybody assessing everyone in a training situation now a comment about these certification examinations that have pass points what does it take to get through this examination is it 70% passing or 80% passing what's a c what's a b what's Equitable what's adequate well I don't think that I want to have someone do C or average work on an animal I certainly don't want a physician taking care of me a surgeon that does only three qus of the job when operating on me that isn't right so there's this field of psychometrics applying adult Behavior or psychology and measuring test taking what are good questions what are good ways of measuring the way that a person can answer a question and it's a complicated field involving a lot of statistics just like we have to do when assessing the number of animals in a protocol so the various ways of assessing how a training program goes how a student of a lab animal program is going to perform and setting pass points in my opinion is this is what I want you to do in order to take care of that animal because it's a welfare issue moving along a little bit how do we assess these people well there's a term for this called rubrics and I've got several slides here they go into some detail because trainers need to evaluate how much can a student a learner do in a training session so poam and the referen is down here he is an educator at UCLA uh has written this book about rubrics and how do you assess people he says a rubric is little more than a scoring guide with a very fancy name we're all doing it in certain ways and the next slides show us just how we do that and this term has come about from the 19 7s it's at the time in general education at least in the states when we needed to say students need to be tested there needs to be accountability of testing because students are moving into jobs and we need to know how well they can perform and of course in the states we have common core that's coming about no child life behind so this is a relatively recent concept but still fitting within the time of a lab animal training there are three elements to a rubric these are pops the first is the criteria by which we have to judge somebody and then what are the distinctions and what are the characteristics that we're judging that person by and then we have to have a strategy of scoring that individual so let's go through these another time we have to have the criteria one two and three how are we going to assess that person for what he's doing in a task or what he knows when it's knowledge-based what are the distinctions how do we judge this person that are mer very much combined with a scoring so here a score of one shows you in Criterion one that the person isn't performing very well there's a no but for a score of four the person is doing quite well it's a yes comment here and a lot more in the middle that's the average performance this person's okay right here but it would be nice if he was able to do a little bit more and as waldis says which is part of my third rubric slide technical skills seem best suited for this numeric numeric Merit evaluation of some kind but it might be good for those of us that are trying to assign metrics to create rubrics for evaluating how persons perform particularly at skill-based activities with the lab Animal Facility and it just so happens that this paper published by Clifford at all last year in the Journal of alas shows us just one such level of comp or one such rubric so here we have a competency of knowing about a technique which is how to strain restrain a mouse at various Criterion various criteria pardon me how well is this person doing it does the person know the technique does the person show how to pick up the animal adequately appropriately does the person show how to restrain well if there's a score of zero if the animal is hurt there's excessive force and even the respiration is inhibited in some way that person has pretty much failed at that point for him to receive a zero score the best score of two is no excessive force scene at all the animal recovers just fine these scorings are defined a little bit better in the figure uh right here but the things I want to bring up is that there is consistent and objective assessment whether it is you or I or someone else doing this assessment even the unaffiliated animal Ethics Committee Member can see how well John is performing at this technique of handling this animal at the end of the period there's a documentation over here we can write six well I'm yes uh a two I'm sorry that would be two here and if there's two in all of them it would be six down at the bottom for a total score the student gets this formative assessment hopefully summatively he has passed he gets the six I should cross out this one at this point and this individual has passed this level of Competency at handling a mouse this is a lot of work to develop this rubric and I want to make a comment about this the the details that are in here the authors of this paper have said that in order for John to pass this particular level of Competency he must perform at the six level so every everything has to be at the top that might be quite scary or nerve-wracking for John to know that I have to perform everything perfectly expertly this all orn scoring may not work so well with individuals that are a little bit nervous and training but if there's formative assessments several rubric quizzes being done by the teacher to the learner over the process John should be able to do ultimately a six and I've known this happens a lot particularly with uh GOP work and gavaging if we don't perform 10 out of 10 gavages correctly that rat later on could have uh a broken esophagus or broken trachea or something could be pierced and that's not a very good thing to have of course okay so that's rubrics number two rubrics number three going back to wales' Heather Walter's paper which is published on animal science professional just last year she has a rubric as well I'm sorry for the smallness of this but it was captured out of the the the journal and a little bit difficult to show so here we are looking at the competency of ear notching and there's some criteria about it what it entails and how to look at this particular individual how John is performing at ear notching with aseptic technique so there's a little bit of a a clincher thrown into this maybe John is pretty good without having to do it aseptically um but in this case we're going to assess it aseptically probably under a biological safety cabinet so here we have the scoring 0 1 2 3 4 5 by numbers that's a six based light Curt scale l i KT for the person to develop the scoring system now what is the an issue with this particular scoring system we don't know whether zero is at the bottom certainly we can expect it to be zero is one and five is the high so we don't have the criteria established here unless they're presented somewhere else in the other slide we had those criteria established right here we knew how to evaluate what the score was in this situation we have to make a decision somewhat subjectively whether a two is less than a three and by how much is the trainer Guided by this is the trainer has the trainer proven his or her competency over time in order to determine what is different between a two and a three and all the way have to afford this is kind of like a hotel uh evaluation that you receive after staying there well did you like it was it extremely satisfactory well I had a good time there it worked so what kind of scale are we going to use it would be better I think to have a little bit of objectivity on onto this particular one so this is a technique another way to show how our rubric can be utilized to assess uh trainers in an animal facility and it starts with objectives it organizes the criteria I show you here in some recordable format the lier items permit an overall measurement of the particular traits and allows for collection of all the data this is summ um sorry formative as well the individual can be told oh you got only a one on this particular one but you got a five over here that's doing pretty well but let's work on this particular one for the next time whatever we learn here can be beneficial because it can help subject matter experts certifiers and evaluators of job performance on just how well John is doing now moving on to the next want to talk about the costs or the business of training and I've made a little joke here about the dollars and cents training cents coming from the word c NS it isn't just about money but we have to talk about the applicability and is it sensible or non sensible in the way we do some train training I like this little graphic here of All the Monies of the world we know that everywhere we're doing training of some kind is happening all the time we're sharing knowledge and it's all about improving animal care but training can be an expense item and it can be expensive it's something that we can measure in some way but if we think about a little bit philosophically there's a cost of doing it right and how many dollars are we spending in order to do it right then there's a cost of doing something wrong if we want to cheat a little bit or shorten our costs and say no we won't buy that extra book or we won't send someone to a conference that may be doing it wrong but how can we measure just how wrong that is state it this way what are the cost per hour when persons sit in a training session there's the trainer salary there are the people that are not working for the hour hour and a half there the videos books and so forth that are offered to people but more importantly what's going to happen in an Animal Facility to the animals if they don't participate if those people don't sit in that training session so let's go into this a little bit more this is important to managers and bean counters so it's relatively easy to add up the costs of things like manuals subscriptions for for training situations the food the pizza the sodas and so forth wages these are fairly easy cost what about when we don't train what might happen what are those costs when we lose animals when we lose time doing something again when someone is rather emotional about what they're doing and they know that they're not trained quite right and they're suspecting that they might make a problem or have a problem with it and what is the cost when it gets to the outside and it's realized that that job wasn't done quite right and it may be within a lab or maybe from the institution so we have to look at the return on investment when we put our efforts our resources into training what are those metrics what are those variables I'm going to come into those into the next slides and this is important because of this statement here we don't want to just push trainers through a training program we want them to be capable of what they're doing and and know that they're going to do a good job with the animals in the animal facility or at the bench in their laboratory so it would be nice if we had an equation to Define all these costs and I'm going to present one in a few slides here's money as a metric number one the ROI what's our investment do we have a means of measuring the cost does the institution take a look at training in some way so as to validate that training is effective that it's worth the expenditure in some larger institutions there may be a cost center as I mentioned at Medical College of West of Wisconsin that cost center obviously costs money to build to equip to put people in there and so forth does your institution in order to understand the investment of training have a budget for training where we can buy books and training modules and send people to conferences and subscribe to the alas library and Citi and such things or if there's not an actual budget is there some cost center that even has line items for these purchases I'm aware that in some institutions that that doesn't occur so now if we have a budget we can evaluate what are the resources and we can evaluate the direct costs associated with training for all of these materials the resources the tangible items that are necessary in order to get training going a big cost just like running an animal facility is the salary of that trainer but if we don't have it in some way then there is that hidden cost or that wrong side of what happens when we don't do training many many facilities have an in-house trainer it may be the manager it may be the attending veterinarian that person who has to double but more and more in the last decade there have been some contracted fac uh companies that are coming in and doing training either on site or to go to their site or online in some fashion associated with this training is the cost of retraining well the trainer tested well in that formative assessment in that rubric but we find that she's making mistakes right now now we need to send her back to training we need to make sure that she's doing the right thing because we're losing animals in some way as a result of her poor technique and if the training involves more than poor technique it may be involving attitude in some way or behavior our retraining may involve the human resources department we may have to involve other persons and this is goes back to the salaries of persons that are engaged in in the equation of a metric of costing out an animal facilities training program let me deal with the hidden cost the word that I've been mentioning in a little bit what does it cost when we don't train the Animal Care committee when they don't look at the training component of a protocol when we don't have a training protocol in order to teach people how to work with the animals there's a hidden cost when we put it into the pum rate there should be some portion I think of a pum rate for those institutions that have one where the training is embedded in there to make sure that we can continue to have training that benefits the animals and the people there's a hidden cost when we do training of a certain kind and use scientific jargon or we have English as a seent language persons eslers non-native speakers of English that don't understand our training we may have to invest in Translation materials of some kind there's a hidden cost as I mentioned before about emotions and grief when people go home and they're just so sad and may not want to come to work the next day or they know that there's a KNE cropsy scheduled and they don't want to participate they call sick so these are ways that training costs are hidden in to some degree and then if we don't train on health issues when people get sick and long term cost us money in some fashion because we didn't train them properly on how to wear PPE or n95 mask or something like that well that can cost us because we didn't do the training upright another way of looking at these hidden costs the public relations that I mentioned an institution gets a reputation that's kind of negative in some way and if we don't have a good reputation then maybe our institution won't be receiving monies and grants in order to continue to do biomedical research a recent paper by David yellis in the fruits of Education column of lab animal talks about an insurance policy in a way and he's what he's talking about here in this article is if we don't do training in some fashion for in our Animal Care Program then it's going to cost us so training is a way of an insurance policy it doesn't mean replacing animals like when we have an accident in our car but rather it's training is our insurance it is our way of helping to U improve our training programs okay so can we measure training in ways that are tangible or not tangible well yes very easily it's Tang tangible costs are measurable those direct costs those things that we see how much labor costs and so forth these are all tangible factors that we can put into an equation are the non-tangible measurable as I say here no but maybe yes because we can have a look at what mistakes are being made the manager should have an evaluation of that and do a resp retrospective analysis in order to avoid those mistakes in future by having some kind of retraining or re-entry mechanism in order to make sure that people are capable of doing the job we we might be able to measure in some way that we are retaining facts a manager that walks in the hallway and says hey John Susie I understand you just went to the training session what did you get out of that and at that point regurgitation of some to some degree of the material may tell us that the person is effectively learning and and absorbing information that is provided and instructed in in a training session we might even in a different kind of way evaluate how the PE the person is feeling he his or her positive mental attitude as I call it a PMA that's a non-tangible way of measuring that training is effective so I promised you an equation as I have right here an equation that perhaps evaluates and sums all of these factors it's not a good equation just yet something that I'm working on but it says to be a trained individual we involve the person his teacher what kind of learning occurs the environment in which the Learning Happens the training and hopefully we'll get that trained individual notice these are all positive I don't have any subtractions at this point because I want this to be a positive additional uh consideration a characteristic but this answer is certainly going to depend upon the particular animal facilities with which we're dealing the size of the place how many trainers are there are they part-time fulltime are they dedicated to it what kinds of animals a lot of training focuses on mice well obviously they're 90% of the animals used across the world but we are we have to train on a lot of different animals scores of them are being used it will depend upon the kind of research that's being done but by starting on the variables that are measurable we can find out in a metric way whether our training is effective and we are getting return on our investment in training to touch on another number here's the three Rs this is the 55th anniversary of the publication of Russell and burch's uh story about the three Rs replacement reduction refinement and as I share this Arrow shows that in training most of it is working on the refinement process how are we going to use those particular animals a little bit better some of us have added a fourth r that are respect to the animals and that's certainly important in the training program and how about the rest of these guys it's a half dozen ours about how important training is and how important our animal science is when we're working with the animals so I'd like to create a new category of RS the training for RS for Effectiveness that is the Readiness and that is how the adult feels when he's in that learning program does he come there prepared in some way the reputation I'm sorry the repetition of training processes do we learn again and again are we evaluated in some way as in our rubric but also the repe repetition that builds on scaffolds for example in chemistry we learn how to change G wash cages but are we also learning about the S sanitation of the chemicals and how effective they are that's a process of repetition where we scaffold our training and then the fourth R in training for me is the relevancy if we have a facility that's not using non-human primates it's probably not worth investing any money in those non-human primates unless of course it's a technician certification program and therefore thereby we would want that technician to know something about nonhuman primates for the when we might have Prim non-human primates in our Animal Facility okay now I want to get to a management process that's called 360 degree training feedback and this is used in management in order to measure behaviors and capabilities competencies um and it's circular as 360 Degrees implies it it allows someone the student in the middle or the trainer in the middle to have a look at how well the training is occurring so we can swap the roles of people when we have an evaluation of how well the student is learning then we can get a sense of how effective our training is but I'm saying we're going to swap the role put a person put the trainer in there go to someone else's classes be the recipient of the evaluative rubric the formative rubric at some point put yourself on the other side so as as this management process of 360 degree evaluation applies to training there are many many stakeholders that have an interest on the outside for how well that individual in the middle is being looked at the technicians administrators the reputation of the institution The Regulators when AAC comes to visit the clients of course and most importantly the animals at the very end they're the recipients of the training are they getting what they need and are the piis getting the data that need to come out of them now who have I left out of these stakeholders as I was reviewing my slides I said oh safety is not in there there's not the a health aspect um how about the trainer himself is he sitting there as I mentioned before in someone else's class is he being tested is he taking the quizzes so 360 degree training feedback may be another effective way of measuring of doing the metrics about a training program now this is my parking lot for the things that I have not covered adequately in the ways that training can be Quantified we can measure animal losses not a very enjoyable way of discovering what's wrong with our training but it may be something that we see when we discover that well there are certain times of year that when we're losing more animals and then we do training and things don't happen so much we don't lose as many animals we can measure by the number of times uh trainees have to go to human resources in order to be counseled about how to do a better job at the job we can look at attendance how many times people do go to training sessions in the early days when I was training in the national capital air branch around Washington DC people would ask me would you take attendance for people coming to class and I said A Better Way would be when your employee comes back to your facility ask him what he learned at the classroom measure from him what it was that he learned in our training sessions another way would be measuring the ratio of the number of students for the animal do we have one person per one Mouse do we have five rats per one individual or the other way five animals per one rat the association of veterinary technician Educators has defined to some degree how many times an animal should be used when they're teaching vet teexs and why won't we do that in animal facilities I think this is a very good idea how many times is an animal used in a training protocol how many training sessions per week how many times is that animal injected or poked or bred or restrained in order that the animal can recover in some fashion we can measure the number of sfis this morning John Norton was explaining in his AAC presentation on competency and the way he looks at animal facilities when he does a facility site visit he reported in several graphs about the sfis that are associated with training training in the ways of o health or the aook or some other aspect of the training program or of the overall animal program at an institution but as suffi is associated with training I thought it was very enlightening so I would encourage you to have a look at his presentation which is available through this bio conference we can have a look at the students that are being served within that training session versus the overall science community that exists within your Institution are recapturing everybody as I said before Regulators site visitors everyone is expecting a lot more training and having it to be documented we must have these aspects of a training program uh reviewed and it's the job of the iook or the animal Ethics Committee to have a look now my take-home assignment to those of you listening to me is what are these measures what are the metrics that should be identified at your institution one size doesn't fit all these are my measures what does it matter for your institution so as we near the end of my presentation using my phrase of metrics math again my incalculable thanks was able to say that word go to these various individuals Su Jepson who invited me to make this presentation and I considered what I was going to do and gave it a different uh perspective of metrics and so forth my slides have been a little busy for you I've talked about them quite a bit but there are people that are going to be using this as a document or as a guide later on and I wanted to be sure that my slides were a little bit more comprehensive I of course have to thank alas being a past president because it gave me a start to be a teacher and a trainer and of course because they produce just gazillions of training materials that are very beneficial for animal programs around the world there are trainers some of you are listening right now in lab animal I want to thank you guys for what you do in your Educational Systems and how you run training programs at home The Latte members they're almost 400 of them that's not really that large a number when you consider the number of animal institutions around the world there is a great broad range that we can invite more trainers into LTE into the training programs uh associated with lab animal research and I need to thank the bean counters who will of course keep us accountable for our training numbers and our Effectiveness we'll count up how many books we're buying how many trips we take to some alas meeting or phosa or local alas Branch meeting or something like that so thanks to all of you I appreciate you listening to me and my next slide is to ask with the number symbol how many questions are there and I can look on my slide and have a look at the questions and in the Q&A I appreciate that people have taken a listen to what I have to say and I hope you can bring these back calculating surveying estimating metrics and so forth that's a hard process within institutions but it might prove why you need to have another trainer or why you need to go after having someone be involved in training to a greater degree if you can show those numbers to somebody can I offer up anything else to say to people having to learn how to do this system thank you so much with that I'll close my session and do you enjoy the rest of the conference and do training and measure it make it effective for our animals good night good morning wherever you may be because I see people from Australia byebye for