annual report fy06 - johns hopkins universitytraining.jhu.edu/html/main/arfy06.pdfcoding training...

The Johns Hopkins University

Office of the Vice President for Human Resources

Office of Human Services Center for Training and Education

THE JOHNS HOPKINS UNIVERSITY

The Center for Training and Education Annual Report FY06 2

TABLE OF CONTENTS Annual Report ..................................................................................................................4 New Employee Orientation..............................................................................................4

FY05 Accomplishments ............................................................................................................................... 4 Costs and Cost-Effectiveness...................................................................................................................... 5 Goals for FY06............................................................................................................................................. 5

Financial Information and Technology Training ...........................................................6

Status of Goals for FY05 ............................................................................................................................. 8 Additional Accomplishments for FY05....................................................................................................... 10 Goals for FY06........................................................................................................................................... 11

Management and Staff Development Program (MSD) Catalog Training ...................13

FY05 Accomplishments ............................................................................................................................. 14 Goals for FY06........................................................................................................................................... 14

GED/Adult Education .....................................................................................................15


MSD Supervisory Training Program.............................................................................16


MSD Certified Professional Managers Program..........................................................17


MSD Project Management Program.............................................................................18


MSD Departmental Training ..........................................................................................19


MSD Interactive Multimedia Training Program............................................................19


Leadership Development Program...............................................................................20


Faculty Development Program .....................................................................................22

Current Activity........................................................................................................................................... 22 Goals for FY06........................................................................................................................................... 22



Coding Training for the International Classification of Diseases ..............................23 Current Activity........................................................................................................................................... 23 Goals for FY06........................................................................................................................................... 23

Technical Workshops for Laboratory Excellence .......................................................24

Current Activity........................................................................................................................................... 24 Goals for FY06........................................................................................................................................... 24

Summary Statistics for All Programs...........................................................................25

T&E’s Summary of Classes for FY05 ........................................................................................................ 25 T&E Participation from FY02-FY05 ........................................................................................................... 25 T&E’s Location Usage by Event ................................................................................................................ 26 Financial Administrative Training Program (FAT) Usage by Division........................................................ 26 Information Technology Training Program (IT) Usage by Division............................................................ 27 Management and Staff Development Program (MSD) Usage by Division................................................ 27 Leadership Development Program (LDP) Usage by Division ................................................................... 28 Professional Coding for Medical Specialties Program (CODE) Usage by Division................................... 28 Laboratory Excellence (TECH) Usage by Division .................................................................................... 28 T&E’s Enrollment by PCN.......................................................................................................................... 29 T&E’s Enrollment by Employment Status.................................................................................................. 29 T&E’s Enrollment by Race / Ethnicity ........................................................................................................ 29 T&E’s Enrollment by Gender ..................................................................................................................... 29

Educational Assistance Plans ......................................................................................30 Tuition Remission Plan..................................................................................................30

Status of Goals for FY05 ........................................................................................................................... 30 Programs Covered..................................................................................................................................... 30 Program Cost / Participation...................................................................................................................... 30 Observations.............................................................................................................................................. 31 Goals for FY06........................................................................................................................................... 31

Tuition Grant Plan ..........................................................................................................32

Status of Goals for FY05 ........................................................................................................................... 32 Programs Covered..................................................................................................................................... 32 Participation ............................................................................................................................................... 32 Program Cost............................................................................................................................................. 33 Observations.............................................................................................................................................. 33 Goals for FY06........................................................................................................................................... 33

Tuition Reimbursement .................................................................................................34

Status of Goals for FY05 ........................................................................................................................... 34 Programs Covered..................................................................................................................................... 34 Participation ............................................................................................................................................... 34 Costs and Cost-Effectiveness.................................................................................................................... 34 Observations.............................................................................................................................................. 34 Goals for FY06........................................................................................................................................... 35

Staff Development Remission.......................................................................................35

Status of Goals for FY05 ........................................................................................................................... 35 Programs Covered..................................................................................................................................... 35 Costs and Cost-Effectiveness.................................................................................................................... 35 Observations.............................................................................................................................................. 36 Goals for FY06........................................................................................................................................... 36



ANNUAL REPORT NEW EMPLOYEE ORIENTATION The New Employee Orientation Program saw its ninth successful year and continues to be well received by participants as evidenced by the positive feedback received at the end of each session. The orientation program increases the participants’ knowledge of the history, structure, resources and services, university policies and procedures, and benefits.

FY06 Accomplishments • In the spring, a committee was formed with representatives from T&E and the

Benefits departments to explore the possibility of revising the presentation format of the new employee orientation program using CD and/or web-enabled learning.

• A benchmark study was completed to learn what other institutions similar to Hopkins are doing to orient their new employees.

• A preliminary proposal outlining the current situation and possible revision plans was presented to the university's HR Strategies and Implementation Committee in June '06. Following the presentation, the HRIS committee gave approval for the NEO revision committee to continue its work and urged the group to include a representative from the JHH.

FY06 Participation • Nearly 1,500 new staff members attended the general orientation sessions.

The overwhelming majority, 1,234 (83%) of participants came from the East Baltimore campus, which includes the Schools of Medicine, Nursing, and Hygiene and Public Health. The remaining 249 (17%) staff participants received their orientation on the Homewood campus and included staff from the Homewood campus, Peabody Institute, Downtown Baltimore, Washington, DC, and Columbia and Montgomery County, Maryland Centers.

• A special summer session was added this year to accommodate the large number of summer hires at the School of Medicine. In the past, this group of staff has not been included in the general orientation session but because of joint commission accreditation concerns they were added this year.



Costs and Cost-Effectiveness This program is supported through general funds budget (U202-A52-0107). This covers expenses such as salary support, supplies, equipment, space costs, telephone charges and printing costs for session handouts and university overview guides. Expenses for FY00 thru FY06 and costs per participant are listed below. The cost this year declined to $35.41/pp from last year’s cost of $38.62/pp.

FY00 FY01 FY02 FY03 FY04 FY05 FY06 EXPENSES $48,035 $49,059 $49,733 $48,272 $46,195 $51,596 $52,518 # PARTICIPANTS 1,330 1,436 1,421 1,350 1,207 1,336 1,483 $/PARTICIPANT $36.12 $34.16 $35.00 $35.76 $38.27 $38.62 $35.41

Goals for FY07 • Complete the Revised NEO Project by the end of the fiscal year.



FINANCIAL INFORMATION AND TECHNOLOGY TRAINING



Status of Goals for FY06

Goal Status To be Continued in

FY07 Provide support for development of HopkinsOne training. On going YES Develop and implement plan for providing support for legacy software users.

Partially complete. NO

Perform review of printed FAT course content, and place on line.

Not complete NO

Design and develop all aspects of ISIS training. Complete YES Equip classroom at Eastern with new computer systems Complete NO Deliver HopkinsOne courses from April to June of 2006. Not Complete YES Recruit, train, and deploy a cadre of “coaches” to assist in initial HopkinsOne training.

Not Complete YES

Integrate Aspen LMS with SiteMinder. Not Complete NO Complete portfolio on-line learning examples. Complete NO Provide support for development of HopkinsOne training. On going YES Develop and implement plan for providing support for legacy software users.

Partially complete. NO

Perform review of printed FAT course content, and place on line.

Not complete NO

Design and develop all aspects of ISIS training. Complete YES This difficult year will be remembered for the challenges that it presented although these are balanced by a sense of triumph and accomplishment. To support the HopkinsOne project, our instructors were required to work off site, and work with unfamiliar people on unfamiliar systems. Despite that difficult and sometimes frustrating assignment, the group performed magnificently earning the praise and the respect of the teams on which they served. Early in the year, there was a measure of uncertainty about whether SAP training would be assigned to the group after the go-live date causing the team to feel uncertain about the future of the group and where we should prioritize our efforts. When the go-live date was to be changed from July 1, 2006 to January 1, 2007, this sense of uncertainty grew. Although we had planned to wind down the teaching of legacy courses, we were obliged to continue to teach them. In addition to their regular duties, the instructors assisted in the development of training materials for the HopkinsOne project. The team rose to the challenge, earning the respect and recognition of the HopkinsOne team. The team spent a large amount of time working with the HopkinsOne team to develop training that will be delivered to the entire Hopkins enterprise. By the end of the year, it was announced that the FITT group would assume responsibility for delivering SAP training after go live. We consider this assignment recognition of the extraordinary efforts and talents of a group working in difficult conditions. Members of



staff who contributed to this effort include Tina Cole, Sandy Adams Doyle, Lisa Finnen, Jason Smith, and Nicole Westrick. One member of our staff deserves very special mention in this report. Administrative work in the background is vitally important yet sometimes unnoticed. Debbie Long has not only managed her job, and, for much of the year, juggled the work of two vacant positions, in our department, but she also has earned the respect of the HopkinsOne team demonstrating her ability as a training administrator. In recognition of her exceptional abilities in this area, the HopkinsOne team plans to assign her as the leading coordinator to ensure the training roll out works smoothly in the three-month period before go live when 11,000 people need to be trained. There were a number of goals that were not accomplished during the year, but all of these “incompletes” can be attributed to changes of plans for reasons outside the control of the group. For example, we had planned to integrate our Aspen Learning Management System with the university’s SiteMinder software. During the year, SumTotal Systems, the vendor of Aspen, announced that it was no longer able to support our version of Aspen, and an upgrade could cost as much as $900,000. We quickly regrouped and decided to license an alternative Learning Management System, KMx, which was the system selected to run HopkinsOne training. Other “incompletes” are attributed to the postponement of the HopkinsOne go-live date. For example, we were to recruit and supply coaches to support the HopkinsOne instructors during the fourth quarter of the year. Once the go-live date was postponed, that requirement obviously became irrelevant. One area of frustration and disappointment was working with General Physics to develop the last of the series of e-learning courses. This vendor has changed staff, and it seems as if they have lost interest in the project. It is fortunate that we have developed the capability to design training software in house more quickly and of better quality than we can using outside vendors. Another success story has been in our now proven ability to design and develop commercial grade e-learning materials. While all the members of the FITT staff have contributed in this endeavor, Joe McSharry and Jason Smith deserve very special mention. We are now viewed as the university’s center where world-class e-learning can be developed rapidly and cost effectively as a direct result of their efforts and creativity. This year also marked the end of our first full year after assuming responsibility for ISIS training. In this endeavor, Nicole Westrick and Jason Smith worked tirelessly to provide a very wide range of options that ensure that end users have the training and support they require in this very important software roll-out. All in all, we believe that the year was a successful one. In a context of uncertainty and ambiguity, the team cheerfully and diligently worked with HopkinsOne team to develop new training software. This was achieved while continuing to run programs to teach the legacy software.



Additional Accomplishments for FY06

Financial Administrative Training • Provided 100 training events in FY06, for 3,330 participants, for a total cost of

$180,765. • Continued development of e-courses with General Physics as a partner. • Updated Accelera-developed e-courses by editing Flash source code. • Developed CD-ROM version of FAT courses for use in places without Internet

access. • Began to upgrade materials by applying standards developed for ISIS project. • Managed the training component of the Internet Student Information System

(ISIS) providing training for 229 participants. • Hired Ning Li as a Program Coordinator in December, 2005 to support the FAT

program. • Worked with the HopkinsOne team to select the KMx Learning Management

System as a replacement for Aspen.

Information Technology Training • Provided 254 training events in FY05, for 739 participants, for a total cost of

$565,404. • Evaluated new vendors and negotiated contracts. • Renewed contract with SystemSource as major provider for IT training. • Hired Kenya Hearn as a Program Assistant in March, 2005, to provide support

for the IT program.

ISIS • Continued to assume responsibility for ISIS training. • Completed e-courses for ISIS project and integrated them into the Aspen

Learning Management System. • Developed a Quick Reference Card for setting up new billing periods in the

Student Billing System. • Completed training in Astra Scheduling system and developed courses. • Updated and maintained ISIS project website. • Designed, developed and delivered web-based training courses. The following

courses are in production or currently being developed: o Departmental Graduate Aid (DGA) o SAS Inquiry o SBS Inquiry

• Developed a series of demonstrations to illustrate ISIS functionality to end users, including: o SMS

Extracting and Printing Letters o SAS

Explore the Student Summary Window o SBS o Explore the Account Summary Window



o Self-Service Viewing Your Account Information Making Payments

• Developed and implemented SSS Functional workshops for every division. Delivered these workshops on-site every two weeks.

HopkinsOne • Provided approximately 3,744 hours of technical assistance to the HopkinsOne

project. • Collaborated with ODD in the design and delivery of Change Management

classes to support the HopkinsOne project. • Collaborated with ODD in the design and delivery of “Nuts and Bolts” Training.

E-Learning Development • Developed e-learning products, including:

o E-learning for the university’s new compensation program o “Podcasts” with scenarios that teach managers to present SAP user roles to

employees o E-Learning product to teach Confidentiality issues to OHS employees o Various games to complement instructor-led activities o Provided commercial-grade sound recording for various projects.

Other • Assisted the university’s Office of Development and Alumni relations to develop

a curriculum for supervisors. • Wrote numerous articles for HR Today. • Established a relationship with Center for Innovation in Quality Patient Care,

which will provide revenue streams to the group in the future. • Developed and delivered training on Confidentiality issues for OHS, which was

complemented by an e-learning tool. • Evaluated Moodle as a potential collaboration and content management tool.

Goals for FY07 Activities for FY07 are focused on ensuring that the training initiative of the HopkinsOne project is a success. The team will have responsibility for training HopkinsOne issues after go-live while the HopkinsOne team assumes responsibility for training before each go-live. The SAP curriculum will need to be revised and enhanced to move from “perfectly acceptable roll out training” to corporate training at the level of other FAT offerings which can be made available long term. Additionally the team is tasked with the design and delivery of all ISIS training prior to and following go-live. The complete list of goals follows:



Goal Rationale Required Resources Priority Provide support as instructors for development of HopkinsOne training.

The FITT team will be responsible for delivery of this training before each go-live.

Instructors will be required to devote the majority of time to the preparation and delivery of this training particularly during the quarter before each module goes live.

1

Support the HopkinsOne team by providing administrative and logistics support prior to go live.

Approximately 11,000 individuals need to be trained before roll-out in January, 2007.

Commitment of all support staff in T&E and probably a cadre of temporary employees.

1

Deliver core courses in SAP after go live.

Team will assume responsibility for training after go live.

FAT trainers and Instructional Technologist plus assistance from HopkinsOne team.

1

Design and develop all aspects of ISIS training.

ISIS roll out is staggered across the various different divisions in a non-uniform fashion. Training needs to be customized.

ISIS trainers and support staff.

1

Deliver HopkinsOne courses from October to December of 2006.

Large numbers of Hopkins staff need to be trained in a short period.

All staff. 1

Provide support to the HopkinsOne staff as coaches.

Instructors recruited by HopkinsOne vary in experience, and they may need assistance.

Limited support because most staff will be engaged as instructors or administrators.

1

Provide opportunities to learn Microsoft Office through on-line learning.

Microsoft Office is a pre-requisite for many SAP user roles.

Acceptance of e-learning and buy-in from stakeholders.

2

Develop e-learning modules to support HR functions, including NEO.

Instructor-led training is expensive and logistics are sometimes challenging.

Acceptance of e-learning and buy-in from stakeholders.

2

Acquire customers and develop e-learning modules to gain revenue for the department.

Providing services will be an additional source of revenue. Additional work will assist in the growth of a multi-talented department.

Acceptance of strategy by key people in leadership positions.

2

Convene an advisory board for IT program.

IT program needs to be revamped with more e-learning options and products to appeal to a broader community of users..

Support by JHU Director of Benefits and the Controller.

2



MANAGEMENT AND STAFF DEVELOPMENT PROGRAM (MSD) CATALOG TRAINING

This graphic provides a display of the course tracks found in the Management and Staff Development program.

The Write Thing: The Plain English

Approach to Business Writing

More ofThe Write Thing: Focus on Reader-Centered Writing

The Write Thing Wrap-Up:

Focus on Grammar and Editing

10 Secrets to High-Impact

Emails, Letters and Reports for

Managers

Proofread Like a Pro

Business Grammar and

Usage for Professionals

Reading Dynamics

The Write Thing Follow-Up:

A Something and a Something Else

Communicating with Others: Your Style

and It’s Impact

Relationship Awareness

Theory: The Key to Better

Communication and More

Productive ConflictSpeak

Like A Pro

Speak Like A Pro II

Assertive Communication: On and Off the

Job

Powerful Communication

Skills for Women

Powerful Listening

Skills

How to Disarm and Defuse Conflict and

Confrontation

Providing Exceptional

Customer Service

Successful Telephone

CommunicationsThe Take-Charge

Assistant

Security Essentials for Front Desk

Professionals

Communicating, Negotiating, and Prioritizing Skills

for Executive Secretaries and Administrative

Assistants

Your Changing Role as an

Outstanding Assistant

Accurate Data Transfer

Success for Supervisors

Performance Management

Through5 Key

Conversations

Employment Law for

Supervisors

Essentials of Communicating with Tact and

Finesse

Managing Workplace Diversity

Basic Supervision

Business Law for

Supervisors

Introduction to Work

Safety and Occupational

Health

A Crisis Management Primer for Managers and Solid

Performers

Coaching for Career Development and Peak Performance

Master Skills of

Mentoring

Course Design and Materials

Development

How to Facilitate

Adult Learning and Development

Administrative Skills for the

ManagerInterpersonal Skills for the

Manager

PersonalSkills for the

Manager

INTERPERSONAL AND GROUP COMMUNICATION SKILLS

Managing Research and

Special Projects

Strategic Planning:A Roadmap for Organizational

Viability

Improving Our Work Processes

CONTINUOUS IMPROVEMENT PROCESS

WRITTEN COMMUNICATION SKILLS

COURSES FOR ADMINISTRATIVE STAFF

The 7 Habits in Action

Effective Time and

Task Management

Conquering Negativity: Creating

Optimism in the Workplace

Permit Me to Introduce

You to Yourself Thinking

Outside the Lines

Getting –and Staying –

Organized

Self-Assured, Relaxed and In

Control for Women

Dealing Effectively

With Troubled

Employees

Life Balance and Stress Reduction Solutions

Cultivating the Power of

Emotional Intelligence

Managing Multiple Priorities

COPING SKILLS FOR THE HIGH-PRESSURE WORKPLACE

SKILLS FOR SUPERVISORS

Leadership Skills Assessment for

Professional Development

Being an Effective Leader

Executive Wisdom:A Workshop for

Leaders on How to Anticipate the

Future and Avoid the Mistakesof the Past

LEADERSHIP SKILLS DEVELOPMENTMANAGEMENT SKILLS

NOT JUST FOR TRAINERS

The Mechanics of Leadership:

Influencing Interpersonal

and Group Outcomes

Eagle Leaders:

Soaring and Leading from

the Inside Out

The Critical Role of

Leaders in JHU’s

Commitment to Diversity

Using Influence in

Organizations: How to Get What You

Need

Certified Professional Managers Program

Improving Our Work Processes

Managing Workplace Violence

Running Exciting and

Effective Meetings

Public vs. Private Communication: Stop Rambling

and Start Connecting!

Supervisory Training Program

MSDLearning

Tree



The MSD catalog training program experienced two major challenges in FY06 which led to a 15% reduction in overall participation rates in the combined catalog and departmental training programs. First, in the fall, the mail services department held the program catalogs in the basement of their 2024 E. Monument Street site for over three weeks causing the cancellation of 50% of the courses scheduled for September due to low enrollment. Next, the Hopkins One training rollout was scheduled to start in May 2006 which meant that no MSD catalog courses could be held in two of the available months, May and June, which usually result in large participation levels. We ended up scrambling to schedule classes for late spring and early summer after we were informed that the SAP rollout training had been delayed. An abbreviated catalog was printed and distributed to staff via broadcast email and announced on the Center website. In spite of these challenges, the programs ended the fiscal year financially sound with a budget surplus of over $90,000 primarily due to a modest increase in the course rate and the addition of the early summer course sections.

FY06 Accomplishments • Held 198 training sessions which includes multiple day courses in this tally. • Ran 90% of the scheduled course sessions with only 20 cancelled, mainly due

to low enrollment. • Achieved attendance in catalog and departmental courses of 3,137. See

additional information on departmental training elsewhere in this report. • Generated service account revenue from catalog and departmental courses

totaling $843,092. • Reduced overhead costs by publishing one full catalog and a one-page flyer. • Extended the spring term into the summer for the first time.

Goals for FY07 • Support the Hopkins One effort by providing staff support during training rollout

and making classroom space available for use. • Revise outdated course materials to achieve a more consistent presentation. • Support the migration to KMX, the new Learning Management System, and

assist with the successful implementation of the system.



GED/ADULT EDUCATION The GED/Adult Education program, developed in cooperation with the Johns Hopkins Hospital, entered its sixth year in FY06. The Hospital’s Office of Community and Education Projects through their Skills Enhancement Program continues to provide adult education to Hopkins staff. In addition to highlighting the program in the MSD catalog, flyers announcing the fall and spring program sessions were created though this year the bargaining units opted to discontinue the practice of including the flyers in staff paychecks. Instead, the flyers were posted in conspicuous areas in the university Facilities Departments and included in the East Baltimore facilities staff newsletter. The program was also advertised at the JHU Benefits Fair. The Hospital staff continues to receive the initial calls from potential program participants, conducted skill assessments, and handled placement in the 12-week class sessions instructed by their staff.

FY06 Accomplishments

• There were 9 Hopkins staff members who completed program courses in FY06. • Training and Education paid the Johns Hopkins Hospital, Office of Community

and Education Projects $4,000 to provide the GED program in FY06.

Goals for FY07

• Increase program enrollment by including an article in the early spring edition of HR Today.

• Schedule meeting with bargaining-unit management to discuss ways to improve program and better meet the needs of Hopkins staff.

• Develop a tracking mechanism to monitor the progress of GED participants to determine high school equivalency exam pass rates.



MSD SUPERVISORY TRAINING PROGRAM The JHU Supervisory Training Program, developed in Spring 2001, continued to grow as it entered its fifth year. The training program is comprised of seven courses that can be completed over a period of eight days. Target participants included newly hired or promoted managers and supervisors identified by the divisional human resources offices. These individuals were sent an invitation to attend the first course in the program.


• Crystal Reports is now being used to track program participants’ progress in completing the required courses. At the end of each term, participants were sent a report indicating the number of courses left to complete the program. A registration form was included to encourage their attendance in upcoming courses.

• To date, nearly 1,200 supervisors/managers have enrolled in the program. In FY06 alone, there were 325 new program participants. An additional 108 have completed all the required courses, bringing the total number of program graduates to nearly 500. Certificates of program completion are being prepared and mailed to participants who completed the program in FY06.

Goals for FY07

• Advertise the program in the Human Resources Today publication. • Crystal Reports will be used to run reports on program participation to be

shared with Deans and Division Chairs by Fall 2007. • Undertake a full scale program evaluation to examine trends, best practices,

and identify areas for improvement as the program. Former participants will be invited to focus groups to discuss the program and share suggestions for possible.



MSD CERTIFIED PROFESSIONAL MANAGERS PROGRAM The Certified Professional Managers Program (CPM), created in Spring 2001, continues to use the training materials developed by the Institute of Certified Professional Managers (ICPM) at James Madison University in Harrisonburg, Virginia. The ICPM sets performance standards for managers worldwide and conducts research in the areas of management, business education, academic assessment and certification. The CPM program consists of three training modules offered over three consecutive days.


• Since its inception, just over 200 mid-level managers have enrolled in the program. There were 73 program participants in the modules in FY06.

• One hundred and four have successfully completed all three modules. Upon completing the program, participants were encouraged to take ICPM’s certification examination and join over 10,000 professionals from 1,600 companies who have been certified through ICPM programs.

• In FY06, 35 individuals completed the program.

Goals for FY07 • Continue to advertise the existence of the program and highlight the program in

HR Today. • Improve the database using Crystal Reports and ASPEN/KMS learning

management software to track program participants progress and report data to Deans and Division Chairs.



MSD PROJECT MANAGEMENT PROGRAM The project management track was piloted in the winter of FY05 at the request of Denise Antinori of the Hopkins IT department. These eight one-day courses, offered in conjunction with the Business and Management Programs of the Community College of Baltimore County (CCBC), provide the instruction required by the Project Management Institute for those interested in becoming certified Project Management Professionals (PMP). The program includes:

• Overview / Managing Project Scope • Project Scheduling • Project Estimating and Budgeting • Forming and Managing the Project Team • Project Monitoring and Control • Contract and Procurement Management • Managing Project Risk • Project Quality Management


• Seventeen project management sessions were offered in FY06. • Over 150 participants attended at least one session. • A number of Hopkins staff members have taken and passed the certification

examination. We are currently awaiting the results from the last assessment.

Goals for FY07 • Continue to advertise the existence of the program and highlight the program in

the T&E catalog and through IT departmental flyers. • Develop a tracking program for enrollment statistics to identify those enrollees

who become Project Management Professionals (PMPs).



MSD DEPARTMENTAL TRAINING

FY06 Accomplishments • Forty-three (43) departmental training courses were offered by request in FY06. • There were a significant number of additional departmental training sessions

developed and delivered to previously underserved Hopkins staff groups, including bargaining unit and faculty.

• The ASPEN Learning Management System was used to allow departmental training groups to register online which significantly reducing the need for Center staff to manually enter this information.

• An OHS Hopkins One team was formed to design courses for intact workgroups and departments who may need training as a result of the SAP implementation. A cross-section of OHS practitioners have been trained to deliver the basic content to be provided.

Goals for FY07

• Continue to partner with those outside of T&E to increase course offerings to intact work groups.

MSD INTERACTIVE MULTIMEDIA TRAINING PROGRAM This is the eighth fiscal year that the Interactive Multimedia Training Program has been in existence.


• CD-ROM training courses were used 19 times in FY06, a slight decrease from FY05. Ten (10) training videos were borrowed during the current fiscal year.

• The business writing series remains most often utilized.

Goals for FY07 • Work with the FITT group to purchase an online learning library to make e-

learning of MSD course content available once the KMX Learning Management System is fully operational.



LEADERSHIP DEVELOPMENT PROGRAM

Over the years, the Leadership Development Program has become a collaborative program of the Office of Human Services with the Offices of Organization Development and Diversity and the Office of the Career Management Program participating to provide instruction in a variety of courses. Also, there are three distinct “tracks” that provide focus to the efforts to address different populations. The Leadership Development Program (LDP) at Johns Hopkins University saw its tenth successful year. This program is the foundation of T&E’s efforts to address the needs of senior leaders, and it remains the main focus of the leadership program. This year, for the seventh time, three internal staff members taught the FOUNDATIONS course. Richard (Dick) Kilburg, who directs the Office of Human Services, led the instructor team, which included Linda Dillon Jones and Geno Schnell. Wanda King taught the Leadership Skills Assessment for Professional Development course. Debbie Sampson taught the Goal Setting and Using Leadership Coaching courses. Another version of the JHU LDP program designed to mirror the content of the university’s FOUNDATIONS course and LDP series is offered to physicians and

The LDP

Leadership FOUNDATIONS

The Critical Role of Leaders in JHU’s

Commitment to DiversityConversations on

LeadershipLeadership Track of the Management and Staff Development Catalog

FLEX Talk

Public vs. Private Communication

Being An Effective Leader

The Mechanics of Leadership The Critical Role of Leaders in JHU’s

Commitment to Diversity

ExecutiveWisdom

Leadership Skills Assessment

For Those New to Hopkins

Participants can volunteer, but the participation of new comers

is also solicited by ODD

Leadership Skills Assessment

Senior Leadership Transitions

ManagingChange

Coaching for Career Development and Peak Performance

The Leadership Development Program

Using Influence in Organizations

Participants can register for LDP Track Courses via the MSD catalog

Participants enter the LDP by Nomination from their Dean



administrative staff who run clinical offices. This program has evolved into a series of multiple day off-site retreats to become an important part of the JHM Faculty and Administrator Leadership Development Program.

FY06 Accomplishments Last year, 32 people attended the basic FOUNDATIONS course in the JHU LDP, and 29 people attended the FOUNDATIONS course which was offered as a retreat in the JHM LDP. The current plan is to continue to offer these courses in this way each year. Over the past nine years, 280 people have participated in the basic Johns Hopkins University Leadership Development Program. Taken altogether, the Leadership Development Program taught 35 training events (some of which were held for multiple days) in FY06, for 500 participants, for a total cost to Staff Development Remission of $225,982.

Goals for FY07 The Office of Human Services staff has established a series of bi-weekly meetings to discuss the ongoing work of the program and the direction the program should take in the future. Ongoing goals include:

• The desire to move new staff into training roles within the Leadership Development Program.

• Expand the program to include a broader variety of course offerings related to the developmental needs list which has been generated through group leadership skills assessment testing.

• Continue to work to get the right people nominated to attend the basic leadership FOUNDATIONS course.

• Attract Leadership Development Program completers into the additional course work of the LDP program.

• Attract senior leaders who are new to the Hopkins environment to attend the Senior Leadership Transitions course.

• Add additional course work related to coaching and supervision to the Leadership Track.

• Continue to develop leadership coursework which can be taught by request at department-level faculty retreats.



FACULTY DEVELOPMENT PROGRAM

Current Activity In the past, the term “Faculty Development” has been used to describe those seminars related to teaching and learning designed to support and encourage faculty as they pursue excellence in their various roles of teaching, research and service, along with the professional goals of scholarship, promotion, and tenure. However, this year a number of requests were received to provide faculty development for departmental groups. Planning is ongoing with several departments in the School of Medicine, and once again T&E was asked to provide a series of seminars for the Women’s Leadership Council of the School of Medicine. T&E collaborated with a committee of senior faculty women to design a professional development program for senior women in the school, using basic MSD coursework. When the courses these groups select are from the Management and Staff Development program, the data for those sessions is reported under MSD.

Goals for FY07 The recent creation of an Assistant Dean for Faculty Development position in the School of Medicine signaled that the school was ready to begin developing its faculty in a more formal way. The hiring of Lisa Heiser, who was formerly the Program Director of the Career Management Program in the Office of Human Services, was a welcome announcement. Lisa’s previous relationship with T&E and her understanding of its programs has already paid the dividend of having increased interest from departments within the School of Medicine for faculty development efforts. For the coming year, our goal is to continue to build this program slowly, in collaboration with our colleagues from Organization Development and Diversity, by responding appropriately to requests from division and department-level groups.



CODING TRAINING FOR THE INTERNATIONAL CLASSIFICATION OF DISEASES

Current Activity This is the tenth year since the program’s inception. Mr. George Alex of UCG Information Services, LLC, continues to be the sole instructor for this program. The program continues to rely on a web site designed by Mr. Alex’s private company, Iatro, with pre-tests, study exercises, and post-tests for each of these individual days of training, to supplement classroom instruction. In 2003, we reduced the program from a 22-day series to an 11-day series of sessions as a cost-saving measure and to recognize the value of the online instruction. Over the past few years, the number of university employees who need these courses has been on the decline, as T&E caught up with the back log demand that the program initially created. However, the demand for the program has increased, and we are considering offering a second set of sessions each year to reduce the number of people who are on the wait list, and the time an individual must wait before training is available. To meet the immediate need, we have moved the sessions from a 25 person classroom into the auditorium at Eastern. Professional Coding for the Medical Specialties training taught 15 training events in FY06, for a total of 286 participants. This program is paid for on a General Fund account, so no cost is charged to Staff Development Remission; however, a daily rate of $270 has been determined so that we can make that charge to “No Shows”. Using this rate, in FY06, T&E provided $77,220 (this figure includes the portion of the overhead which is paid by Billing and Coding training).

FY06 Accomplishments Twelve people completed all 12 modules of this program and received a Certificate of Completion through UCG. They are now prepared to take the Coding Certification examination through the American Academy of Professional Coders.

Goals for FY07 Demand for this program is once again on the increase. In the past, additional sections of courses have been added when a sufficient wait list existed to justify them. For fiscal year 2007 two sessions of modules 1 – 5 will be offered, since they are the core foundation of this program and the demand for these modules is higher.



TECHNICAL WORKSHOPS FOR LABORATORY EXCELLENCE

Current Activity There are two vendors that provide the Laboratory Excellence training:

• The Positive Laboratory Practices courses are taught by Baltimore City Community College using local instructors in our T&E facilities.

• The Cell Culture Laboratory Training and Technical Training in Molecular Biology tracks are taught by the Biotechnical Institute of Maryland. Dr. Tim Fawcett manages the program. Dr. Sue Penno of the Cell Culture Lab of the Genetic Resources Core Facility of the School of Medicine, who has been a strong supporter of this program over the years, is on leave as a missionary in Africa, so this may affect our ability to provide the Cell Culture courses that she typically teaches over the next year.

The number of employees who can attend this program has decreased slightly because we are limited to the number of sessions we can schedule, and adding additional sessions is difficult. Employees beyond the number that will fit in the lab are added to the wait list for future sessions.

FY06 Accomplishments The Laboratory Excellence program taught 12 training events (some of which reflect multiple days) in FY06, for a total of 115 participants. This program is paid for on a General Fund account, so no cost is paid by Staff Development Remission; however, a daily rate of $270 has been determined so that we can make that charge to “No Shows”. Using this rate, in FY 06 T&E provided $68,715 (this figure includes the portion of the overhead which is paid by Laboratory Excellence training).

Goals for FY07 • A four-day Cell Culture class will be held in July of 2007. This training was

added because participants were interested in having more laboratory time available to support their study.

• This program continues to have a steady following. We have occasionally added sessions when the wait list warrants an additional group.

• T&E continues to get occasional requests for centralized Good Clinical Practices training, but since general funds are in short supply, no additions to this program have been made in the recent past.



SUMMARY STATISTICS FOR ALL PROGRAMS The following section provides summary statistics for all programs by various demographic variables. The following tables were set up to mimic the payroll system from which Aspen pulls employee data. The “Other” category is listed in payroll as “Other/Caucasian”.

T&E’s Summary of Classes for FY05

TRAINING PROGRAM

SCHEDULED

COMPLETED

CANCELED COMPLETION

RATE New Employee Orientation 37 37 0 100% Financial Administrative Training (FAT) 135 100 35 74% Information Technology (IT) 408 254 154 62% Internet Student Information System (ISIS) 33 28 5 85% Management and Staff Development (MSD) 198 178 20 90% Leadership Development Program (LDP) 38 35 3 83% Professional Coding for Medical Specialties (CODE) 18 15 3 83% Laboratory Excellence (TECH) 14 12 2 86%

TOTALS 881 659 222 75% Note: The high rate of cancellation in the IT area exists because in order to offer a broad range of courses, we schedule multiple days of training in the Aspen LMS which participants may or may not elect to attend.

T&E Participation from FY02-FY05

TRAINING PROGRAM

FY03

FY04

FY05

FY06 FAT 1,925 2,414 1,498 880 e-courses 2,183 2,321 2,018 2,450 IT 1,881 1,432 935 739 ISIS* N/A N/A 163 229 MSD 3,723 3,535 3,912 3,137 LDP† 149 404 350 500 CODE 188 316 340 286 TECH 185 141 144 115

TOTALS 10,234 10,563 9,360 8,336 *ISIS data was only kept in the Aspen LMS for part of the year, after it moved from HITS to T&E. †For FY04, LDP data is comprised of the LDP program and the courses from the MSD catalog, under the LSDP track.



T&E’s Location Usage by Event LOCATION NEO FAT IT ISIS MSD LDP CODE TECH TOTAL % USED

Attronica 3 3 0% Belmont Conf. Ctr. 2 2 0% BioTechnical Inst. 10 10 2% E Monument 2-1001 1 5 2 8 E Monument 2-1002 25 44 2 71 E Monument 2-1007 16 10 26

16%

Eastern A120 2 4 6 Eastern B101 1 35 6 7 49 Eastern B102 12 18 31 13 8 82 Eastern B103 14 1 15 Eastern B104 27 36 14 77 Eastern B105 37 7 2 46 Eastern C150 3 3

42%

System Source 158 158 24% Other Locations 40 12 44 7 103 16%

TOTALS 37 100 254 28 178 35 15 12 659 100% Note: T&E classroom space is regularly borrowed for use by other JHU groups, and frequently by community groups.

Financial Administrative Training Program (FAT) Usage by Division ORGANIZATION EMPLOYEES ENROLLMENT VALUE VALUE %

Academic Centers and Support Services 37 121 $3,915 2% Bloomberg School of Public Health 120 484 $27,810 15% Clinical Services 16 61 $675 0% Health Divisions Administration 24 76 $2,295 1% Homewood Student Affairs 19 63 $5,130 3% JHU Press 1 3 $0 0% Peabody Institute 12 16 $135 0% SAIS – Bologna 2 2 $0 0% SAIS – DC 31 62 $945 1% School of Arts & Sciences 53 193 $15,120 8% School of Engineering 51 177 $15,390 9% School of Medicine 355 1,347 $66,825 37% School of Nursing 16 47 $2,835 2% SPSBE 25 87 $3,915 2% University Administration 122 556 $33,615 19% Unknown 9 35 $2,160 1%

TOTALS 893 3,330 $180,765 100%



Information Technology Training Program (IT) Usage by Division ORGANIZATION EMPLOYEES ENROLLMENT VALUE VALUE %

Academic Centers & Support Services 25 49 $37,890 7% Bloomberg School of Public Health 38 66 $70,630 12% Clinical Services 29 52 $16,710 3% Health Divisions Administration 10 16 $11,640 2% Homewood Student Affairs 16 25 $12,250 2% JHU Press 3 5 $4,050 1% Peabody Institute 12 24 $48,254 9% SAIS – DC 30 42 $14,390 3% School of Arts & Sciences 35 64 $44,090 8% School of Engineering 23 46 $35,620 6% School of Medicine 122 178 $122,590 22% School of Nursing 1 1 $340 0% SPSBE 19 33 $24,930 4% University Administration 93 133 $120,830 21% Unknown 4 5 $1,190 0%

TOTALS 460 739 $565,404 100%

Management and Staff Development Program (MSD) Usage by Division ORGANIZATION EMPLOYEES ENROLLMENT VALUE VALUE %

Academic Centers & Support Services 106 209 $56,192 7% Bloomberg School of Public Health 204 388 $98,442 12% Clinical Services 118 293 $90,608 11% Health Divisions Administration 39 69 $19,158 2% Homewood Student Affairs 26 47 $12,342 1% JHU Press 20 32 $7,992 1% Peabody Institute 8 14 $4,200 0% SAIS – DC 13 23 $6,800 1% SAIS – Nanjing 1 1 $300 0% School of Arts & Sciences 60 121 $33,700 4% School of Engineering 39 79 $26,408 3% School of Medicine 562 1,129 $298,075 35% School of Nursing 51 73 $13,442 2% SPSBE 38 57 $19,150 2% University Administration 260 545 $142,008 17% Unknown 20 57 $14,275 2%

TOTALS 1565 3,137 $843,092 100%



Leadership Development Program (LDP) Usage by Division ORGANIZATION EMPLOYEES ENROLLMENT VALUE VALUE %

Academic Centers & Support Services 12 17 $7,798 3% Bloomberg School of Public Health 40 48 $23,260 10% Clinical Services 25 37 $16,166 7% Health Divisions Administration 16 30 $13,944 6% Homewood Student Affairs 2 2 $760 0% JHU Press 3 4 $1,330 1% Peabody Institute 3 5 $2,536 1% SAIS – Bologna 1 1 $1,396 1% SAIS – DC 1 1 $380 0% School of Arts & Sciences 5 10 $5,262 2% School of Engineering 3 6 $3,106 1% School of Medicine 115 226 $92,982 42% School of Nursing 4 7 $4,502 2% SPSBE 6 12 $6,658 3% University Administration 48 71 $33,654 16% Unknown 10 23 $12,248 5%

TOTALS 294 500 $225,982 100%

Professional Coding for Medical Specialties Program (CODE) Usage by Division ORGANIZATION EMPLOYEES ENROLLMENT VALUE VALUE %

Bloomberg School of Public Health 4 34 $9,180 12% Clinical Services 25 65 $17,550 23% Health Divisions Administration 1 3 $810 1% School of Medicine 52 164 $44,280 57% University Administration 2 13 $3,510 5% Unknown 5 7 $1,890 2%

TOTALS 89 286 $77,220 100%

Laboratory Excellence (TECH) Usage by Division ORGANIZATION EMPLOYEES ENROLLMENT VALUE VALUE %

Academic Center & Support Services 2 2 $270 0% Bloomberg School of Public Health 6 11 $7,560 11% Clinical Services 1 1 $810 1% School of Engineering 3 4 $3,240 5% School of Medicine 61 97 $56,835 83%

TOTALS 73 115 $68,715 100%



T&E’s Enrollment by PCN PCN CATEGORY FAT IT ISIS MSD LDP CODE TECH TOTALS VALUE %

1 Faculty 39 7 1 62 92 2 203 6% 2 Administrative Officers and Deans 2 3 1 7 13 0% 3 Senior Staff 215 132 57 505 117 9 3 1,038 29% 4 Exempt Support Staff 147 60 22 233 21 4 12 499 14% 5 Fellows & Student Positions 4 9 1 1 8 23 1% 6 Non-Exempt Support Staff (Clerical) 422 204 73 553 44 68 2 1,366 39% 7 Non-Exempt Support Staff (Tech) 58 50 4 96 3 2 46 259 7% 8 Craft & Service Staff (Bargaining Unit) 87 9 96 3% 9 Retirees 0 0%

Non-JHU 6 4 19 5 34 1% TOTALS 893 460 157 1,565 294 89 73 3,531

T&E’s Enrollment by Employment Status EMPLOYMENT STATUS FAT IT ISIS MSD LDP CODE TECH TOTALS VALUE %

Full Time (xx1) 872 453 155 1,533 284 83 69 3,449 99% Part Time (xx4) 8 1 4 1 14 0% Limited (xx3) 1 2 3 0% Casual (xx6) 4 1 1 6 0% Temporary (xx7) 2 1 8 1 1 3 16 0% Retired 0 0% Non-JHU 6 4 19 9 5 43 1% TOTALS 893 460 157 1,565 294 89 73 3,531 100%

T&E’s Enrollment by Race / Ethnicity RACE / ETHNIC FAT IT ISIS MSD LDP CODE TECH TOTALS VALUE %

Black 226 112 23 493 40 50 16 960 27% Asian 52 29 6 64 9 2 15 177 5% American Indian 2 2 2 1 7 0% Hispanic 21 9 3 30 5 1 4 73 2% Other 588 304 125 953 230 31 38 2269 65% Unknown 4 4 23 9 5 45 1% TOTALS 893 460 1353 1,565 294 37 4602 3,531 100%

T&E’s Enrollment by Gender GENDER FAT IT ISIS MSD LDP CODE TECH TOTALS VALUE %

Male 178 123 25 355 97 5 20 803 23% Female 715 337 132 1,210 197 84 53 2,728 77% TOTALS 893 460 157 1,565 294 89 73 3,531 100% Please note: Training and Education had 3,531 individuals attend 8,336 days of training in FY06.



EDUCATIONAL ASSISTANCE PLANS TUITION REMISSION PLAN

Status of Goals for FY06 • The goal to continue talking with employees about JHU’s educational benefits

was met primarily via telephone communication initiated by employees. However staff did submit three articles about the program to the Administrative Bulletin and HR Today.

• An annual journal voucher cut-off schedule--versus the 1st and 2nd closing schedule currently provided to the academic divisions submitting journals to T&E—was not developed as planned. However, such a schedule will be considered for FY 08 after staff has worked with the HopkinsOne’s tuition components for a full 6 months.

• The goal to have EAP staff participate in advanced ISIS and Paradox training also was not pursued. As more HopkinsOne meetings were attended by the EAP manager, it became evident that greater emphasis was needed on Access and Excel training.

Programs Covered

• Payment allowances are for part-time study and cover the courses offered through JHU's continuing education units of the academic divisions and CTY. The program is available to employees, spouses and dependent children. Department offerings, such as those offered by the Athletic Center and the Career Institute, are not covered by the Tuition Remission Plan.

Program Cost / Participation

• Employees participated at a cost of $7,314,579 ($7,902,680 for FY05). The cost for spouses and dependent children was $460,790 ($537,620 for FY05).

• During the Fall 2005 and Spring 2006 semesters, 2,427 and 2,286 employees participated in the program. For Fall 2004 and Spring 2005 the numbers were 2,488 and 2,337. This represents a slight decrease.

• Participation for spouse and dependent children participants for Fall 2005 and Spring 2006 were: 63/147 and 50/20, respectively. For Fall 2004, the figures were 111 (spouses) and 89 (dependent children).

• While costs were down across both the employee and dependent categories, the School of Medicine--still behind SPSBE, A&S and Public Health in terms of the total receipt of remission dollars—received approximately more remission dollars in FY06 than in FY05, from $734,017 in FY05 to $929,745 in FY06.



Observations • Participation in the Tuition Remission Plan continues to be higher during the fall

semester. • Costs and participation were down for the first time in five years. The decline

may be tied to the HopkinsOne initiative involving a significant number of JHU employees.

• Employees express frustration generally over two issues: 1) that as tuition rises, Tuition Remission can pay for fewer credit courses. 2) that the program does not benefit employees who want to pursue courses not available at JHU and 3) some employees are unable to meet the Admissions criteria at the academic division of their interest.

• ISIS training may be more important than first thought for EAP staff who should understand how the tuition and remitted amounts will be derived from ISIS and uploaded into the HopkinsOne tuition remission component.

Goals for FY07 • A continuing goal is to make sure employees have up-to-date information about

JHU’s educational assistance program. Toward achieving this goal the EAP manager will: 1) try to negotiate with NEO manager Wanda King for time to present on the EAP; 2) write a minimum of 6 in-depth articles for the Administrative Bulletin and 3) hold as many as 4 information sessions per year. These may be the best ways to ensure that employees receive accurate, direct and timely information about JHU’s educational programs.

• Another goal is to work with the T&E Program Coordinator and Instructional Designer to produce and post to the web tuition remissions form that combine data elements from the current tuition remission plan application and dBASE III tuition remission voucher.

• A third goal is to have the tuition remission databases as close to completion for the Summer / Fall 2006 semester prior to December 31, 2006. This will require working closely with the Business Offices to ensure that all Summer / Fall 2006 vouchers are received no later than October 31, 2006.

• Staff also will be asked to participate in training to build and develop their Microsoft Office skills as they will need these skills and abilities both to successfully complete the HopkinsOne roll-out training and to successfully generate customized and ad-hoc reports.



TUITION GRANT PLAN


• As planned, new hire Kathleen Ruth was trained and quickly assumed responsibilities of the Training and Education Program assistant position effectively coordinating daily activities.

Programs Covered • The Plan covers full-time undergraduate tuition and universal mandatory

academic fees for dependent children of full-time employees with at least 2 years of continuous employment. Retirees’ dependent children and those of employees’ same sex domestic partners also may participate. A completed JHU Affidavit of Marriage/Same-Sex Domestic Partnership is required from employees with same-sex domestic partners. Employees participating in the plan on behalf of their same sex domestic partners are taxed on the value of the benefit.

• Fifty percent (or 100% for both employees/parents) of tuition, up to ½ the Hopkins' freshman undergraduate tuition, is covered at any degree-granting, accredited institution. The program limits dependent children to a total of four years of full-time study. Room and board, part-time and graduate studies and optional fees are not eligible.

• Beginning fiscal year 2006, two policy changes were implemented. The first allowed students receiving full tuition scholarship support from other sources other than JHU for the entire academic year (fall and spring) to participate in the Tuition Grant Plan for summer and/or mini sessions. Previous to the change, dependent children had to participate in the program for the entire academic year and then could qualify for tuition payments for the following summer. The second change lowered the eligibility age to 23. In previous years (2004) the maximum age was as high as 26. This change was due to a change in federal policy.

• The maximum allowance for fiscal year 2006 was $15,810 for one eligible parent (employee) and $31,620 if two eligible parents (employees) were eligible.

Participation • One thousand one hundred and fifty-one (1,151) employees participated in the

Tuition Grant Plan during both the fall and spring semesters of Fiscal Year 2006. Fall 2004’s and Spring 2005’s figures were 1,371, (16% more) and 1,128 (2% less), respectively.

• Eighty-two (82) families received 100% (versus the maximum allowance) support during fiscal year 2006. Nine (18 employees) of the 82 families received 100% support for two dependent children and one family (2



employees) received 100% support for three dependent children (for a total of $94,860).

• A total of 42 dependent children received the maximum allowance of $15,810 during Fiscal Year 2006.

• Consistent with previous years, faculty (1xx) outnumbered all other categories of PCNs followed by senior (3xx), clerical (6xx) and administrative (4xx) staff. Bargaining unit members and retirees continue to have the smallest numbers.

Program Cost • FY06 costs charged to the academic divisions totaled $12,900,985, an increase

of about 17% from FY05 costs of $11,006,889. The FY06 amount included $130,000 for Summer 2006 payments and $90,000 for additional fall and spring payments and for winter mini sessions payments.

Observations • Employees continues to express appreciation that: 1) Dependent children are

allowed to attend many different degree-granting accredited institutions within and outside the country including two year colleges; and 2) The process generally requires employees to complete the application only one time in a given year.

• Employees would however appreciate notification of JHU’s disbursed payments to colleges and universities. This may become possible beginning Spring 2007 when the tuition components of HopkinsOne are implemented.

• EAP staff continue to receive calls from parents who want information protected from spouses. Because the volume of these calls remains low, it appears unnecessary at this time to ask senior management to consider approving a formal policy that restricts tuition grant information to the employee participating. Instead restrictions will continue to be placed on information at the employee’s request.

• While the Appeals Process led to one of the policy changes referenced earlier, it has required staff to spend additional time explaining the 1) Appeals Process to the employee; 2) Employees’ issues to the Director of Benefits; and 3) the Appeals Committee’s findings to the employee. On the whole, the process required staff to remain engaged in an employee’s tuition grant concern for far longer periods of time.

• As Training and Education was encouraged to contain issues within its office, the expectation is that staff will spend fewer hours on appeals issues. This may be a significant and timely change given the university’s transition to HopkinsOne in January 1, 2007.

Goals for FY07 • One priority will be to discern how best to prepare the Tuition Grant program for

transition to the new system. Some consideration will be given to requesting



that colleges and universities provide tuition and universal mandatory fee in advance of their add/drop periods to allow JHU to make as many payments as possible prior to January 1, 2007.

TUITION REIMBURSEMENT


• The goal to reduce the turn-around time for reimbursements to staff participating in the program remains ongoing.

Programs Covered

• Two Tuition Reimbursement Plans are available: The Tuition Reimbursement Plan for Bargaining Unit Staff and the Tuition Reimbursement Plan for Faculty and Staff in Outlying Areas (outside Baltimore and Washington metropolitan areas).

• The Bargaining Unit Plan provides $500 per calendar year for successfully

completed credit and non-credit courses (not available at JHU). The faculty and staff plan provides $5,250 for credit courses. The program does not cover non-credit courses and also is not available for family members.

Participation

• All eligible categories of full-time employees participated in the program for a total of twelve participants: 4 senior; 3 administrative; 1 clerical; 2 technical clerical; and 2 bargaining unit members. Considerably fewer employees, by 45%, participated in the program compared to the previous year’s participation of 22.

Costs and Cost-Effectiveness • The cost for the program was $30,702.74. This number reflects a decrease of

more than 37%. Annual program costs continue to come in under $50,000 with a low of $26,365 (FY04) and a high of $48,807 (FY05).

Observations

• Through the Tuition Reimbursement Plan, the university continues to ensure equity of educational benefits for employees. While the program also covers certain mandatory fees, unlike the Tuition Remission Plan, the programs continue to represent a low cost to the university.



• Reimbursement continues to be made across the PCN categories and generally within four weeks. Clerical and bargaining unit staff continue to have lowest participation rates and bargaining unit staff continue to have the lowest reimbursement amount.

• Considerable time still is spent following up with participants about the need for legitimate invoices versus statements of accounts.

• After discussion w/ HopkinsOne’s Christine Russell, it appears that there are plans to go live with the Tuition Grant and Tuition Remission components of SAP. However, it is not clear if SAP also will be used to track the Tuition Reimbursement Plans. If this is possible, all educational programs administered by T&E will be tracked using SAP.

Goals for FY07 • One goal will be to obtain from HRIS a list of employees who live and work in

outlying areas and provide to the listed employees a friendly reminder letter that clearly addresses the: 1) process for participating in the Tuition Reimbursement Plan for Faculty and Staff in Outlying Areas and 2) the necessary documents that are considered acceptable to participate in the plan.

STAFF DEVELOPMENT REMISSION

Status of Goals for FY05 • Sufficient resources were obtained for the program while staff continued

working to foster a better understanding of the program among JHU employees.

Programs Covered • The Staff Development Remission budget (9000-Z02-0039-0200) funded the

Financial and Information Technology Training Program, Management and Staff Development Program, and Leadership Development Program.

Costs and Cost-Effectiveness • The cost for the three programs totaled $1,768,067, down from $1,811,767

from the previous year. Of that amount $928,639 funded the MSD program; $262,966 funded the Leadership Development Program and $576,462 funded the IT training program (in the FITT area). In all cases (with the exception of the IT area) program costs slightly exceeded the credits received (from the SDR budget and department charges for “No Shows”). Credits across the program totaled $922,717.

• Prior year surpluses offset the difference between expense and credits for the MSD and LDP programs. While IT program credits ($596,464) were greater than program costs ($576,462), IT’s end of year bottom line was -$13,000.



• Total credits across the programs areas was $1,772,759 and of this amount approximately 5% ($75,867) came from department credits (the majority of which were for failure to attend training).

Observations • The policy of charging department budgets for employees who register for

courses, but fail to attend or cancel with the required five days’ notice, continues both to provide funding for the program and to keep non-attendance rates down.

Goals for FY06 • The continuing goal is to foster an in depth understanding of policy and

procedures among JHU employees. • Another goal is to ensure that new hire Kathleen Ruth is thoroughly trained in

the responsibilities of coordinating the payment process for Staff Development Remission programs.

The History and Background of the Center for Training and Education can be found at our website at http://training.jhu.edu.

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