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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 FY04 2

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

FY04 Accomplishments ............................................................................................................................... 4 Costs and Cost-Effectiveness...................................................................................................................... 4 Goals for FY05............................................................................................................................................. 4

Financial Information and Technology Training..................................................................5

FITT Staff Changes ..................................................................................................................................... 7 Status of Goals for FY04 ............................................................................................................................. 7 Additional Accomplishments for FY04......................................................................................................... 8 Goals for FY05............................................................................................................................................. 9

Management and Staff Development Program (MSD) Catalog Training..........................11

FY04 Accomplishments ............................................................................................................................. 12 Goals for FY05........................................................................................................................................... 12

GED/Adult Education .......................................................................................................13


MSD Supervisory Training Program.................................................................................14


MSD Certified Professional Managers Program...............................................................15


MSD Departmental Training.............................................................................................16


MSD Interactive Multimedia Training Program.................................................................16


Leadership Development .................................................................................................17


Faculty Development Program.........................................................................................21

Current Activity........................................................................................................................................... 21 Goals for FY05........................................................................................................................................... 21

Coding Training for the International Classification of Diseases ......................................22

Current Activity........................................................................................................................................... 22 Goals for FY05........................................................................................................................................... 22



Technical Workshops for Laboratory Excellence .............................................................23Current Activity........................................................................................................................................... 23 Goals for FY05........................................................................................................................................... 23

Summary Statistics for All Programs................................................................................24

T&E’s Summary of Classes for FY04 ........................................................................................................ 24 T&E Participation from FY01-FY04 ........................................................................................................... 24 T&E Enrollment by Location ...................................................................................................................... 25 Financial Administrative Training Program (FAT) Usage by Division........................................................ 25 Information Technology Training Program (IT) Usage by Division............................................................ 26 Management and Staff Development Program (MSD) Usage by Division................................................ 26 Leadership Development Program (LDP) Usage by Division ................................................................... 27 Professional Coding for Medical Specialties Program (CODE) Usage by Division................................... 27 Laboratory Excellence (TECH) Usage by Division .................................................................................... 27 T&E’s Enrollment by PCN.......................................................................................................................... 28 T&E’s Enrollment by Employment Status.................................................................................................. 28 T&E’s Enrollment by Race / Ethnicity ........................................................................................................ 28 T&E’s Enrollment by Gender ..................................................................................................................... 28

Educational Assistance Plans ..........................................................................................29 Tuition Remission Plan.....................................................................................................29

Status of Goals for FY04 ........................................................................................................................... 29 Programs Covered..................................................................................................................................... 29 Participation ............................................................................................................................................... 29 Program Cost............................................................................................................................................. 29 Adjustments ............................................................................................................................................... 30 Observations.............................................................................................................................................. 30 Goals for FY05........................................................................................................................................... 31

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

Status of Goals for FY04 ........................................................................................................................... 32 Programs Covered..................................................................................................................................... 32 Participation ............................................................................................................................................... 33 Program Cost............................................................................................................................................. 33 Observations.............................................................................................................................................. 33 Goals for FY05........................................................................................................................................... 34

Tuition Reimbursement ....................................................................................................35

Status of Goals for FY04 ........................................................................................................................... 35 Programs Covered..................................................................................................................................... 35 Participation ............................................................................................................................................... 35 Costs and Cost-Effectiveness.................................................................................................................... 35 Observations.............................................................................................................................................. 36 Goals for FY05........................................................................................................................................... 36

Staff Development Remission ..........................................................................................37

Status of Goals for FY04 ........................................................................................................................... 37 Programs Covered..................................................................................................................................... 37 Costs and Cost-Effectiveness.................................................................................................................... 37 Financial and Information Technology Training Programs........................................................................ 37 Management and Staff Development Program ......................................................................................... 37 Leadership Development Program............................................................................................................ 37 Observations.............................................................................................................................................. 38 Goals for FY05........................................................................................................................................... 38



ANNUAL REPORT NEW EMPLOYEE ORIENTATION

FY04 Accomplishments • The New Employee Orientation Program saw a seventh successful year with

1,207 new staff members participating in the program. • The overwhelming majority, 1,005 (83%) of participants came from the East

Baltimore campus, which includes the Schools of Medicine, Nursing, and Hygiene and Public Health. The remaining 202 (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.

• The orientation program increases the participants’ knowledge of the history, structure, resources and services, university policies and procedures, and benefits. The program continues to be well received by participants as evidenced by the positive feedback received at the end of each session.

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 FY98 thru FY04 and costs per participant are listed below.

FY98 FY99 FY00 FY01 FY02 FY03 FY04 EXPENSES $43,902 $46,197 $48,035 $49,059 $49,733 $48,272 $46,195 # PARTICIPANTS 736 1,205 1,330 1,436 1,421 1,350 1,207 $/PARTICIPANT $57.54 $38.34 $36.12 $34.16 $35.00 $35.76 $38.27

Goals for FY05 • Work with the School of Medicine to ensure that information required by

JCAHO is included in the orientation. • Review and update program material and content to keep it current and useful. • Identify web pages and other low cost alternatives to the volume of printed

material provided to each participant. • Explore the possibility of developing a web-based version of the orientation

program for new staff and faculty who cannot attend the regularly scheduled sessions.



FINANCIAL INFORMATION AND TECHNOLOGY TRAINING



FITT Staff Changes • Kevin Kobylski resigned as Associate Director of T&E to take a position at

HopkinsOne in March 2004. • Louis Biggie was hired as Associate Director of T&E in June 2004. • Maxine Given resigned as Training Specialist to take a position at HopkinsOne

in December 2003. This position was converted to an Instructional Designer/Instructional Technologist position, which is still open.

Status of Goals for FY04

FY04 Goal

Status

Comments

To be continued in FY05?

Complete implementation of the WebConnect self-service function of the Aspen LMS.

Complete System is running. Some issues still need adjustment.

YES

Introduce online IT training that can be tracked by the Aspen LMS and in such a way as to comply with all Staff Development Remission policies and practices.

Architecture for e-Courses complete using Sharable Content Object Reference Model (SCORM).

We are looking for vendors that supply SCORM-conformant off-the-shelf courses.

YES

Complete negotiations with the HopkinsOne PMO to determine FITT’s role in ERP training and, assuming FITT will manage HopkinsOne training.

Complete After the initial SAP roll-out FITT plans to assume responsibility for ongoing HopkinsOne training for the university.

NO

Through the ERP Vendor Solution Demonstration Lab process, evaluate and submit recommendations on which ERP vendor’s LMS best suits Hopkins’ needs.

Complete SAP selected as vendor for ERP. FITT will continue to evaluate the LMS.

NO

Working with the JHED support team, create training accounts in JHED to support the instruction of applications (such as AFI and GroupWise) that utilize JHED authentication.

Completed NO

Formulate a Financial Administrative Training instruction risk management strategy and cross-train FAT Instructors to mitigate the risk.

Completed NO

Develop and implement the Monthly Account Management II course and the Account Management Tools: AINQ and AFI course.

Completed YES



FY04 Goal

Status

Comments To be

continued in FY05?

Identify all FAT courses that contain instructions for connecting the mainframe and replace the current instructions with instructions for the new HIP (Host Interface Protocol) mainframe connectivity protocol.

Completed for PC. No MAC version of HIP. (Telnet instructions are still required for MAC users

NO

Working with GPeLearning and JHU subject matter experts, complete the Introduction to Sponsored Projects ecourse, three additional ecourses, and the Knowledge Assessments for all existing ecourses and the Introduction to JHU Financial System ecourse.

Completion status of ecourses: Intro to SP (100%), Budget Development (80%), Closeout Procedures (60%), Proposal Prep (20%), Petty Cash (25%). Knowledge Assessments are not complete.

Petty Cash is on hold pending process review by Accounts Payable.

YES

Implement the Introduction to JHU Financial Systems ecourse.

Completed NO

Complete and implement the Eight Steps to Make a Purchase at JHU online decision aid.

Not completed New procedures require new analysis and specification of content.

NO

Additional Accomplishments for FY04

• Established processes and procedures for developing e-courses with General Physics as a partner.

• Defined a new position, which is still open, for an Instructional Designer/Technologist.

• Updated Accelera-developed e-courses by editing Flash source code. • Provided technical assistance to the HopkinsOne project. • Training specialists (Tina Cole, Sandy Doyle, and Lisa Finnen) assumed

responsibility for teaching the policy-related classes after the departure of Maxine Given. This involved mastering the content and the materials, as well as class preparation and delivery.

• Performed a pilot-test of synchronous on-line learning events for GroupWise 6.5 training using Macromedia’s Breeze product.

• Performed a cost analysis of equipping classrooms with video technology to allow simultaneous transmission of courses to multiple classrooms.

• Reviewed the DACUM study data, and, where applicable, applied findings to scope and sequence of Sponsored Projects courses.

• Designed and delivered customized on-site financial training for SAIS. • Evaluated vendors, negotiated a contract, and established a relationship with

Attronica for outsourced training services. • Began to offer a broader schedule of evening and weekend IT courses. • Administered payroll update courses.



• Worked with the Controller’s Office and HITS to provide courses in WebFocus product.

• Supported roll-out of WebReq by working with purchasing to develop training guides and marketing materials.

• Worked with the Controller’s Office to create a tailored WebFocus class and training environment.

• Implemented a new course in project management, Project Management for Success, to support the HopkinsOne project.

• Reviewed and edited the AFI-II User Guide. • Updated the AINQ AFI course to include views of non-sponsored accounts. • Created the first draft of the IT Administrative Process document to be included

with all IT training contracts. • Renegotiated the System Source contract, lowering overall costs.

Goals for FY05

Goal Rationale Required Resources Priority Remove all remaining glitches in the customized Aspen LMS WebConnect

System is working, but some unacceptable bugs remain.

Support from HITS. Continued support of Aspen 1.1 by SumTotalSystems. Time needs to be allocated to OHS implementation team.

1

Establish a test and staging environment for Aspen Learning Management System

Separation of testing and live system minimizes risk and enhances reliability.

New servers. Assistance from HITS in acquiring, configuring and maintaining servers.

1

Establish capability of Aspen LMS to function as repository for SCORM-conformant learning objects.

This is an essential but unused component of the LMS.

Support from HITS, GP and SumTotalSystems. Robust implementation requires a testing environment.

1

Develop capability to develop and deliver on-line learning assessments

There is a need to verify and document knowledge acquisition of all FAT courses to be compliant with OMB circulars and audit requirements.

Aspen must have the capability to function as repository for SCORM-conformant courses. Requires the availability of an Instructional Designer/Technologist.

1

Perform review of FAT course content, and revise, where applicable.

Some courses may be out of date. Some objectives may not be instructionally sound.

Instructional Designer position must be filled.

1

Develop capability to develop and deliver short on-line e-courses

Compliance issues create a repeated need for the creation and deployment of high speed low cost training.

Instructional Designer position must be filled. Software will be required. Software environment for staging and testing is required.

2

Equip classroom in East Baltimore with new computer systems

Equipment is over three years old.

2



Goal Rationale Required Resources Priority

Create a plan for marketing use of the Aspen WebConnect system.

Self-service registration will be more cost-effective and less error prone.

Instructional Designer / Technical Writer

1

Create a Request for Proposal (RFP) to solicit e-learning vendors for MSD and IT.

E-learning is appropriate and cost-effective for some topics.

Planning Committee 1

Develop capability to re-image computer systems using Altiris software

Cost of maintaining system software on training computers is unacceptable.

Training required in use of Altiris software.

2

Develop systems and processes for technology-related projects.

Working relationship with HITS is not satisfactory.

Support from upper management 2

Assess the applicability of providing a certificate program for FAT courses.

Provides documentation of learning outcomes. Heightens customer satisfaction.

Training Specialists 2

Re-evaluate FAT DACUM study results and match its applicability to future needs.

HopkinsOne ERP may make many of the DACUM findings obsolete.

Instructional Designer and Training Specialists

3

Identify other groups knowledgeable in on-line learning in the university.

Avoid duplication of effort and duplicate purchase of software licenses.

3

Evaluate COTS e-learning software.

Off-the-shelf courses in common subjects (e.g. Diversity Training) are often very cost effective.

3



MANAGEMENT AND STAFF DEVELOPMENT PROGRAM (MSD) CATALOG TRAINING

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

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



FY04 Accomplishments • Reduced overhead cost by utilizing temporary staff to label and sort catalogs in

house. • Explored ways of reducing outside vendor costs by contracting with additional

local vendors. Hired several new local trainers reducing traveling expenses. • Scheduled 138 courses in the fall and spring catalogs. (This represents 155

sessions due to multiple day courses.) • Ran more than 95% of the scheduled course sessions with only 10 cancelled.

(Four due to low enrollment, three for instructor conflicts, two for instructor illness, and one for Hurricane Isabel.)

• Achieved attendance in catalog courses of 3,187. (This represents an increase of 25% over FY03 and is the largest ever number of course attendees in center history.)

• Generated service account revenue from catalog courses totaling $883,199.52.

Goals for FY05 • Implement WebConnect feature of Aspen LMS to encourage participant online

registration. • Work with HR Managers to evaluate for program improvement. • Add a Project Management Certificate program to meet the needs of IT

managers and HopkinsOne staff. • Support the HopkinsOne change management efforts through department

intervention.



GED/ADULT EDUCATION

FY04 Accomplishments

• The GED/Adult Education program, developed in cooperation with the Johns Hopkins Hospital, entered its fourth year in FY04. 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 MSD catalog, flyers announcing the fall and spring program sessions were created and included with paychecks for bargaining-unit staff members on both the Homewood and East Baltimore campuses. Announcements were also 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 received the calls from potential program participants, conducted skill assessments, and handled placement in the 12-week class sessions instructed by their staff. There were 19 Hopkins staff members who completed program courses in FY04, an increase of 12% over FY03.

Goals for FY05

• Increase program enrollment by developing and distributing program posters. • Evaluate current program offerings and make improvements as required. • Advertise the program at the JHU Benefits Fair.



MSD SUPERVISORY TRAINING PROGRAM

FY04 Accomplishments • The JHU Supervisory Training Program, developed in spring 2001, continued to

grow as it entered its third 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.

• A database was developed to track the 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, over 750 supervisors/managers have enrolled in the program. (This is double the number reported at the end of FY02.) An additional 94 have completed all of the required courses, bringing the total number of program graduates to 194. A program follow-up and recognition luncheon was held in spring 2003 to acknowledge those program completers.

Goals for FY05

• Conduct focus groups to evaluate program effectiveness. • Advertise the program in Human Resources Today publication. • Host a recognition luncheon event. • Utilize ASPEN LMS to track and improve data gathering on program

enrollment.



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.

FY04 Accomplishments

• One hundred twenty (120) mid-level managers have enrolled in the program. This represents a 29% increase in program enrollment in FY04.

• Over half, sixty-three (63%) 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. To date, one university manager has passed the examinations and become a Certified Manager (CM).

Goals for FY05 • Modify the course delivery to match ICPM’s revised course modules:

Management Skills I, II, & III. This change requires significant reworking of the content taught.

• Continue to advertise the existence of the program and highlight the program in HR Today.

• Improve the database using ASPEN software to track program participants. • Collect data on number of participants passing the certification examination.



MSD DEPARTMENTAL TRAINING

FY04 Accomplishments • Developed and disseminated a revised departmental training catalog. • Added several new training courses to the program. • Contracted with several local instructors to save fees to larger out-of-state

vendors. • Sixty-five (65) departmental training courses were offered by request in FY04,

decrease of 16% from FY03. A total of 819 participants attended these sessions representing a decrease of 19%. A number of large groups that had sessions scheduled for the fiscal year ending up postponing the training to FY05, so the program participation should have significant increases in the upcoming year.

Goals for FY05

• Examine departmental use by divisions and present data to human resource managers.

• Determine appropriate time to distribute departmental training catalogs to managers.

• Work with Gerhardt Friedrich of HopkinsOne to provide department-level interventions in support of this managed change.

MSD INTERACTIVE MULTIMEDIA TRAINING PROGRAM

FY04 Accomplishments • This is the sixth fiscal year that the Interactive Multimedia Training Program has

been in existence. • CD-ROM training courses were used 28 times in this fiscal year, a small

decrease from FY03. • The business writing series was most often utilized. • Additionally, 15 video-based training courses were checked out by staff, a small

decrease from FY03.

Goals for FY05 • Increase university-wide advertising of program offerings. • Develop a standard evaluation form and process. • Explore the use of e-learning courses offered through WebConnect. • Research and evaluate new CD-ROMs and add to program as needed.



LEADERSHIP DEVELOPMENT

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

FY04 Accomplishments 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, as seen in the figure above. The Leadership Development Program (LDP) saw its eighth 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 fifth time, three internal staff members taught the FOUNDATIONS course. Dr. Richard (Dick) Kilburg, who directs the Office of Human Services, led the instructor team, which included Dr. Linda Dillon Jones and Dr. Eugene (Geno) Schnell. Ms. Lisa Heiser taught the Leadership Skills Assessment for Professional Development course. For the second year, Geno taught a half-day Goal Setting course for people who



had already received their PDI data. He also taught a half-day Coaching course leading to the executive coaching experience. A briefer version of this program is offered as a two-day off-site retreat to the JHM Faculty and Administrator Leadership Development Program. Another version of the program designed to mirror the content of the university’s FOUNDATIONS courses is offered to physicians and administrative staff who run clinical offices This version consists of two retreats: one lasting two and a half days, and the other a single day in the fall and spring. Dick continues to consult on the Advisory Committee for the JHMI Faculty and Administrator Leadership Development Program. Last year, 30 people attended the basic FOUNDATIONS course in the JHU LDP, and 30 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 eight years, 221 people have taken one or more of the four basic courses in the JHU program. Four courses comprise the LDP program:

• Leadership Skills Assessment for Professional Development • Leadership FOUNDATIONS • Goal Setting for Your Future Development as a Leader • Using Coaching for Leadership Development

Executive coaching is offered as a follow-on experience to the LDP. Coaches come primarily from the Organization Development and Diversity program area and include: Drs. Geno Schnell, Kathleen Garrity, Debbie Sampson, and Emma Stokes. From the Career Management Program, Ms. Lisa Heiser also served, along with Dr. Dick Kilburg. For the third year, a course called Conversations on Leadership was offered. These Conversations sessions are offered twice a year by invitation to current and former LDP participants. The idea for the Conversations course came from former participants, who suggested that they would like to have more personal conversation on leadership practice with senior leaders as a part of the program. In the first three years since its inception, these senior leaders have presented the following sessions:

• Dean Ed Miller of the School of Medicine: Shortly after the tragic death of Ellen Rauche, he spoke of the leadership issues he faced in the midst of that difficult time in dealing with the media, with increased NIH oversight, and with the faculty and staff at the School of Medicine. (October 2001)

• Mr. Ross Jones, Vice President and Secretary Emeritus: Over his 40 years

as a leader at Johns Hopkins University, he served six presidents, and as a result, his knowledge of the institution and its history is unique. His insight into the inner workings of the Office of the President and understanding of “how things get done around here” provided an important, reality-based, message for everyone in attendance. (June 2002)



• Dean Ilene Busch-Vishniac: Dean Ilene Busch-Vishniac spoke about the issues and challenges she faced as the first female Dean of the Whiting School of Engineering and as a woman leader in a field of study historically dominated by men. (October 2002)

• Dr. James McGill, Senior Vice President for Administration and Finance:

Dr. McGill talked about the challenges of financial management at Hopkins and the change management issues embedded in the upcoming purchase of an Enterprise Resource Planning System. (March 2003)

• Dean Al Sommer: Dean Sommer provided his perspective as Dean of the

Bloomberg School of Public Health and the challenges he faced in leading the School through a period of exciting growth, while still maintaining a personal agenda of research and scholarship. (September 2003)

• Dr. Robert Sirota, Director of the Peabody Institute: Dr. Sirota hosted the

first social occasion for the LDP. Dr. Sirota had faced the leadership challenge of a $26.8 million renovation project that was completed in the spring of 2004. Dr. Carolee Stewart, Dean of Peabody Preparatory, graciously volunteered to host our spring 2004 Conversations on Leadership session at Peabody. Dr. Sirota talked about the challenges of leading a group of scholars and performing artists. After this discussion, the group attended a performance by the Peabody Concert Orchestra presenting a program of music by American composers, including Libby Larsen, Aaron Copland, and Leonard Bernstein. (March 2004)

The Leadership Development program has always had as its goal the desire to create a learning community that would continue over the life of a person’s tenure with the institution. It was, however, very difficult to offer a course that could attract a large enough group to make it a viable offering because there was only a small group of people who had completed the course in the first place, and, each year, attrition further reduced its size. Further, there was a growing cadre of people who had completed the Certified Professional Managers program, and who wanted to continue to be challenged by additional course work. The Leadership Track, which appears at the end of the Management and Staff Development catalog, is a program that intersects to meet the need of these two groups. Courses planned with the LDP cohort group in mind are often expensive courses to provide and attract only a small number of registrants. However, when these courses are also offered to the Hopkins community of managers and senior leaders in general, they tend to be viable offerings. Office of Human Services staff collaborates to provide:

• Leadership Skills Assessment for Professional Development • Coaching Skills to Develop Your Team and Its Leadership and Performance

Potential • Being an Effective Leader • Eagle Leaders: Soaring and Leading from the Inside-Out



• FLEX Talk One: Using Behavior Cues and Mental Functions to Influence Others

• FLEX Talk Too: Using FLEX Talk to Reduce Stress, Manage Conflict, and Solve Problems

• Executive Wisdom: A Workshop for Leaders on How to Anticipate the Future and Avoid the Mistakes of the Past

• The Mechanics of Leadership: Influencing Interpersonal and Group Outcomes • Effective Change: Managing Transitions at Hopkins

Finally, FY04 saw the second year of an effort to address the needs of senior leaders who are new to Hopkins through leadership development coursework. The following course was designed and taught by the Organization Development and Diversity Program staff: Drs. Geno Schnell, Kathleen Garrity, Debbie Sampson, and Emma Stokes.

• Senior Leadership Transitions – The purpose of this experience is to provide

an opportunity to understand the individual and organizational processes of a senior leadership change while increasing awareness of the larger University, divisional, and departmental cultures with regard to leadership and effective functioning within and across different organizational cultures. This course will offer information and lessons learned about success during the earliest phases of a senior leadership transition, and increase the individual’s understanding of University-wide services and programs that can assist in individual and organizational success during a leadership change.

Goals for FY05 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 continuing 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

In July 2004, Dr. Geno Schnell resigned his position as Director of Organization Development and Diversity to go to a faculty position in the Whiting School of Engineering. Geno is an excellent instructor, and the goal is to continue to hire him to work with the LDP program both in a teaching and coaching capacity. To address ongoing program evaluation, the planning group began to include Dr. Barbara Fowler, who is a practitioner in the Faculty and Staff Assistance Program, to assist with ongoing program improvement.



FACULTY DEVELOPMENT PROGRAM

Current Activity Faculty development seminars related to teaching and learning are 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. Each course is taught by a senior person, usually people who have taught at the college level themselves, with a doctoral degree in their field and/or special expertise in the content being presented. This year, Linda Dillon Jones met with each of the Associate Deans whose work focuses on faculty development to ask for their input regarding the direction the program should take. The consensus seemed to be that the program should continue to offer its current very basic curriculum, but that it should not attempt to grow as that might compete with the division efforts that the Deans are undertaking. Demand continues to be low for these offerings, but since we no longer print a brochure each year (information about the course offerings can be found on the T&E website), the cost of offering these courses to faculty groups by request is minimal. For FY04, client groups included:

• Dr. Ronald Berk, Assistant Dean for Graduate Instruction, School of Nursing, for a day of faculty development in August 2003, 60 faculty enrolled in Beyond the Lecture: Engaging Students in Learning.

• Dr. Marc Donohue, Associate Dean for Research, Whiting School of Engineering, to create an ongoing faculty development program for department chairs and senior leaders in the school, using basic MSD course work.

• Dr. Janice Clements, Vice Dean for Faculty Affairs, School of Medicine, to continue the ongoing work with 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..

• Dr. John Harrington, Associate Dean for Academic Affairs, The Paul H. Nitze School of Advanced International Studies, requested a faculty development program in April 2004, related to Course Design and Development, which was attended by five faculty members.

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 FY05 For the coming year, our goal is to continue to build this program slowly, by responding appropriately to requests from division and department-level groups.



CODING TRAINING FOR THE INTERNATIONAL CLASSIFICATION OF DISEASES

Current Activity This is the eighth year since the program’s inception. Mr. George Alex of Iatro, continues to be the sole instructor for this program. The program continues to rely on a web site designed by 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. 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.

Goals for FY05 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. Consideration is being given to offering each course twice a year.



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

• 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, under the direction of Dr. Sue Penno of the Cell Culture Lab of the Genetic Resources Core Facility of the School of Medicine.

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.

Goals for FY05 • 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 clinical 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 FY04

TRAINING PROGRAM

SCHEDULED

COMPLETED

CANCELED COMPLETION

RATE Financial Administrative Training (FAT) 235 204 31 87% Information Technology (IT) 610 342 268 56% Management and Staff Development (MSD) 206 196 10 95% Leadership Development Program (LDP) 33 30 3 91% Professional Coding for Medical Specialties (CODE) 20 20 0 100% Laboratory Excellence (TECH) 14 13 1 93%

TOTALS 1,118 805 313 72%

T&E Participation from FY01-FY04

TRAINING PROGRAM

FY01

FY02

FY03

FY04 FAT* 2,737 1,925 2,414 e-courses 1,836 2,183 2,321 IT

2,068

1,250 1,881 1,432 MSD† 2,723 3,723 3,535 LDP 146 149 404 CODE 181 188 316 TECH

4,153 186 185 141

TOTALS 6,221 9,059 10,234 10,563 *FITT is comprised of FAT, e-courses, and IT. This data was not reported separately prior to FY02. †Data for MSD, LDP, CODE, and TECH were combined prior to FY02. For FY04, LDP data is comprised of the LDP program and the courses from the MSD catalog, under the LSDP track.



T&E Enrollment by Location LOCATION FAT IT MSD LDP CODE TECH TOTAL % USED

Attronica 30 30 3.73% Belmont Conference Center 2 2 .25% BioTechnical Institute of MD 10 10 1.24% E Monument 2-1001 12 1 13 E Monument 2-1002 12 57 69 E Monument 2-1007 42 20 62

17.89%

Eastern A120 4 6 10 Eastern B101 3 29 15 20 3 70 Eastern B102 32 34 3 69 Eastern B103 1 1 13 1 16 Eastern B104 44 54 98 Eastern B105 64 28 92 Eastern C150 8 2 10

45.34%

Productivity Partners 13 13 1.61% System Source 178 178 22.11% Other Locations 6 18 39 63 7.83%

TOTALS 204 342 196 30 20 13 805 100%

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

Academic Centers and Support Services 28 102 $13,186 1.82% Bloomberg School of Public Health 190 822 $130,614 18.04% Clinical Services 222 88 $15,270 2.11% Health Divisions Administration 38 114 $14,484 2.00% Homewood Student Affairs 25 98 $14,610 2.02% JHU Press 2 4 $405 0.06% Peabody Institute 10 56 $10,800 1.49% SAIS – DC 29 139 $16,695 2.31% SAIS – Nanjing 1 8 $900 0.12% School of Arts & Sciences 78 269 $46,682 6.45% School of Engineering 52 238 $43,283 5.98% School of Medicine 450 1,994 $290,727 40.16% School of Nursing 15 61 $8,213 1.13% SPSBE 23 107 $15,660 2.16% University Administration 125 596 $96,284 13.30% Unknown 16 39 $6,075 0.85%

TOTALS 1,104 4,735 $723,888 100%



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

Academic Centers & Support Services 180 379 $70.200 10.84% Bloomberg School of Public Health 76 128 $76,850 11.87% Clinical Services 11 14 $6,725 1.04% Health Divisions Administration 17 30 $18,425 2.85% Homewood Student Affairs 23 42 $26,500 4.09% JHU Press 7 8 $3,650 0.56% Peabody Institute 11 20 $19,825 3.06% SAIS – DC 19 26 $11,600 1.79% School of Arts & Sciences 36 62 $26,125 4.04% School of Engineering 23 37 $18,825 2.91% School of Medicine 138 231 $82,375 12.72% School of Nursing 3 8 $2,900 0.45% SPSBE 16 35 $26,425 4.08% University Administration 187 384 $233,750 36.11% Unknown 26 28 $23,175 3.5%

TOTALS 773 1,432 $647,350 100%

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

Academic Centers & Support Services 177 309 $66,784 7.58% Bloomberg School of Public Health 213 452 $119,500 13.56% Clinical Services 79 140 $33,438 3.79% Health Divisions Administration 84 199 $51,042 5.79% Homewood Student Affairs 38 82 $24,475 2.78% JHU Press 24 75 $26,717 3.03% Peabody Institute 22 45 $13,583 1.54% SAIS – DC 1 3 $1,750 .20% School of Arts & Sciences 93 175 $46,796 5.31% School of Engineering 61 134 $31,850 3.61% School of Medicine 548 1,191 $306,898 34.82% School of Nursing 39 87 $24,700 2.80% SPSBE 123 196 $25,358 2.88% University Administration 210 420 $103,184 11.71% Unknown 21 27 $5,375 .61%

TOTALS 1,733 3,535 $881,450 100%



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

Academic Centers & Support Services 9 13 $7,120 3.22% Bloomberg School of Public Health 21 32 $17,190 7.92% Clinical Services 10 11 $6,050 2.72% Health Divisions Administration 10 15 $7,130 3.71% Homewood Student Affairs 7 13 $7,350 3.22% JHU Press 2 2 $700 0.50% Peabody Institute 21 30 $19,346 7.43% SAIS – DC 4 10 $8,610 2.48% SAIS – Nanjing 1 2 $2,250 0.50% School of Arts & Sciences 14 23 $11,360 5.69% School of Engineering 9 18 $10,917 4.46% School of Medicine 57 85 $52,040 21.04% School of Nursing 11 20 $10,540 4.95% SPSBE 5 15 $9,000 3.71% University Administration 52 91 $47,570 22.52% Unknown 13 24 $16,430 5.93%

TOTALS 246 404 $233,603 100%

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

Clinical Services 15 67 $18,090 21.20% Homewood Student Affairs 2 3 $810 0.95% School of Medicine 83 229 $61,830 72.47% University Administration 1 8 $2,160 2.53% Unknown 4 9 $2,430 2.85%

TOTALS 105 316 $85,320 100%

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

Academic Centers & Support Services 1 1 $140 0.71% Bloomberg School of Public Health 6 8 $4,465 5.67% Clinical Services 1 2 $1,080 1.42% Health Divisions Administration 2 2 $280 1.42% School of Arts & Sciences 2 7 $3,785 4.96% School of Engineering 2 2 $270 1.42% School of Medicine 70 119 $75,630 84.40%

TOTALS 84 141 $85,650 100%



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

1 Faculty 35 8 81 48 2 4 177 4.39% 2 Administrative Officers and Deans 1 4 10 22 0 0 37 .92% 3 Senior Staff 238 236 528 111 5 1 1,106 27.42% 4 Exempt Support Staff 557 283 645 34 31 22 1,571 38.95% 5 Fellowship App’tments & Student Positions 10 4 0 0 0 6 21 .52% 6 Non-Exempt Support Staff (Clerical) 205 186 350 15 57 0 803 19.91% 7 Non-Exempt Support Staff (Technical) 47 26 99 3 4 50 228 5.65% 8 Craft and Service Staff (Bargaining Unit) 1 3 1 0 0 0 5 .12% 9 Retirees 1 0 0 0 0 0 1 .02%

Non-JHU 9 23 19 13 6 1 84 2.10% TOTALS 1,104 773 1,733 246 105 84 4,033 100%

T&E’s Enrollment by Employment Status EMPLOYMENT STATUS FAT IT MSD LDP CODE TECH TOTALS VALUE % Full Time 1,072 740 1,690 232 99 80 3,888 96.40% Part Time 9 4 12 0 0 1 26 .64% Limited 1 0 4 0 0 0 6 .15% Casual 5 3 6 1 0 0 16 .40% Temporary 7 2 1 0 0 2 12 .30% Retired 1 1 0 0 0 0 2 .05% Non-JHU 9 23 20 13 6 1 83 2.06%

TOTALS 1,104 773 1,733 246 105 84 4,033 100%

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

Black 268 163 434 35 51 16 964 23.90% Asian 63 39 50 6 2 18 177 4.39% American Indian 0 3 1 0 0 1 5 .12% Hispanic 13 10 24 2 1 2 52 1.29% Other 752 532 1,203 189 44 46 2,747 68.11% Unknown 8 26 21 14 7 1 88 2.19%

TOTALS 1,104 773 1,733 246 105 84 4,033 100%

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

Male 178 238 366 77 7 24 888 22.02% Female 926 535 1,365 169 98 60 3,143 77.93% Unknown 0 0 2 0 0 0 2 .05%

TOTALS 1,104 773 1,733 246 105 84 4,033 100% Please note: Training and Education had 4,033 individuals attend 10,563 days of training in FY04.



EDUCATIONAL ASSISTANCE PLANS TUITION REMISSION PLAN

Status of Goals for FY04 • The goal to perform the calendar year 2003 tuition remission audit by March

2004 was partially met. A preliminary audit of the Homewood Schools (Arts & Sciences and Engineering) and SPSBE was completed by that date. However the final calendar year 2003 audit report is pending the completion of the data entry process.

• The continued goal of ensuring that family spending is limited to $5,250 per calendar year and individual dependent spending is consistent with the guidelines was met to the extent possible. When the data is completely entered into the Tuition Remission database, a final audit will be conducted and remission use inconsistent with policy will be reversed.

Programs Covered Payment allowances are for part-time study only and may be used in any of the university’s academic divisions (schools), and CTY. Courses must be offered through the continuing education units of the schools; individual department offerings (i.e. Athletic Center courses and workshops) are not covered by remission.

Participation Payments were made for 3,231 (3,167 in FY03) faculty and staff, 136 (124 in FY03) spouses and 355 (311 in FY03) dependent children. In total, the tuition remission budget covered the cost of tuition for part-time studies for 3,722 (3,602 in FY03) employees and family members. Within the three categories, participation increased as follows: 2%, 10% and 14% for employees, spouses and dependent children, respectively.

Program Cost • Transactions recorded in AINQ that are inclusive of prior years’ payments and

refunds totaled $7,661,143. Of this amount $7,169,384 was used on employees; the balance of $491,759 (funded by a different divisional tax) paid for the credit and non-credit courses taken by spouses and dependent children. The combined cost for employees and dependents was approximately 6% less in FY03 at $7,241,811.

• Remission dollars continue to be used overwhelmingly by employees and in three specific divisions: the School of Professional Studies in Business and Education followed by the Homewood Schools (Arts & Sciences and Engineering) and the Bloomberg School of Public Health.

• The ratio of spending for employees, spouses and dependent children was 96:1:3. This figure was the approximate breakdown for the last several years.



• The average payment made on behalf of employees was $2,220. For dependents, the average payment was $1,000.

Adjustments • While the remission dollars earned by the academic divisions are recorded and

tracked in AINQ/CUFS, employees’ (and their family members) use of remission is tracked on a stand-alone desktop computer. The tracking process is fully manual and includes an adjustment process. In FY 04, more than 150 paper adjustments were received from the various Business Offices for the summer and fall 03 periods, and more than 125 adjustments for the intersession and spring 04 periods. Some adjustments for the summer fall 03 periods were dated as late of March and May 2004.

• More than 40 adjustments were received for prior fiscal years. These adjustments were for, the most part, employees and family members who exceeded the limits allowed by policy (i.e. $5,250 calendar year family limit, $2,625 dependent limit, etc.).

Observations It is reasonable to expect that tuition remission costs will continue to rise. In FY 04 ninety percent ($7,169,384) of the $8,000,000 allocated for tuition remission was used. An increase in just one of a couple of variables (tuition cost and the number of employees using remission as the form of payment for the courses offered by the academic divisions) will mean more funding will be needed. Given this, senior administrators need to continue reviewing how they want to fund the tuition remission program and the anticipated increase in cost. Employees inappropriately using tuition remission for full-time studies are increasingly being brought to the forefront. Currently, when an employee registers as a part-time student and then changes to full time status after having had the remission applied to his or her account, the Business Office working on the authority of Training and Education, reverses the tuition remission indicating “student changed his status from part-time to full-time” as the reason for the adjustment. Without the Business Offices’ involvement and assistance, Training and Education has little means of ensuring that employees’ use of tuition remission is limited to part-time studies. This problem highlights the need for an automated centralized Tuition Remission management system. The current stand-alone desktop DOS dBase III database/system offers very little functionality. The problem of getting employees to enter the correct information on the tuition remission application and the professional development form seems to come and go. Recently, the Hygiene Business Office wrote to one of the tuition remission processors about the “unusually high number of students who have been submitting tuition remission vouchers that contain incorrect information in the semester/quarter section. The Business Office representative explained that “this has caused problems in the past with the student being penalized for nonpayment because the voucher indicated an incorrect term,” and to list



the terms that Hygiene offers. There seems to be an assumption/belief that the tuition remission processors are responsible for ensuring that the information entered into the database is right no matter what the employees indicate on the form when their only function relative to the tuition remission process is to verify employee eligibility (90 days of full-time employment). A modernized, centralized, windows based tuition remission management system, would reduce or eliminate these kinds of errors.

Goals for FY05

• Continue monitoring employee and dependent spending with the goal of catching overspending as soon as it occurs. By Law, (Section 127 of the Internal Revenue Code) employer provided tax-free tuition assistance is limited to $5,250.

• Another goal for FY05 will be to work more closely and perhaps meet with the staff in the divisional HR Offices and the Benefits Service Centers to ascertain what, if anything, Training and Education can do to better ensure that these staff members are better able to meet the back-up schedule due dates. There was considerable slack with regard to the divisional HR Offices and Benefits Service Centers following the back-up schedule. In FY 04 Training and Education received approximately 50% of the back-up diskettes from these offices according to the schedule. This meant that the T&E Program Assistant had to re-enter data already entered by these offices. This was (and remains) a time-consuming process, which significantly delays the completion of the data-entry process.

• Establish a time frame by which the Business Offices will be willing to send all their tuition remission vouchers to Training and Education. Since Training and Education has no authority over the Business Offices, extreme caution will have to be taken with respect to this goal. However, given the climate of communication between Training and Education and the Business Offices, getting the Business Offices to agree to a schedule seems quite possible.

• Continue fostering an in depth understanding of policy and procedures among JHU employees.



TUITION GRANT PLAN

Status of Goals for FY04 • The goal of entering the data through the DOS based menu driven Tuition

Grant system rather than through Paradox to better ensure data integrity was met. The Accounting Assistant II utilized Paradox only as a last resort and to correct information. This method ensures that the common fields in both the STU and EMP database files (two of the many files that comprise the system) are updated simultaneously in real time as data is entered through the DOS based system. For FY04, this also meant that the EAP manager did not have to adjust the database at the end of the year in order to get an accurate accounting for the annual report.

• A contact for hospital employee information was identified. Identifying this person was critical to T&E’s ability to serve former hospital employees. Ms. Charlene Grammer began to provide assistance in working with hospital employees. With Ms. Grammer’s assistance, staff was able to confirm that approximately five former JHH employees were immediately eligible for JHU’s Tuition Grant, and that two former JHH employees, not eligible for JHH’s dependent child education program, were also not eligible for JHU’s Tuition Grant Plan.

• Departments providing a version of a Tuition Grant program were informed of T&E’s limited role in their department run benefit. Staff did, when asked, explain the operation and administration of JHU Tuition Grant Plan specifically detailing the costs covered by JHU’s Tuition Grant Plan.

• Consistent with our goal, the Tax Office was notified of department provided tuition assistance when that information was made known to this office.

Programs Covered The Tuition Grant Plan covers a portion of the cost of full-time undergraduate tuition and universal mandatory academic fees for dependent children of full-time university faculty and staff with at least two consecutive years of full-time employment. To qualify as a “dependent child” the child must: 1) be a U.S. citizen (resident alien or a resident of Canada or Mexico); 2) not file a joint return if married; 3) be a blood descendent of the first degree, or legally adopted or a stepchild; 4) receive from the employee over half of his total support for the calendar year, and 5) be under 19 years of age or a full-time student under age 24. Dependent children who are 24 may participate if they have income less than $3,100 for calendar year 2004. A "Declaration of Dependent Children" form (available in the Benefits Service Centers and the Center for Training and Education) must also be completed and submitted for dependent children age 24 who desire to participate in the Plan. Dependent children of retirees and dependent children of same sex domestic partners may also participate in the Plan. A completed JHU Affidavit of Marriage/Same-Sex Domestic Partnership is required for dependent children of same-sex domestic partners. Also, employees are taxed on the benefit they received for same sex domestic partners and the dependent children of their partners.



The maximum payment is 50% (or 100% for both employees/parents) of the cost of Hopkins' freshman undergraduate tuition. Room and board, part-time and graduate studies are not eligible under the program. Optional fees are also not eligible. Dependents may attend any degree-granting, accredited institution. Participation in the program is limited to four years (8 semesters/12 trimesters) of full-time undergraduate study per dependent child.

Participation • During both the fall 03 and spring 04 semesters, a total of 1,073 dependent

children participated in the Tuition Grant plan each semester. Last year's totals were 1,021 and 992 for the fall 03 and spring 04 semesters, respectively.

• A total of 964 employees participated in the Tuition Grant Plan during fall 04. Fifty-two of these employees were listed as the second employee on the Tuition Grant plan application; their children received up to 100% of the Hopkins freshman undergraduate tuition.

• Faculty, senior and administrative staff continues to represent the largest percentage of users (94%) with bargaining unit members and retirees representing the smallest percentage of approximately 2%. Six retirees participated in the Tuition Grant plan for the fall 03 and only five participated in the spring 04 semesters.

Program Cost • Transactions recorded in AINQ inclusive of prior years’ payments and refunds

totaled $9,627,929 ($8,525,620 in FY03). • Transactions recorded in the DOS based Tuition Grant system exclusive of

prior years’ payments and refunds totaled $951,8035 ($8,305,491 in FY03).

Observations • FY00 marked the first fiscal year that the Tuition Grant program was funded

differently, that is, by divisional tax. The cost of the program continues to grow. Over the last four years there was an average increase of 14%. The need for an enhanced-windows based tuition grant management system still exists. While the majority of the completed Tuition Grant Plan applications were received by July 2003, because of the intensive manual labor required to coordinate the program, colleges and universities were not notified until late August and early September.

• This year Training and Education experienced considerable problems with lost checks. Checks were misplaced somewhere between Training & Education, Accounts Payable and the colleges and universities. In two of the three areas (Training and Education and Accounts Payable) there was staff turnover, which may have contributed to the problem. Replacing the current stand-alone desktop Tuition Grant system/database with a feed directly to Accounts Payable could eliminate this problem altogether.



• Study abroad programs are gaining some popularity. More specifically, there appears to be a trend developing with students participating in programs sponsored not by colleges and universities but by companies. This year, parents of dependent children participating in this type of program were told that payments may be disbursed only to degree-granting accredited institutions, and were deemed ineligible to participate. However, with the increasing frequency of students participating in this kind of program combined with the negligible impact that this kind of program will have on tuition grant, consideration may need to be given to revising the tuition grant policy to accommodate this occurrence.

• Some departments provide a tuition grant like benefit for the dependent children of their new employees who do not qualify for the JHU’s Tuition Grant Plan, a tax-free benefit to the employee. Because the department benefit is not tracked by Training and Education, the dependent children of these employees could conceivably receive more than four years worth of benefits per dependent child.

• Some faculty and staff members still do not understand the requirements and operating practices of the Tuition Grant Plan. In April 2004, an Employee Satisfaction – Customer Service survey was mailed to 94 FY03 Tuition Grant Plan participants. The purpose of the survey was to identify issues of concern to participants. The areas of focus were: staff responsiveness (customer service) and participants’ level of knowledge regarding program administration and application requirements. The purpose of the study was not to assess participants’ attitudes about what the program covers since this aspect of the program was not subject to change. o In total, 28 of the 94 surveys were completed and mailed back to Training

and Education (30%). Among the many findings, the data indicated some degree of misunderstanding among respondents regarding program administration and application requirements. While 19 (68%) of the 28 respondents correctly identified Training and Education as the managing office, five respondents (four faculty and one administrative staff member) incorrectly identified the Benefits Service Center and the divisional human resources office as the offices that operate the program.

o Further, 21 recipients responded to the question concerning application requirement, and of that number, only 14 correctly indicated that the Tuition Grant Plan application has to be completed once a year, while four indicated every semester, two said “whenever classes are taken”, one respondent didn’t know. Seven respondents did not answer that particular question.

Goals for FY05 • With a vacant position within the EAP area, two very important goals related to

this vacancy are to ensure that the position is filled with the right person and that the new hire is fully and competently trained.

• An ever-present goal is to maintain contact with the Tax Office when appropriate regarding department-provided tuition grant benefits.



• Continue fostering an in depth understanding of policy and procedures among JHU employees.

TUITION REIMBURSEMENT

Status of Goals for FY04 • While a goal for FY04 was to ensure that all Tuition Reimbursement

participants had the updated version of the form, this did not happen. Equally important, it was also discovered that the Tuition Reimbursement for Bargaining Unit Staff normally copied on green paper was copied on blue paper and that the Tuition Reimbursement for Faculty and Staff in Outlying Areas normally copied on blue paper was copied on green paper. However, more effort will be applied in FY05 on the task of ensuring that participants have the correct form.

• The goal of ensuring that participants were reimbursed within four weeks of receiving proof of successful course completion and payment was met with the exception of two employees, who applied during a time when the office had a staff shortage.

Programs Covered The Tuition Reimbursement Plan consists of a plan for Bargaining Unit Staff and a plan for Faculty and Staff who live and work in Outlying Areas. The plan for Bargaining Unit Staff provides $500 per calendar year for credit courses and non-credit courses (not available at JHU) that are successfully completed by the employee. The plan for faculty and staff who live and work outside the Baltimore and Washington metropolitan areas, replaces the Tuition Remission Plan for these employees. As with the Tuition Remission plan, the Reimbursement Plan has a limit of $5,250 per calendar year for successfully completed credit courses. Unlike the Tuition Remission Plan, however, the Reimbursement Plan for faculty and staff in outlying areas is not available for non-credit courses or for family members.

Participation While there was no participation among bargaining staff members in the Tuition Reimbursement Plan for Bargaining Unit members, 16 employees participated in the Tuition Reimbursement Plan for Faculty and Staff in Outlying Areas. (Seventeen participated in the previous year.) The breakdown by position category was: five senior staff; four administrative staff; one clerical staff; and six technical staff. Half of the participants were reimbursed for only one course while the rest were reimbursed for two to three courses.

Costs and Cost-Effectiveness • Reimbursements totaling approximately $26,000 were made. FY03’s cost was

$33,531 and included the costs for the Tuition Reimbursement Plan for Bargaining Unit Members.



• Individual payments ranged from $100 to $1,900 with the highest at $2,725.25 per class.

Observations While reimbursement of fees is covered in the Tuition Reimbursement Plan (not in the Tuition Remission Plan) the cost to operate this program is likely to remain nominal, within the $30,000 to $40,000 range for a number of reasons to include: few employees are eligible for and participate (16 versus 3,231 in the Tuition Remission Plan); payment of tuition costs is required upfront; successful completion of the course is required, etc.

Goals for FY05 • Ensure that employees who previously participated in the Tuition

Reimbursement Plan have copies of the current application if they plan to participate in the Program during FY04.

• Reimburse participants reimbursed within four weeks of receiving proof of their successful completion of a particular course.

• While the process of acquiring and submitting an application could be made easier for employees if the application were accessible through the Internet, the form currently is still not available on line. The resignation of the Accounting Assistant II position has left the assignment of this task open for the moment. When all positions are filled and staff are fully trained, greater consideration will be given to making the forms available to employees on line.

• Continue fostering an in-depth understanding of policy and procedures among JHU employees.



STAFF DEVELOPMENT REMISSION

Status of Goals for FY04 • The goal of fostering an in depth understanding of policy and procedures

among JHU employees continues. • The goal of ensuring that workshop costs for the Management and Staff

Development and Administrative Policy courses are charged to the appropriate budgets was achieved.

• Sufficient funds were allocated for the training programs.

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

major training programs via three service accounts: o Financial and Information Technology Training Program (just the

information technology related portion) o Management and Staff Development Program (training for support staff,

supervisors, and managers) o Leadership Development Program (training for senior staff and faculty

leaders)

Costs and Cost-Effectiveness In total $1,767,248 was charged to Staff Development Remission for the Financial and Information Technology Training, Management and Staff Development training, and Leadership Development training programs.

Financial and Information Technology Training Programs The cost charged to the Staff Development Remission budget for the FITT program was $641,425 ($826,581 in FY03). This figure represents a decrease of more than 20% over FY 03’s cost of $826,581, which is due primarily to the completion of basic IT training for ISIS staff.

Management and Staff Development Program FY04’s Management and Staff Development costs of $966,577 was offset by department charges totaling $76,008 (for individuals who failed to attend), and the FY03 surplus of $72,000. The balance ($866,574) of the cost was supported by/charged to the staff development remission budget. FY03 costs were approximately 9% less at $1,062,725.

Leadership Development Program The combined remission and department credits generated in the Leadership Develop Program totaled $259,250. This amount exceeded the cost ($228,534) to run the



program $228,534 by approximately $30,000. FY03’s cost were approximately 27% less at $179,907. The cost was further offset by department charges that totaled $9,500. This increase is due to additional course work that has been added to the leadership track Prior to FY03, the cost to operate this program was tied in with the overall Management and Staff Development Program costs.

Observations For the second year in a row there was much confusion regarding how money was to be collected for senior hospital administrators who attended Leadership workshops. In FY03 Training and Education’s general funds covered this expense. And although there was a Cross Institutional Training Policy established effective FY04 to deal specifically with the payment aspect issue of how JHH employees may be allowed to participate in JHU training events, but it proved to be an unsatisfactory alternative. The debt was eliminated in part by offsetting it with the monies owed to JHH for the GED program. The pilot test of this new policy led to it not being renewed for another year. The policy of charging department budgets for employees who registered for courses, but fail to attend or cancel with the required five days’ notice continues to offset some of the cost that would otherwise be charged to the staff development remission budget.

Goals for FY05 • Continue fostering an in depth understanding of policy and procedures among

JHU employees.

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

http://training.jhu.edu/

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