Helper/Instructor recruitment and skill development

[karenword]

How can local communities recruit new people to become Helpers and Instructors? How can communities support them in continuation, advancement, and development of skills that have value to them in the context of these roles?

[karenword]

This question was addressed at a Trainers meeting on June 17, 2021. This is a summary of meeting responses.

Who to recruit

• enthusiastic workshop trainees/"unofficial helpers" -> Helpers -> Instructors
• library staff
• research software engineers
• PhD students
• post-docs
• colleagues
• partner communities (e.g. R/Python groups)

How to recruit

• pay attention to promising/helpful trainees in workshops and invite them personally
• collect & share learner testimonials about value of (technical) workshops
• word-of-mouth / Instructors get excited about The Carpentries and promote to colleagues
• widely distributed Instructor Training application can generate new applicants beyond target/base cohort
• add workshop trainees to mailing list (if allowed) to inform them of future opportunities
• value all contributions (big and small) / ease in to bigger commitments as they get comfortable
• when recruiting from groups, can incentivize them to send helpers by offering seats in workshops.
• advertise relevant benefits (e.g. teaching opportunity for post-docs on the hunt for teaching jobs)
• convince higher-ups to make training a job duty to recruit staff
• (platinum model): offer Instructor training widely, recruit most enthusiastic trainees to actually teach

How to support

• monthly Instructor development meeting, sessions e.g. teaching debugging, stereotype threat
• debriefs after every workshop
• study groups / book groups about teaching
• teaching to talk about service activities in ways that promote career advancement e.g. in annual review
• charge a small amount for workshops; use most to cover lunch etc but reserve remainder to create a travel fund for conference/CarpentryCon
• practice/feedback sessions

Challenges

• it can take some time (years) to build momentum, especially for recruiting workshop trainees
• silos (especially when organizing from a non-central point e.g. academic department vs. library)
• recruiting people not otherwise interested/motivated can take some convincing (e.g. RSEs), must fit with personal/professional goals and contribute to career advancement.
• PhD students are ephemeral -- moreso in some places than others (e.g. 3 year degree programs vs 4+ year averages)
• time and effort, both for organizers and Instructors/Helpers
• lack of intermediate content can make it hard to retain trainees in community, especially if intermediate training is available elsewhere.
• shift in mindset from learner to contributing community member is difficult to achieve
• membership is necessary; institutional support is unpredictable; incentives change after a few years of membership
• recent trainees sometimes need help addressing questions outside their knowledge base
• some things just don't work. Persistence is essential.

[dvanic]

I think "must fit with personal/professional goals and contribute to career advancement", with clear paths for where one can go as an instructor/maintainer, is pivotal.
Perhaps we should have Instructor stories somewhere on the Carpentries blog/site, to showcase some of the ways being part of the Carpentries has helped us find new roles and grow in existing ones?

[brownsarahm]

After Belinda Weaver wrote about her pathway, it seemed like there was a plan to make it a series, but I can't find additional posts, though form to submit one is still open.

maybe we:

1. make those more findable for new instructors, as a collection
2. as trainers, contribute posts
3. as leaders of local communities, encourage others to contribute more posts

[dvanic]

Great - I completely forgot that!

I think we should expand on

1. make those more findable for new instructors, as a collection

as well, in that we make sure they go out in Omar's mailouts?