Introduction and principles
Understand the scope of the resource and the shared principles that can guide a thoughtful approach.
Explore the introduction →
Resource centre
Developing training and support
Practical guidance for planning training and support that helps members of the public and research teams work together confidently and constructively.
Start here
Training should fit the people and the work
This resource is for anyone planning learning and support around public involvement in research, whether the audience is members of the public, researchers or a mixed group.
There is no single programme that suits every project. Useful learning is shaped by the role, the research context, existing knowledge and the practical support people need to contribute. The guidance below helps you make those decisions deliberately.
Use the sections as planning prompts, return to them when roles change, and make time to ask contributors what would help them take part fully.
What is included
Plan a useful learning offer
Explore the core topics for designing training and support that is relevant, accessible and proportionate to the role.
Plan training
Consider who benefits, what to cover, how to deliver learning and what needs arranging in advance.
Planning training guidance →Plan support
Identify the practical, relational and information support that different contributors may need.
Planning support guidance →Explore the resource
Guidance by role and activity
Each section links to a focused overview, with examples drawn from different involvement settings.
What training and support mean
Clarify the terms and establish a shared starting point before developing an approach.
Read the overview →Assess learning and support needs
Find the gap between what people already know and what will help them in their role.
Plan a needs assessment →Research panel members
Prepare people contributing to an ongoing panel connected with a research unit or organisation.
Support panel members →Project advisory group members
Consider training and support for public contributors advising a specific research project.
Support advisory groups →Project steering group members
Plan support for contributors helping to oversee progress and provide informed advice.
Support steering groups →Public reviewers and peer interviewers
Explore role-specific considerations for reviewing applications or interviewing from lived experience.
Support public reviewers →How to use it
Four steps for planning training and support
A responsive approach starts with the role and remains open to review as people and projects develop.
Understand the role
Be clear about the decisions, activities and relationships involved before deciding what learning is useful.
Ask what is needed
Discuss confidence, experience, access needs and preferred ways of learning with the people involved.
Build a tailored approach
Choose appropriate formats, timings and materials. Plan practical support alongside training.
Review and adapt
Check what is working, respond to changing needs and record learning for future involvement.
A useful checklist
What a considered plan includes
Purpose and audience
Why training or support is needed, who it is for and what each person should be able to do or understand.
Accessible delivery
Formats, materials, timings and communication approaches that reduce barriers to involvement.
Practical arrangements
Clear information before sessions, realistic preparation time and contact points for questions.
Ongoing support
Ways to continue learning, share concerns and revisit support needs throughout the work.
Common questions
Training and support FAQ
Who should receive training?
Training may be useful for members of the public, researchers and staff supporting involvement. The right audience depends on the role, the project and existing experience.
Is training enough on its own?
No. People may also need clear information, accessible meetings, opportunities to ask questions, feedback and continuing contact throughout their involvement.
How can we identify support needs?
Ask early and revisit the conversation. A needs assessment can help teams understand people’s existing knowledge, confidence, access requirements and priorities.
Should members of the public and researchers learn together?
Joint learning can be helpful where it builds shared understanding and relationships. Some topics may also need separate space for each group to explore their role.
What should be covered before someone joins a group?
Explain the purpose of the group, what contributions are expected, how decisions are made, key terms, meeting arrangements and where support is available.
Where can we find related resources?
Visit the resource centre for practical guidance, including researcher briefing notes, plain-English support and reference libraries.
Need a starting point?
Email InvolvestoryFind the right resource for your plan
Send a concise description of the role, the stage of your work and the question you are trying to resolve. Involvestory will help you identify relevant material on this site.