on the job training research

On-the-Job Training: From Actual Processes to Training Scenarios, a Methodology

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• First Online: 14 February 2024
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• Helisoa Randrianasolo 14 ,
• Ulysse Rosselet 14 &
• Cédric Gaspoz 14  

Part of the book series: Lecture Notes in Networks and Systems ((LNNS,volume 800))

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• World Conference on Information Systems and Technologies

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Given the increased competitiveness of the business environment, organizations strive to constantly adapt their business processes and supporting tools while maintaining the skill level of their workforce. On-the-job training is an important tool for this purpose. Following a design science research approach, we present in this paper a methodology for transforming business process activities into simulation based serious games that can be embedded in real ERP software and used for effective on-the-job training. In order to create a verisimilar environment for the learners, the key principle in our methodology is the encapsulation of the training activity inside a sub-process where all the relevant aspects of the process can be simulated and controlled without impacting the overall business process. Implementing this approach in our own simulation software integrated to the Odoo ERP software enabled us to use this training approach in a very effective way.

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We are grateful to the Swiss Innovation Agency which provided partial funding for this work under grant number 41006.1 IP-ICT.

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Helisoa Randrianasolo, Ulysse Rosselet & Cédric Gaspoz

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Alvaro Rocha

College of Engineering, The Ohio State University, Columbus, OH, USA

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Institute of Data Science and Digital Technologies, Vilnius University, Vilnius, Lithuania

Gintautas Dzemyda

DCT, Universidade Portucalense, Porto, Portugal

Fernando Moreira

TeCIP Institute, Scuola Superiore Sant’Anna, Pisa, Italy

Valentina Colla

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Randrianasolo, H., Rosselet, U., Gaspoz, C. (2024). On-the-Job Training: From Actual Processes to Training Scenarios, a Methodology. In: Rocha, A., Adeli, H., Dzemyda, G., Moreira, F., Colla, V. (eds) Information Systems and Technologies. WorldCIST 2023. Lecture Notes in Networks and Systems, vol 800. Springer, Cham. https://doi.org/10.1007/978-3-031-45645-9_36

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FOCUS AREAS

Major research initiative, on-the-job training.

Skills development matters for career longevity, especially when the overall economy suffers.

On-the-job training can be delivered in many different ways, from formal classroom settings to informal job shadowing.

Upjohn research has examined workplace literacy programs and publicly financed on-the-job training. Our work sheds light on the extent of the need for such training, its effectiveness for workers and the costs and benefits to employers.

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Effectiveness of on‐the‐job training

2002, Journal of European Industrial Training

Investigates the effectiveness of on‐the‐job training (OJT). Presents a definition of OJT used for this research project which involved two studies: the first in the call centres of a large company, and the second in post offices. Gives the results of the study which indicate the OJT programs were only partially successful in realising training goals. Indicates that self‐efficacy, prior experience with tasks, managerial support and workload were the most powerful predictors for training effectiveness. Concludes that the evidence suggests that OJT is not entirely an effective training method although more research is needed in this area.

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International Journal of Training and Development

Marcel Van der Klink

International Journal of Human Resources Development and Management

International Journal of Research In Business and Social Science

Mvuyisi Mabungela

molly awino

Masinde Muliro University of Science and Technology (MMUST) is one of the institutions that sponsors its administrative staff to a variety of trainings, including on-job training programs. The university's Human Resource Development (HRD) policy of On-Job Training (OJT) aims at ensuring that staff can cope with the dynamics of a competitive higher education environment. Like most public universities, once trained, an employee would require to be placed in a job that requires the newly acquired knowledge and skills. However, in most organizations, non-placement of trained employees persists. This phenomenon leads to high turnover as they leave to look for positions that suit their training elsewhere. Those employees that do not leave may under-perform due to a feeling of under-utilization or non-recognition. This paper is an investigation into the frequency of OJT in the institution and how this relates to individuals' current jobs as well as transformation to their future ap...

SALINI BAFANELI

The main objective of this study was to investigate the impact of on-the-job training on employee performance. It was a case study conducted at Riley's Hotel at Maun; a tourist destination in the North Western part of Botswana. The researchers used a questionnaire to collect data. The results of the study indicated that to a large extent Riley's Hotel implemented on the job training and that the majority of employees have attended the training. There is also an indication that most of the employees believe that on the job training makes them effective in their jobs. Too much work and time constraints were revealed as challenges to the successful implementation of on the job training. Employment of trained staff was suggested as a major possible solution to the challenges of on the job training. The study concludes that even though on the job training was implemented at Riley's Hotel there were a number of challenges militating against its perfect implementation. This study would benefit any organization interested in on-the-job training and employee performance.

Patricia Sachs Chess

ijbms ijbms

Human resources are considered one of the most critical assets of any organization, and consequently, a lot of time and budget are invested by the organization in developing this resource. To do so, predominantly organizations try various training approaches, however, not fully succeeded. Therefore, this study aims at the efficacy of various training approaches. Being conceptual in nature, it focuses on some essential training approaches and the systematic value of the training approaches has been investigated. We identified and selected the most imperative and largely used training approaches and then assessed them based on extracted criteria. The study is qualitative in nature, therefore, to collect data, we conducted interviews with ten (10) expert trainers from the training industry and recorded their feedback. The interview answers were transcribed and scanned accordingly to extract relevant themes. Out of various premises, the themes which were common and repeated were selected. Well-thought-out criteria were developed based on the analysis of the extracted themes, which show five essential components to establish the efficacy of a training approach. The five essential criteria namely: 1) Learning modality, 2) Training Environment, 3) Training Proximity, 4) Considerations related to cost, and 5) Time Frame and duration were further deliberated up and depicted accordingly. In the end, the study presents essential recommendations, not only for organizations but also for future researchers.

KNOWLEDGE – International Journal

Svetlana Radeva

Like any process, training is movement, change, development. The examination of training as a focused, organized, conscious, guided, managed and cognitive process complements its intrinsic characteristic. It is a multifaceted process: the learner moves from ignorance to knowledge, from incomplete and inaccurate knowledge to more complete and accurate knowledge, in which profound qualitative changes occur in his personali. Since the objectives of the training determine the desired end result leading from the pre-specified requirement to the educational preparation of learners, they serve to formulate the components of professional competence as a complex of knowledge, skills, relationships and personal qualities that each learner needs to acquire and absorb to the end of their studies. On-the-job training as a form of continuing development of medical workers is an important factor in improving the quality of healthcare and the medical care offered. The training continues during the professional realization and facilitates the adaptation and growth of the profession.

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WHAT IS ON-THE-JOB TRAINING (OJT)

WHAT IS ON-THE-JOB TRAINING (OJT)?

On-the-job training, or OJT is a time efficient and cost-effective method of training and developing employees, utilizing a company’s internal resources, knowledge, and talent. It is usually the principal method used for upskilling employees, increasing production, and improving efficiency. Allowing employees to develop the skills, competencies and knowledge needed to execute their job functions at a high level. While learning how to address and overcome occupational challenges through the systematic observation, analysis, and application of the newly learned skills or techniques.

With on-the-job training, employees first observe their trainer repeatedly completing a series of tasks and achieving a desired result. Then, after observing for some time, the employee will perform the tasks themselves to achieve the same desired outcome. The focused learning of on-the-job training speeds the learning processes while providing a consistent quality of training across all employees. Apprenticeships can also enable practitioners to gain a license to practice in a regulated profession. Most of their training is done while working for an employer who helps the apprentices learn their trade or profession, in exchange for their continued labor for an agreed period after they have achieved measurable competencies. Getting America’s youth curious about and engaged in vocational career opportunities will have remarkable impact on the future workforce. Apprenticeship and pre-apprenticeship programs are an integral aspect of developing the next generation of American led innovation.

On-the-job training is the preeminent method to upskill America’s workforce. It is economical, simple, and effective. It can be implemented by companies both large and small. Plus, it doesn’t require wide-ranging budgets, complex training courses, devoted training staffs or absence from the workplace. All it requires is a commitment to engaging and upskilling employees to efficiently meet production demands. Developing a pool of highly trained frontline employees ready to capitalize on internal or external career growth opportunities. Ultimately, the effectiveness of on-the-job-training can be significantly enhanced by applying a strategically structured approach to training and developing employees. Doing so will yield impressive results and add value to the American economy.

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Every organization has an identity that is forged not only by what it does, but by how it conducts itself.  The values embedded in our mission and expressed in the vision of the FWC are to make quality decisions by being dynamic, science-informed, efficient, ethical, collaborative, and committed to the vitality of the state and its environment. Visit our website for more information: MyFWC.com

Requirements:

Employment in this position is contingent upon a satisfactory criminal history check (fingerprint-based) in accordance with Chapter 435, Florida Statutes.   

Responses to qualifying questions should be verifiable by skills and/or experience stated on the profile application/resume. Information should be provided regarding any gaps in employment.

Resume and cover letter required.

Hours: 8:00 AM to 5:00 PM (ET) Monday through Friday. Position not eligible for Telework .

Work at the FWC is cross-functional, meaning duties may cross division/office lines. The Commission expects employees to function across FWC's organizational structure by providing their skills and expertise wherever needed through work on teams or as directed.

Valid US Driver’s License

Minimum Qualifications:

• Two years of professional experience in instructional design, adult education, performance improvement, communications, psychology, or a related field. A postsecondary degree may be used as an alternative for years of experience on a year-for-year basis.
• Two years of experience developing instructional materials and maintaining courses or programs.
• One year of experience with course design software.
• Must have the ability to travel a minimum of 25% throughout Florida.

Preferred Qualifications:

• An advanced degree from an accredited college or university in Instructional Design or a related field.
• Four years of experience developing instructional materials and maintaining courses or programs.
• Two years of experience utilizing specialized course design software.

Duties and Responsibilities:

• Design, develop, implement, maintain, and enhance learning and development programs, processes, and supporting materials (e.g. program implementation and training guides, process communication tools, job aids, presentations, video, multimedia) for the adult learner to be used with different media and delivery options: instructor-led, virtual, interactive web-based. Research information for the purposes of developing new and enhancing existing programs that meet professional development objectives.
• Coordinate agency training & development programs, including but not limited to New Employee Orientation, Team Building, and all existing or new training & development programs
• Compile and develop the Required Training by Position information for all agency Divisions, Offices, Law Enforcement and the Fish and Wildlife Research Institute
• Research, purchase, schedule, plan and coordinate all training & development programs to meet agency needs
• Prepares and maintain current training database and annual reports to DMS
• Responsible for preparing program plans or outlines and all training materials needed for all non-sworn agency training programs
• Responsible for preparing audio visual aids and equipment used during training programs
• Evaluates the performance of all training programs and presentations for continuous improvement purposes
• Assist DOIs with Individual Development Plans for employees as requested.
• Meet with DOI directors as needed for the purpose of identifying current training needs
• Maintains Training Catalog in People First Learning Management System
• Maintains Agency Training SharePoint Site

Knowledge, Skills and Abilities:

• Knowledge of current trends in instructional design and/or adult learning fields.
• Knowledge of principles of effective design for online training (OLT) and instructor-led training (ILT) projects.
• Knowledge and skills in written and verbal communication.
• Knowledge of developing engagement and knowledge-transfer activities.
• Skill in using Microsoft Office Suite (Word, Excel, PowerPoint, etc.) and specialized design software (Articulate 360, Photoshop, etc.).
• Skill in developing and/or presenting curriculum.
• Ability to apply theoretical concepts (adult learning theory, instructional design principles) in real-world training scenarios.
• Ability to analyze and synthesize complex data to make recommendations for improvements.
• Ability to interact effectively with others and maintain working relationships.
• Ability to work on multiple, complex projects.
• Ability to prioritize work tasks.
• Ability to problem-solve effectively and develop work solutions based on needs assessments or other materials.
• Knowledge of the principles and methods of training & development
• Knowledge in training analysis and instructional design
• Knowledge of the principles and techniques of effective communication, adult learning and human behavior
• Proficient in the use of Microsoft Office including Outlook, Word, PowerPoint and Excel
• Proficient in Microsoft Teams, Zoom, Adobe Connect, and other web-based meeting platforms.
• Proficient in MyFloridaMarketPlace, People First Learning Management

The State of Florida is an Equal Opportunity Employer/Affirmative Action Employer, and does not tolerate discrimination or violence in the workplace.

Candidates requiring a reasonable accommodation, as defined by the Americans with Disabilities Act, must notify the agency hiring authority and/or People First Service Center (1-866-663-4735). Notification to the hiring authority must be made in advance to allow sufficient time to provide the accommodation.

The State of Florida supports a Drug-Free workplace. All employees are subject to reasonable suspicion drug testing in accordance with Section 112.0455, F.S., Drug-Free Workplace Act.

Nearest Major Market: Tallahassee

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Embracing Gen AI at Work

• H. James Wilson
• Paul R. Daugherty

The skills you need to succeed in the era of large language models

Today artificial intelligence can be harnessed by nearly anyone, using commands in everyday language instead of code. Soon it will transform more than 40% of all work activity, according to the authors’ research. In this new era of collaboration between humans and machines, the ability to leverage AI effectively will be critical to your professional success.

This article describes the three kinds of “fusion skills” you need to get the best results from gen AI. Intelligent interrogation involves instructing large language models to perform in ways that generate better outcomes—by, say, breaking processes down into steps or visualizing multiple potential paths to a solution. Judgment integration is about incorporating expert and ethical human discernment to make AI’s output more trustworthy, reliable, and accurate. It entails augmenting a model’s training sources with authoritative knowledge bases when necessary, keeping biases out of prompts, ensuring the privacy of any data used by the models, and scrutinizing suspect output. With reciprocal apprenticing, you tailor gen AI to your company’s specific business context by including rich organizational data and know-how into the commands you give it. As you become better at doing that, you yourself learn how to train the AI to tackle more-sophisticated challenges.

The AI revolution is already here. Learning these three skills will prepare you to thrive in it.

Generative artificial intelligence is expected to radically transform all kinds of jobs over the next few years. No longer the exclusive purview of technologists, AI can now be put to work by nearly anyone, using commands in everyday language instead of code. According to our research, most business functions and more than 40% of all U.S. work activity can be augmented, automated, or reinvented with gen AI. The changes are expected to have the largest impact on the legal, banking, insurance, and capital-market sectors—followed by retail, travel, health, and energy.

• H. James Wilson is the global managing director of technology research and thought leadership at Accenture Research. He is the coauthor, with Paul R. Daugherty, of Human + Machine: Reimagining Work in the Age of AI, New and Expanded Edition (HBR Press, 2024). hjameswilson
• Paul R. Daugherty is Accenture’s chief technology and innovation officer. He is the coauthor, with H. James Wilson, of Human + Machine: Reimagining Work in the Age of AI, New and Expanded Edition (HBR Press, 2024). pauldaugh

Partner Center

Otolaryngology Head & Neck Surgeon - Scientist

• Madison, Wisconsin
• SCHOOL OF MEDICINE AND PUBLIC HEALTH/DEPARTMENT OF SURGERY
• Faculty-Full Time
• Opening at: Aug 15 2024 at 17:30 CDT

Job Summary:

The Division of Otolaryngology-Head & Neck Surgery in the Department of Surgery at the University of Wisconsin School of Medicine and Public Health (UW SMPH) is recruiting an exceptional Head & Neck Surgeon-Scientist to join the Division of Otolaryngology-Head & Neck Surgery. We are looking for candidates with a track record of clinical excellence and academic contributions as demonstrated through training, research, execution of scholarly activities, and/or practice experience. Applicants should demonstrate experience in head & neck oncologic surgery and have a track record of professional development and academic scholarship including an interest in establishing a successful research program. Preference will be given to applicants with demonstrated research activities and significant promise towards becoming an independently funded investigator. This position involves joining a busy section of 4 head & neck surgeons who perform all aspects of ablative, robotic, and reconstructive surgery with tremendous opportunities for growth in all arms of the academic mission. Resources and opportunities include: * Multidisciplinary management of head & neck malignancies with a core team consisting of 4 head & neck surgical oncologists, one endoscopic skull base surgeon, 3 head & neck radiation oncologists, and 2 head & neck medical oncologists. * Multidisciplinary head & neck tumor boards are held where 15-25 patients are presented each week. * This program is affiliated with the University of Wisconsin Carbone Cancer Center, which is the only National Cancer Institute designated cancer center in the State of Wisconsin. In addition, regular melanoma and sarcoma tumor boards and a multi-disciplinary endocrine conference are held. NIH-sponsored Head & Neck Specialized Program of Research Excellence (SPORE) grant funding. This $14 million SPORE, recently renewed through 2027, focuses on translational research of head & neck cancer, and provides over $350,000 annually in funding for pilot research projects in head & neck cancer. Opportunities exist for inter-departmental collaboration and mentorship. * Trans-oral Robotic Surgery (TORS) opportunities, including access to 3 DaVinci Xi robots and approval for purchase of an additional 2 DaVinci Xi robots. * Competitive one-year AHNS accredited Head & Neck fellowship * Opportunities for clinical care and research at the William S. Middleton Memorial Veterans Hospital in Madison, which is connected to the University of Wisconsin Hospital * An established global surgery program The Division of Otolaryngology has 31 faculty members who provide clinical expertise in head & neck oncologic and reconstructive surgery, pediatric otolaryngology, otology-neurotology-lateral skull base surgery, comprehensive otolaryngology, laryngology, rhinology-skull base surgery, and facial plastic and reconstructive surgery across the UW Health hospital system and William S. Middleton Memorial Veterans Hospital. The Division provides full-spectrum otolaryngology care for adults and children at six clinical practice sites in the Madison area and six outreach sites across Wisconsin and Illinois. Education within the division includes a commitment to medical student education, an ACGME accredited residency program of 15 residents, and fellowships in Head & Neck Oncologic and Reconstructive Surgery and Laryngology. The Division currently has 31 active extramural grants with a total budget of nearly $26 million, as well as collaborations with related programs across the University of Wisconsin campus such as the Wisconsin Surgical Outcomes Research Program (WiSOR), the Waisman Center, and through the Head & Neck Specialized Program of Research Excellence (SPORE) funding. These collaborations provide ample opportunities for investigators at the Assistant Professor rank to form critical mentoring relationships on their way towards independence. The UW Department of Surgery consists of more than 160 faculty across eleven specialty divisions, performing more than 25,000 operations annually. The Department also trains more than 70 residents and fellows and is consistently ranked amongst the top surgery programs with extramural research funding, currently 7th in the nation according to Blue Ridge Institute for Medical Research. The department provides a robust infrastructure of services including academic resources such as The Wisconsin Surgical Outcomes Research Program (WiSOR), which provides support, resources, and a collaborative environment to facilitate surgical health services research at the University of Wisconsin. The Department's Office of Clinical Research provides 24/7, 365 day a year clinical trial coordinator support for Clinical Trials as well regulatory support for research, and the grants management team provides comprehensive pre-award to post- award support. The Surgical Collaborative of Wisconsin also provides access to a network of surgeons throughout the state and this platform provides opportunities for collaborative quality improvement that improves the care of surgical patients throughout the state and region. Faculty at UWSMPH work to achieve strategic goals at department, school and campus levels which embody the Wisconsin Idea and include UWSMPH strategic pillars of scholarship, science, service and social responsibility. A competitive salary and benefit package is provided, including generous academic support.

Responsibilities:

We are recruiting a surgeon-scientist on the Tenure Track who will develop an original or transfer an existing, high-quality research program. The successful applicant will ultimately achieve independent and extramurally supported funding in an area relevant to the sub-specialty of head & neck oncologic surgery that makes a substantial and continuing contribution to science. The applicant will lead and conduct research activities that develop coherent and impactful lines of basic, clinical, translational, or health sciences research that may draw on numerous available collaborators. The Department of Surgery provides access to core resources including biostatistics, research programming, software development, clinical data/electronic medical records analysis, and qualitative research support. Time dedicated to research will be equivalent to 50% or greater. Adjustments to this dedicated percentage of time can be made based on the funding needs and progression toward tenure. We seek a head & neck oncologic surgeon with interest, skill, and enthusiasm in the care of patients with malignancies of the head & neck. The successful applicant will demonstrate experience in the core knowledge and understanding of medical sciences relevant to these regions and advanced diagnostic and medical and surgical management skills for the following: ablative oncologic surgery, local & regional reconstructive techniques, and trans-oral robotic surgery (TORS) experience is strongly preferred. Opportunities exist for free-flap reconstructive surgery for qualified and interested individuals. The applicant is expected to work collaboratively and inclusively within and across related fields including radiation oncology, medical oncology and with colleagues within the division and department. Clinical in-patient and out-patient practices are supported by a team of 12 Advance Practice Providers. Occasional otolaryngology on-call and regional outreach represent clinical commitments shared amongst all faculty. Education: Faculty in Otolaryngology-Head & Neck Surgery share a commitment to education at levels of medical student, resident training, Head & Neck fellowship training and continuing medical education. Education of clinical and sub-intern UWSMPH medical students, resident physicians, and fellows in Otolaryngology-Head & Neck Surgery are included in daily clinical responsibilities. An active commitment to training the next generation of otolaryngologist-head & neck surgeons including commitments to ACGME-accredited residency training in otolaryngology-head & neck surgery (especially in head & neck key indicator cases), and to the AHNS accredited H&N fellowship program. Service and Leadership: The successful candidate will be an active participant in regional and national professional associations. Leadership opportunities exist within the department and institution for qualified and interested candidates. Academic duties and responsibilities beyond baseline faculty expectations will depend on individual interests and expertise. The Department of Surgery, the School of Medicine and Public Health, and the University of Wisconsin offer an exceptional environment in which to establish and grow a robust academic career. A competitive salary and benefit package is provided, including generous academic support.

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Required Terminal Degree M.D., D.O. or Equivalent

Qualifications:

Specialization must include eligibility or certification in Otolaryngology-Head & Neck Surgery by the American Board of Otolaryngology-Head & Neck Surgery (ABOHNS) or by the American Osteopathic Boards of Ophthalmology and Otorhinolaryngology Head & Neck Surgery (AOBOOHNS); Applicants are required to have completed, or be currently participating in, an American Head & Neck Society accredited fellowship or its equivalent by the appointment start date. Candidates must possess clinical and academic credentials sufficient for appointment at the Tenure Track rank of Professor, Associate Professor or Assistant Professor. All ranks will be considered. Appointment as Full Professor or Associate Professor will require that candidate's credentials meet criteria for rank established by the School of Medicine and Public Health and UW-Madison guidelines.

License/Certification:

Required Candidates are required to have or be eligible for a Wisconsin Medical License and must be eligible for enrollment as a billing provider and for all necessary hospital privileges within the UW Health network.

Full Time: 100% It is anticipated this position requires work be performed in-person, onsite, at a designated campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Anticipated Begin Date:

JUNE 30, 2025

Negotiable ANNUAL (12 months)

Additional Information:

Located on an isthmus between two lakes, Madison is the capital city of the state of Wisconsin. Fresh off being named Livability's best U.S. city to live in for 2022, it is the second largest city in the state, with a city population of approximately 260,000 and regional population of over 1 million. Madison boasts beautiful scenery and plentiful year-round outdoor activities with its 260 parks, more than 200 miles of trails, 15,000 acres of lakes and 12 beaches. As the home of our state government and the flagship University of Wisconsin campus, it's also a hub of education and the arts. And as a city with a large community of young professionals, it offers vibrant restaurants, bars, and live music scenes. Additionally, Madison is home to one of the strongest local food scenes in the country. From April to October, the Capitol Square hosts the largest producer-only farmers' market in the country. The city is also rich with cultural offerings in the arts. The Overture Center is a state-of-the-art performance center that hosts 700,000 educational and artistic experiences annually, including Broadway tours, and national and international touring artists. Madison's technology economy is growing rapidly, and the region is home to the headquarters of Epic Systems, Exact Sciences, Sub-Zero, and Lands' End, as well as many biotech, healthcare IT, and health systems startups. Getting to Madison is easy. Dane Country Regional airport is a 10-minute drive from campus and offers direct flights to 15 U.S. cities, including New York, Washington, D.C., Atlanta, Orlando, Dallas, Denver, Las Vegas, and Phoenix. Milwaukee can be reached in just over an hour while Chicago is just two hours away, giving travelers access to two international airports and a regional airport with direct flights to over 250 destinations combined. The successful applicant will be responsible for ensuring eligibility for employment in the United States on or before the effective date of the appointment. University sponsorship is not available for this position. Applicants for this position will be considered for the titles listed in this posting. The title is determined by the experience and qualifications of the finalist.

How to Apply:

To apply for this position, please click on the "Apply Now" button. You will be asked to upload a current CV and a cover letter detailing each of the following: 1) Your interest in this position & vision for a research program and collaborations 2) Your experience and clinical interest(s) in Head & Neck Surgery The deadline for assuring full consideration is September 16, 2024, however, this position will remain open and applications may be considered until this position is filled. Your application must be received through the Jobs at UW portal to be considered as a candidate. Applications submitted outside of this system will not be considered. Employment will require an institutional reference check regarding any misconduct. To be considered, applicants must upload a signed 'Authorization to Release Information' form as part of the application. The authorization form and a definition of 'misconduct' can be found here: https://hr.wisc.edu/institutional-reference-check/

Kj Ellis [email protected] 608-264-3004 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Professor(FA020) or Associate Professor(FA030) or Assistant Professor(FA040)

Department(s):

A53-MEDICAL SCHOOL/SURGERY/OTOLARYNGOLOGY

Employment Class:

Job number:, the university of wisconsin-madison is an equal opportunity and affirmative action employer..

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U.S. National Science Foundation Research Traineeship Program

Solicitation coming soon, important information about nsf’s implementation of the revised 2 cfr.

NSF Financial Assistance awards (grants and cooperative agreements) made on or after October 1, 2024, will be subject to the applicable set of award conditions, dated October 1, 2024, available on the NSF website . These terms and conditions are consistent with the revised guidance specified in the OMB Guidance for Federal Financial Assistance published in the Federal Register on April 22, 2024.

Important information for proposers

All proposals must be submitted in accordance with the requirements specified in this funding opportunity and in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. It is the responsibility of the proposer to ensure that the proposal meets these requirements. Submitting a proposal prior to a specified deadline does not negate this requirement.

The NSF Research Traineeship (NRT) program seeks proposals that explore ways for graduate students in research-based master’s and doctoral degree programs to develop the skills, knowledge, and competencies needed to pursue a range of STEM careers. The program is dedicated to effective training of STEM graduate students in high priority interdisciplinary or convergent research areas, through a comprehensive traineeship model that is innovative, evidence-based, and aligned with changing workforce and research needs. Proposals are requested that address any interdisciplinary or convergent research theme of national priority, as described in section II.D below.

The NRT program addresses workforce development, emphasizing broad participation, and institutional capacity building needs in graduate education. The program encourages proposals that involve strategic collaborations with the private sector, non-governmental organizations (NGOs), government agencies, national laboratories, field stations, teaching and learning centers, informal science centers, and academic partners. NRT especially welcomes proposals that reflect collaborations between NRT proposals and existing NSF Eddie Bernice Johnson Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) Initiative , Research Experiences for Undergraduates (REU) , Louis Stokes Alliances for Minority Participation (LSAMP) ,   NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) , and NSF STEM Ed Organizational Postdoctoral Fellowship program (STEM Ed OPRF) projects, provided the collaboration will strengthen both projects. Researchers at minority serving institutions and emerging research institutions are strongly encouraged to submit proposals. Collaborations between NRT proposals and existing NSF INCLUDES projects should strengthen both NRT and INCLUDES projects.

Updates and announcements

Nrt webinar video now available, program contacts.

Program events

• June 4, 2024 - Approaches to Broadening Participation in STEM Graduate Education
• April 23, 2024 - NSF's New Mentoring Requirements for Graduate Students
• August 30, 2023 - NSF Research Traineeship Program (NRT) Webinars
• August 24, 2023 - NSF Research Traineeship Program (NRT) Webinars
• August 21, 2023 - NSF Research Traineeship Program (NRT) Webinars
• June 21, 2022 - DBI Virtual Office Hour: Training Programs
• August 9, 2021 - NSF Research Traineeship Program Webinar

Awards made through this program

National Science Foundation Research Traineeship Program

Organization(s).

• Directorate for STEM Education (EDU)
• Division of Graduate Education (EDU/DGE)
• Directorate for Biological Sciences (BIO)
• Directorate for Computer and Information Science and Engineering (CISE)
• Directorate for Engineering (ENG)
• Directorate for Geosciences (GEO)
• Directorate for Mathematical and Physical Sciences (MPS)
• Directorate for Social, Behavioral and Economic Sciences (SBE)
• Directorate for Technology, Innovation and Partnerships (TIP)
• Office of Integrative Activities (OD/OIA)

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Office of Research & Economic Development

Physical Address: Morrill Hall 105

Mailing Address: 875 Perimeter Drive MS 3010 University of Idaho Moscow, ID 83844-3010

Phone: 208-885-5663

Email: [email protected]

Research and Faculty Development

Phone: 208-885-1144

Email: [email protected]

Web: Office of Research and Faculty Development

Office of Research Assurances

Morrill Hall Room 414 Moscow, ID  83844

Mailing Address: 875 Perimeter Dr., MS 3010 Moscow, ID  83844-3010

Phone: 208-885-2258

Email: [email protected]

Web: ORA Website

Office of Sponsored Programs

Morrill Hall Room 209 Moscow, ID  83843

Mailing Address: 875 Perimeter Dr., MS 3020 Moscow, ID  83844-3020

Phone: 208-885-6651

Fax: 208-885-4990

Email: [email protected]

Web: OSP Website

Office of Technology Transfer - Moscow

Physical Address: Morrill Hall 105 Moscow, ID 83844-3003

Mailing Address: 875 Perimeter Drive MS 3003 Moscow, ID 83844-3003

Email: [email protected]

Research Job Opportunities

We invite you to learn more about the opportunities to work with the Office of Research and Economic Development team. We encourage you to visit our unit websites to find out more about the integral work being completed by our offices.

Please note, these job postings reside within the University of Idaho Careers  page. The Careers page is maintained by Human Resources and if any posting details are changed, the Careers page will be updated before this page.

For the most current list of job opportunities, refer to the University of Idaho Human Resources job board .

For additional information, email Kathleen Skovgard .

Available Jobs

Accountant ii, position overview.

Under general supervision, the position performs a range of detailed, moderately complex professional accounting functions. Work assignments at this level typically include: examination, analysis, maintenance, consolidation and reconciliation of financial records; creation and interpretation of financial statements and reports; participation in the development of budgets; may be assigned responsibility to provide training, supervision and/or assistance to other employees.

Duties may include:

• Analyze accounting records for accuracy and completeness
• Research and resolve accounting problems and/or discrepancies
• Research and apply new accounting standards
• Research and apply relevant local, state and federal regulations; prepare, review or approve required returns and reports
• Generate standard and custom financial statements and other reports
• Oversee proper classification and coding of income and expenditures
• Analyze and forecast revenue and expenditure trends
• Assist in calculation of various departmental and university rates
• Analyze expenditures charged for appropriateness and compliance with university policy and procedures
• Interact with internal and external auditors and participate in auditing projects
• Recommend improvements in workflows, procedures and processes
• Conduct financial analysis of projects and prepare special reports
• Oversee and monitor accounting processes, schedules and databases
• Perform complex reconciliation functions
• Other duties as assigned

Ensuring Financial Compliance of Sponsored Project and Service Center Activity (Estimated effort: 80%):

• Assessing risk and performing reviews of sponsored projects and service centers to ensure compliance with federal and sponsor regulations, and university policies and procedures
• Communicating with university personnel on expenses and compelling removal of any expense determined to be non-compliant
• Providing guidance to OSP staff on monitoring sponsored project data, expenditures, sub-recipient expenditures and adjustments completed in the university’s financial system
• Assessing and enforcing current policies and procedures associated with fiscal compliance of sponsored research activity and recommending changes as needed to comply with university and sponsor guidelines and regulations
• Assessing federal regulations and changes in such regulations as they arise for integration into the university financial systems
• Reviewing and approving sponsored project journal entries, NSF queues, labor redistributions, cost transfers, service agreements, sponsor funded job descriptions to ensure compliance with federal and sponsor regulations and university policies and procedures
• Generating semi-annual effort reports for distribution, monitoring the completion of certified effort reports per federal regulations and assisting certifiers with questions
• Conducting risk assessments for potential subrecipients and performing risk assessments for active subrecipients annually in accordance with federal regulations
• Reviewing subrecipient invoices approved by the PI for reasonableness and allowability in accordance with the executed subaward agreement and submitting approved subrecipient invoice to accounts payable
• Reviewing interim salary changes for allowability that affect sponsored projects
• Reviewing Cost Accounting Standards (CAS) Exemptions on proposed sponsored projects and determining allowability
• Performing a desk review of fixed-priced sponsored projects with residual funds of greater than 10% and making a determination of reasonableness based upon the supporting documentation submitted by the PI

Ensuring Accurate Application of Sponsored Project Payments (Estimated effort: 10%):

• Preparing daily deposits for ACH bank deposits and physical checks received for sponsored projects
• Researching incoming payments for potential application to sponsored projects
• Performing a quarterly reconciliation of the grants and contracts accounts receivable fund 220029 and identifying the appropriate sponsored project that payments should be applied to

Advance Knowledge of Research Administration and Professional Skills (Estimated effort: 5%):

• Representing OSP at meetings or on committees within the university and at professional meetings external to the university
• Providing training to other OSP employees on unit policies and procedures
• Attending training and professional development activities as identified by the assistant director of Sponsored Accounting or the director of the Office of Sponsored Programs

Contribute to the Cost Accounting Unit (Estimated effort: 5%):

• Assisting the assistant director of Sponsored Accounting as needed with other Cost Accounting Unit responsibilities
• Assisting the assistant director of Sponsored Accounting in the development of unit strategic goals
• Providing support and guidance to the Cost Accounting Unit staff and coverage of tasks as needed
• Performing special projects for OSP as assigned by the assistant director of Sponsored Accounting or director of the Office of Sponsored Programs

Requirements

• Bachelor’s Degree in accounting, finance or equivalent OR Master’s Degree in accounting
• Two years of progressively responsible accounting experience in a computerized accounting system

Preferred Qualifications

• Experience working in a complex, decentralized accounting environment
• Experience with governmental fund accounting
• CPA, CMA, CGFM or other accounting certification
• Experience working with the Banner Financial System
• Experience working in an area of Grant and Contract financial accounting or sponsored research administration
• Establishing and monitoring internal controls
• Interpreting, explaining and applying laws, regulations and policies
• Assisting in the education of individuals in policy and procedures
• Assessing risk and conducting audits to ensure compliance
• Monitoring and evaluating account activity

Additional information

• Apply through the University of Idaho Careers page .
• In your application, please address all the minimum requirements in the Letter of Qualification. Preferential review of applicants to begin on June 10.

Program Manager II, IMCI

The Institute for Modeling Collaboration and Innovation (IMCI) is a multidisciplinary, collaborative unit that creates the intellectual, cultural and physical environment to foster research synergy at University of Idaho. IMCI reports to the Office of Research and Economic Development and works with multiple units to manage a portfolio of grants and awards and oversee two core facilities. The Program Manager will actively contribute to the leadership team as the administrative-level decision maker to develop and advance strategic IMCI goals and objectives. The position is self-directed and reports to the IMCI Director to accomplish a wide variety of tasks critical to the success of the institute.

This position serves as the administrative lead for educational, outreach and professional programs or directing complex business operations in support of the program. The program manager formally plans, assigns, directs and coordinates the work of the program. The position will represent the program to administrators, faculty, staff and students within the university and external contacts.

• Design and develop or assist with the design and development of program(s) or project(s)
• Manage and oversee the administrative and daily operations of a program
• Ensure compliance with university, state and federal policies and regulations
• Oversee the supervision of personnel for the program
• Manage contract, grant and/or state funding; approve and monitor budget expenditures; prepare budget revisions; provide interim status reports on all accounts; oversee, coordinate and/or assist with proposal writing to develop additional funding
• Participate in the development of annual operating budgets and provide fiscal direction to the unit
• Oversee and/or coordinate the collection, compilation and analysis of program activity data; develop, write and present program reports

Provide institute leadership by (Estimated effort: 25%):

• Maintaining updated knowledge in pertinent laws, regulations and standards concerning and affecting finance procedures and operations; reviewing new and existing agency requirements and adjusting institute process to ensure compliance with changing regulations
• Reviewing financial transactions for compliance; identifying errors; alerting responsible parties to financial discrepancies or problems and taking appropriate corrective actions as necessary; ensuring expenditures remain within the allocated amounts; monitoring budgets and spending to ensure alignment and compliance with program and project goals and requirements; responding to requests of information in response to internal and external audits; assess, develop and implement processes and procedures to mitigate audit risks
• Ensuring effective systems are in place for accurate record keeping
• Initiating allocations, adjustments and transfers; coordinating the budget development for IMCI-funded projects, initiatives and proposals submitted through the institute; maintaining proper fund balances for meeting fiscal priorities
• Evaluating and assessing institute financial needs and opportunities; making recommendations to the Director; and developing new policies to address needs and opportunities
• Annually develop service center billing rates in compliance with APM for the Image and Data Acquisition Core (IDAC) in collaboration with the IDAC Manager and Director. Provide financial management support for the IDAC to ensure compliance with federal cost principles for educational institutions

Provide grant proposal development and award management by (Estimated effort: 30%):

• Providing guidance to Principal Investigators in the development of proposals that includes interpretation and communication of agency funding announcements and a variety of regulations including the federal 2 CFR 200, cost accounting principles and federal, state and university policies
• Acting as a liaison between Principal Investigators and the Office of Sponsored Programs
• Providing specifically tailored proposal checklists to Principal Investigators for each proposal
• Leading submission requests to the National Institutes for Health for new Center for Modeling Complex Interactions research projects and pilot grants ensuring internal and external policies and procedures compliance
• Providing guidance and expertise in developing budgets ensuring that all proposed expenditures at the University of Idaho and subcontracted institutions are allowable and well-justified
• Ensuring internal and external documents required for grant applications are properly prepared including subawards and cost share; providing access to agency forms/templates and instructions; notifying Principal Investigators of regulatory compliance documentation needed
• Ensuring documents are uploaded to the proper proposal interfaces prior to OSP and agency deadlines
• Initiating early budget setups; advance funding requests; sub-awards; service agreements; sponsor pre-approvals (NCTEs, PI changes, re-budgets, carry- forward and transfers/relinquishments); budget transfers; cost transfers, including determining and recommending corrective actions when necessary
• Managing cost-share, approval queues, expenditure compliance review, subaward monitoring and project closeouts
• Providing specialized post-award grant support by overseeing and monitoring the complete life cycle of awards and preparing comprehensive fiscal reports that include budget projections
• Maintaining data on grant extensions, terminations, completions and new awards utilizing a variety of databases

Provide human resource management by (Estimated effort: 10%):

• Overseeing, in partnership with ORED’s Affirmative Action Coordinator, IMCI employment position searches; coordinating new IMCI employee offers and onboarding of new IMCI employees, including any needed background checks, I- 9 compliance and visa applications
• Coordinating IMCI employee terminations with employees and supervisors
• Coordinating directly with university departments and colleges on Electronic Personnel Action Forms (EPAF) ensuring budgetary guidelines and restrictions are being met
• Managing IMCI funded summer salary including coordinating with individual faculty, departments and colleges
• Supporting IMCI supervisors with coordinating performance reviews, non-faculty exempt non-renewal, change in employee compensation (CEC), mandatory trainings and other human resource activities
• Supervising the IMCI administrative staff including hiring, training, mentoring, corrective actions and performance evaluations

Lead coordination of institute reporting b (Estimated effort: 10%):

• Using project management skills to coordinate the annual reporting effort for complex grants (e.g. the National Institutes of Health COBRE annual report)
• Developing reporting data collection tools and timelines
• Managing reporting data collection of participants across the university and maintaining records
• Reviewing, editing, compiling, analyzing, entering and ensuring accuracy of data
• Preparing sections of reports and entering information into agency reporting programs
• Managing, monitoring and ensuring publication compliance with NIH Public Access Policy
• Bachelor’s Degree; four additional years of experience in program coordination (for a total of eight years) may substitute for a Bachelor’s Degree
• Four years of program coordination or program management experience
• One year of supervisory experience or delegating work to others
• Participation in the development and management of operating budgets
• Bachelor’s Degree in business or accounting

Experience with:

• Exercising judgment in a fast paced, dynamic, team environment while fostering positive relationships, teamwork and cooperation among students, faculty, staff and administrators across campus
• Submission and administration of grants and contracts or other complex programs.
• Interpreting and applying laws, regulations, policies and procedures at the university, state or federal level
• Establishing internal financial systems with audit controls and making decisions regarding authorization or rejection of expenditures/disbursements
• Working in higher education and a working knowledge of University of Idaho administrative policies and procedures
• Using computer software and applications for word processing, spreadsheets, email, internet searches and data organization
• Compiling accounting information in spreadsheet software; preparing summaries, financial reports and budget projections
• Proficiency with Banner, VandalWeb, Argos, VERAS and other university systems; experience with Grants.gov, Research.gov and other grant agency input platforms
• Editing and writing business correspondence using proper grammar and punctuation as demonstrated in the application materials
• In your application, please address all the minimum requirements in the Letter of Qualification. Preferential review of applicants to begin on July 26.

Lead Animal Research Technician

Under the direct supervision of the Laboratory Animal Research Facility (LARF) Manager, the Lead Animal Care Technician is responsible to coordinate with other team members to maintain the efficient operation of all facility work areas; maintain daily logs on all research animals; maintain inventory of supplies, equipment and drugs; assist in the care, medical treatment and sample collection from research animals; comply with all relevant animal research laws and regulations as well as institutional policies; communicate regularly with and provide assistance and technical instruction to staff, students and faculty as needed. The Lead Animal Research Aide will be responsible for the training of new care technicians. In addition, this position will support the LARF Manager with administrative tasks as needed. The Lead Animal Research Aide will also help cover administrative tasks in the absence of the LARF Manager.

This is an essential position and may be required to work weekends, holidays, or in the event of an emergency and/or University closure.

Placeholder

Assisting with research animal care through various duties by (Estimated effort: 60%) :

• Orienting new employees in the overview of basic facility operation, location of equipment, drugs and supplies needed in daily animal care
• Performing animal husbandry duties; changing mouse cages, changing fish tanks, ensuring animals have feed and water
• Measuring water parameters of fish systems
• Monitoring animals for health concerns
• Cleaning and sanitizing the facility and animal rooms
• Providing general and direct supervision of care technicians in routine husbandry and animal handling
• Responsible for sentinel monitoring program
• Organizing facility supplies, equipment, animal rooms and support rooms
• Maintaining and performing routine repair and upkeep of facility equipment

Manages and maintains inventories and records in accordance with state and federal laws by (Estimated effort: 10%) :

• Tracking animal records
• Maintaining proper animal identification
• Tracking room environment, including temperature and humidity readings
• Maintaining physical inventories of supplies, equipment, instruments and drugs

Maintains the organization and efficient operation of all facility work areas by (Estimated effort: 20%) :

• Maintaining cleanliness and orderliness of the LARF at all times
• Stocking and replacing of room supplies, cleaning solutions
• Operating cage-washer, pathological incinerator and autoclave; mixing and using chemicals in accordance with the SDS and LARF SOPs

Provides backup support by (Estimated effort: 10%) :

• Performing administrative tasks as needed: filing, updating logs, updating census materials, etc.
• Other duties as needed
• High School Diploma or equivalent
• Two years handling and restraining animals in a work environment
• Composing and proofreading standard business correspondences
• Answering a telephone using business etiquette
• Keeping notes and records
• Working independently with minimum supervision while prioritizing workloads to meet deadlines
• Using software applications for word processing, email, internet searches and data organization
• Bachelor’s Degree in Animal/Veterinary Science or related field OR Certification/Licensure as a Veterinary Technician
• Experience working in animal research
• Understanding of medical and laboratory terminology
• Experience working in Animal Biosafety and Arthropod Containment Levels 1 and 2
• Ability to work compatibly with faculty, staff and students
• Certification as an Assistant Laboratory Animal Technician through the American Association of Laboratory Animal Science. If incumbent does not have AALAS ALAT certification at the time of hire, employment will be contingent upon achieving certification within a reasonable period, as established by supervisor

Physical Requirements & Working Conditions

• Ability to lift, carry and/or otherwise move 50 pounds
• Ability to wear a negative pressure respirator
• Ability to perform required activities including: climbing and working from ladders, bending, stooping and standing for long periods of time
• In your application, please address all the minimum requirements in the Letter of Qualification. Preferential review of applicants to begin on August 9 th .

CREEES Professional Resources Forum

Center for Russian, East European and Eurasian Studies at The University of Texas at Austin

Academic Job: Postdoctoral research positions, HSE (Moscow)

Deadline to apply: february 15, 2018, the job involves:.

• Working under the supervision of Oleg Budnitskii, the Center’s Director, and Michael David-Fox, the Academic advisor at the International Center for the History and Sociology of World War II and Its Consequences
• Participants are encouraged to pursue their own research that is thematically related to the Center’s research project on the history of World War II and wartime Stalinism, as well as on other topics dealing with Soviet history and culture more broadly
• Writing research papers for international peer-reviewed journals
• Providing consultations on writing scholarly papers in English to Russian colleagues and students
• Participation in organization of the events and other contribution to the Center’s development
• Public presentations of candidate’s own research to the researchers in the field and the broader academic community
• Some teaching is encouraged, though not required.

Requirements:

• PhD from an international research university in the field of Soviet or Modern European History or other related fields,
• Publication record in English or potential for producing high-quality research publications,
• Ability to work in a team,
• Fluent English

General conditions for Post-Doctoral Research positions can be found  here . Appointments will be normally made for one year. They assume internationally competitive compensation and other benefits including medical insurance.

A CV and research statement should be submitted via  online application form and two letters of recommendation should be submitted be the referees directly to [email protected] by February 15, 2018. Please note that direct applications to the hiring laboratory may not be reviewed.

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• 14 August 2024

Has your paper been used to train an AI model? Almost certainly

• Elizabeth Gibney

You can also search for this author in PubMed   Google Scholar

Academic publisher Wiley has sold access to its research papers to firms developing large language models. Credit: Timon Schneider/Alamy

Academic publishers are selling access to research papers to technology firms to train artificial-intelligence (AI) models. Some researchers have reacted with dismay at such deals happening without the consultation of authors. The trend is raising questions about the use of published and sometimes copyrighted work to train the exploding number of AI chatbots in development.

Experts say that, if a research paper hasn’t yet been used to train a large language model (LLM), it probably will be soon. Researchers are exploring technical ways for authors to spot if their content being used.

AI models fed AI-generated data quickly spew nonsense

Last month, it emerged that the UK academic publisher Taylor & Francis, had signed a US$10-million deal with Microsoft, allowing the US technology company to access the publisher’s data to improve its AI systems. And in June, an investor update showed that US publisher Wiley had earned $23 million from allowing an unnamed company to train generative-AI models on its content.

Anything that is available to read online — whether in an open-access repository or not — is “pretty likely” to have been fed into an LLM already, says Lucy Lu Wang, an AI researcher at the University of Washington in Seattle. “And if a paper has already been used as training data in a model, there’s no way to remove that paper after the model has been trained,” she adds.

Massive data sets

LLMs train on huge volumes of data, frequently scraped from the Internet. They derive patterns between the often billions of snippets of language in the training data, known as tokens, that allow them to generate text with uncanny fluency.

Generative-AI models rely on absorbing patterns from these swathes of data to output text, images or computer code. Academic papers are valuable for LLM builders owing to their length and “high information density”, says Stefan Baack, who analyses AI training data sets at the Mozilla Foundation, a global non-profit organization in San Francisco, California that aims to keep the Internet open for all to access.

How does ChatGPT ‘think’? Psychology and neuroscience crack open AI large language models

Training models on a large body of scientific information also give them a much better ability to reason about scientific topics, says Wang, who co-created S2ORC, a data set based on 81.1 million academic papers. The data set was originally developed for text mining — applying analytical techniques to find patterns in data — but has since been used to train LLMs.

The trend of buying high-quality data sets is growing. This year, the Financial Times has offered its content to ChatGPT developer OpenAI in a lucrative deal, as has the online forum Reddit, to Google. And given that scientific publishers probably view the alternative as their work being scraped without an agreement, “I think there will be more of these deals to come,” says Wang.

Information secrets

Some AI developers, such as the Large-scale Artificial Intelligence Network, intentionally keep their data sets open, but many firms developing generative-AI models have kept much of their training data secret, says Baack. “We have no idea what is in there,” he says. Open-source repositories such as arXiv and the scholarly database PubMed of abstracts are thought to be “very popular” sources, he says, although paywalled journal articles probably have their free-to-read abstracts scraped by big technology firms. “They are always on the hunt for that kind of stuff,” he adds.

Proving that an LLM has used any individual paper is difficult, says Yves-Alexandre de Montjoye, a computer scientist at Imperial College London. One way is to prompt the model with an unusual sentence from a text and see whether the output matches the next words in the original. If it does, that is good evidence that the paper is in the training set. But if it doesn’t, that doesn’t mean that the paper wasn’t used — not least because developers can code the LLM to filter responses to ensure they don’t match training data too closely. “It takes a lot for this to work,” he says.

Robo-writers: the rise and risks of language-generating AI

Another method to check whether data are in a training set is known as membership inference attack. This relies on the idea that a model will be more confident about its output when it is seeing something that it has seen before. De Montjoye’s team has developed a version of this, called a copyright trap, for LLMs.

To set the trap, the team generates sentences that look plausible but are nonsense, and hides them in a body of work, for example as white text on a white background or in a field that’s displayed as zero width on a webpage. If an LLM is more ‘surprised’ — a measure known as its perplexity — by an unused control sentence than it is by the one hidden in the text, “that is statistical evidence that the traps were seen before”, he says.

Copyright questions

Even if it were possible to prove that an LLM has been trained on a certain text, it is not clear what happens next. Publishers maintain that, if developers use copyrighted text in training and have not sought a licence, that counts as infringement. But a counter legal argument says that LLMs do not copy anything — they harvest information content from training data, which gets broken up, and use their learning to generate new text.

AI is complicating plagiarism. How should scientists respond?

Litigation might help to resolve this. In an ongoing US copyright case that could be precedent-setting, The New York Times is suing Microsoft and ChatGPT’s developer OpenAI in San Francisco, California. The newspaper accuses the firms of using its journalistic content to train their models without permission.

Many academics are happy to have their work included in LLM training data — especially if the models make them more accurate. “I personally don’t mind if I have a chatbot who writes in the style of me,” says Baack. But he acknowledges that his job is not threatened by LLM outputs in the way that those of other professions, such as artists and writers, are.

Individual scientific authors currently have little power if the publisher of their paper decides to sell access to their copyrighted works. For publicly available articles, there is no established means to apportion credit or know whether a text has been used.

Some researchers, including de Montjoye, are frustrated. “We want LLMs, but we still want something that is fair, and I think we’ve not invented what this looks like yet,” he says.

doi: https://doi.org/10.1038/d41586-024-02599-9

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Walz in the National Guard: A Steady Rise Ending With a Hard Decision

In a military career that spanned three decades, Tim Walz achieved one of the highest enlisted ranks in the Army. Some peers took issue with the timing of his retirement.

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By Thomas Gibbons-Neff John Ismay and Kate Selig

In the 1980s, the U.S. military was in the middle of a transformation. The Vietnam War was over, and a force once staffed with drafted troops who had fought and died in the jungles of Southeast Asia was transitioning to ranks filled solely with volunteers.

In Nebraska, Tim Walz was one of those volunteers.

Mr. Walz, now Minnesota governor and the presumptive Democratic candidate for vice president, raised his hand to join the Army National Guard just two days past his 17th birthday on April 8, 1981. In a career in the military that spanned three decades, he battled floods, managed an artillery unit and achieved one of the highest enlisted ranks in the Army. He also navigated a full-time job teaching social studies alongside his part-time military occupation as an enlisted combat arms soldier, a role that trained him for war.

Mr. Walz never went to war. Most of his service covered a period when America was bruised from foreign entanglements and wary of sending troops into combat overseas for long stretches. And it ended when Mr. Walz was 41, as the military ramped up for war after Sept. 11.

Since being picked as Vice President Kamala Harris’s running mate this week, he has found himself facing allegations previously aired by Minnesota Republicans and newly amplified by JD Vance, former President Donald J. Trump’s running mate.

Those criticisms center on Mr. Walz’s decision to retire from the Army in 2005, the year before his artillery battalion deployed to Iraq. He was thinking seriously about a run for Congress and spoke with other soldiers about being torn between his loyalty to his fellow troops and his desire to move on with his life. At the time, there were vague expectations that the unit might deploy, but actual orders came several months later.

The unit deployed to Iraq for more than one year beginning in 2006. During that time, soldiers in the unit provided security for transportation convoys and other tasks common in a combat zone.

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