Course Syllabus： Training and Development (Graduate Level)



Course Syllabus： Training and Development (Graduate Level)

I. COURSE OVERVIEW:

The purpose of this course is to provide the student with information and insight into the training and development function in organizations. The training and development function will be viewed from a systems approach, such that we will examine the entire cycle of Training and Development, from the assessment of training needs to the evaluation of a training program, within the context of today’s organizations and the global market. Course activities will include group discussions and individual and team problem-solving activities in addition to Norman classroom activities.

II. COURSE REFERENCES:

A. Required:

Noe, R.A. (1999). Employee Training & Development. New York, NY:

Irwin/McGraw-Hill.

B. Recommended:

DeSimone, R.L. Werner, J.M. & Harris, D.M. (2002). Human Resource Development. (3rd ed.). Orlando, FL: Harcourt, Inc.

Goldstein, I.L. (1993). Training in Organization. (3rd ed.) Pacific Grove, CA: Brooks/Cole Publishing Company.

III. REQUIRED ACTIVITIES AND ASSIGNMENTS:

Each student will complete FIVE reaction papers on various aspects of the Training and Development profession. Each reaction paper will use TWO current periodicals/journals (2001/2004) form Training and Development periodicals and journals, not textbooks. Each report will be typewritten, and ONLY THREE pages in length.

REACTION PAPER FORMAT:

NAME: DATE:

REACTION PAPER #

PAGE-1: Article one

Author:

Title:

Periodicals/Journal and Date:

Page number:

1-page summary of article #1

2-page summary of article #2

PAGE-3

Do you agree or disagree with the author of the articles? Why or why not? I want to find out YOUR OPINION regarding the concepts discussed within the articles.

BOOK REVIEW:

Each student will review a book relating to a current issue in Training and Development and prepare a 2-3 pages paper in length.

FINAL PROJECT:

Each team will prepare a 10-30 page “Training and Development Plan” paper and make a 15-20 minute presentation of the paper.

NOTE:PAPERS ARE DUE ON OR BEFORE DATES LISTED. EACH PAPER WILL BE REDUCED TEN POINTS FOR EACH DAY LATE.

IV. RECOMMENDED PERIODICALS:

• Adult Education Quarterly

• Harvard Business Review

• Human Resource Management

• Human Resource Development Quarterly

• Human Resource Management Review

• Technical and Skills Training

• Training and Development Journal

• Training

• Training Magazine

• Journal of Industrial Teacher Education

• Performance and Instruction Journal

• Performance Improvement Quarterly

• Total Quality Management

• Personnel Journal Personnel Psychology

• Academy of Management Journal

• Academy of Management Review

• Business Week

• Journal of European Industrial Training

• Journal of Quality Assurance

• Quality Progress

• Technology Review

V. COURSE ASSESSMENT:

Category Percentage

Textbook report 20%

Book review 10%

Reaction papers 30%

Final project and presentation 30%

In-class participation 10%

VI. CLASS SHEDULE:

CHAPTER 1 :

INTRODUCTION TO EMPLOYEE TRAINING AND DEVELOPMENT

This chapter prepares the learner for the chapters to come. Training and Development are defined and the current environment in which organizations exist is described. The state of Training and Development in today’s organization and today’s global market is discussed, including the dramatic amount of money invested in training in U.S. companies. The instructional system design model is introduced and key roles and training professional competencies are identified. Finally, resources for training information, including Web site, are noted. The chapter begins with the Mirage Resorts example, which illustrates a successful corporation that relies on strategic training as part of its equation for success.

CHAPTER 2

STRATEGIC TRAINING

This chapter highlights the importance of linking the training function to the company’s strategy. It first presents an over view of the work roles of employees, managers, and executives. Then organizational characteristics, such as the extent to which the company has global operations and business conditions, that influence training practices are discussed. Other human resource functions are highlighted and their relationships to training described. Trends in the changing role of training are identified as well as the training implications of various business strategies, from concentration to divestment. Finally, the chapter presents major models of training function organization, including the faculty model, the customer model, the matrix model, the corporate university model, and virtual training organizations. This is critical information to the reader, for it training is not tied to business strategy, then its existence may be tenuous and, perhaps, not justifiable.

CHAPTER 3

NEEDS ASSESSMENT

This chapter covers the needs assessment process, the various levels, approaches, and issues. The chapter thoroughly describes organizational level analysis, person analysis and task analysis and what each entails. The section on person analysis breaks it down into the factors that influence individual performance and motivation, including basic skills, abilities and self-efficacy of the individual; inputs; output; consequences or rewards; and feedback. The section on task analysis also goes into detail regarding tasks and the knowledge, skills and abilities required to perform task, as well as describing the steps of a task analysis. The participants of needs assessment and what each player contributes is also discussed. Further, the various methods of needs assessment are described, as are their strengths and weaknesses, giving the reader the information needed to choose an appropriate method(s) to gather information. Overall, this chapter provides the information needed to develop a general understanding of the needs assessment process and the factors to consider in collecting appropriate information and choosing appropriate methods to collect it.

CHAPTER 4

LEARNING: THEORIES AND PROGRAM DESIGN

To facilitate training effectively, it is critical to understand learning and how it occurs. In this chapter, learning is defined and specific learning outcomes, e.g., intellectual skills and motor skills, are described. Major theories of learning and motivation are presented and their applicability to and implications for training are discussed. Learning processes are described as well as the implications of these processes for instruction. Finally, this chapter outlines consideration in designing effective training programs, in terms of facilities, seating arrangements, and program design. Key terms are listed at the end of the chapter, as are questions for discussion and application assignments.

CHAPTER 5

RANSFER OF TRAINING

Chapter 5 addresses the very important issue of the transfer of the transfer of what is learned in training back to the job. If new knowledge, skills, and behaviors learned in the training context are not applied to the job, then the training has not been successful. Content included in this chapter includes the applicable theories that bring to light approaches to transfer of learning. Strategies for self-management (to transfer learning and avoid lapses) are discussed as well as the work environment characteristics that influence whether training will transfer. Among the critical pieces that maximize the likelihood of transfer of training are supportive management, peer support, the opportunity to use new capabilities, appropriate technological support, and a pro-learning culture. The chapter concludes with a list of key terms and thought provoking questions for discussion as well as application assignments.

CHAPTER 6

TRAINING EVALUATION

Chapter 6 focuses on the evaluation of training programs and learner outcomes. it explains the criticality of evaluating whether the training has accomplished its objectives and, particularly, whether job performance and organizational results have improved as a result. Formative and summative evaluation are discussed and compared and reasons for evaluating are identified. The process of evaluating training is outlined and outcomes used to evaluate training are described in some detail. Kirkpatrick's four-level model incorporating four major levels of evaluation is highlighted; and five major categories of outcomes are presented more extensively. Another important issue, regarding how good the designated outcomes are, is addressed. Perhaps most importantly, evaluation designs, important elements of evaluation design and the preservation of internal validity are discussed as well as the ca1culation of return on investment for the training dollar. In an environment of accountability, knowledge of how to show return on investment is invaluable. Further, this chapter gives the student knowledge of the various evaluation strategies .and how to choose an approach. a list of key terms, discussion questions, and application assignments follow the end of the chapter.

CHAPTER 7

TRADITIONAL TRAINING METHODS

This chapter focuses on the traditional methods of delivering training. While new technologies, discussed in Chapter 8, have brought new methods to deliver training, the traditional methods are still employed in virtually all organizations-often in conjunction with new technologies. The chapter is broken down into "presentation methods," which are passive delivery methods and include lecture and audiovisual instruction; "hands-on methods," Which actively involve the learner and include on-the-job training (OJT), self directed learning, apprenticeships, simulation, case study, business games, role plays, and behavior modeling, and "group building methods," which are designed to improve work team or group effectiveness and include adventure learning, team training, and action learning. Table 7-7 provides a matrix of the various methods and multiple criteria for choosil1g the appropriate method(s). The important issues to consider in choosing methods of delivery are discussed. The chapter is concluded by a list of Key Terms, Discussion Questions, and Application Assignments.

CHAPTER 8

USE OF NEW TECHNOLOGIES IN TRAINING

The information provided in this chapter is very cutting edge in that it discusses the use of new technologies in delivering training. First, the chapter describes how new technologies are influencing training. Then it goes into summaries of multimedia training, computer-based training, including interactive video, Internet- and Intranet-based training, and virtual reality, intelligent tutoring systems; and distance learning. Further, technologies for training support and for the administration of training are discussed. Each technology is described and the advantages and disadvantages of the method are given. The final section of the chapter gives a useful table (Table 8-5) that lists each of the technologies and assessed them on various criteria, including learning outcomes, learning environment, transfer of training, costs, and effectiveness. This gives the reader knowledge that can be applied in terms of choosing the appropriate training method for the given situation. This table parallels the table of traditional methods found in Chapter 7. The chapter closes with a table of Key Terms, Discussion Questions and Application Assignments.

CHAPTER 9

EMPLOYEE DEVELOPMENT

This chapter breaks employee development into four broad areas for discussion: l.) Formal education, 2.) Assessment, 3.) Job experiences; and 4.) Interpersonal relationships. In the realm of formal education, examples of courses and activities are highlighted. In terms of assessment, the chapter describes two major instruments, i.e., the Myers-Briggs Type Indicator (MBTI) and Benchmarks. It also explains the assessment center and the types of exercises employed, and performance appraisal for developmental purposes, including upward feedback and the currently popular 360-degree feedback. Vehicles for development in the realm of job experiences that the chapter addresses include job enlargement, job rotation, transfers, promotions, and downward moves. The section on interpersonal relationships focuses largely on mentoring and also on coaching. Finally, the process of development planning is described in terms of steps and the responsibilities of the employee and the company (or manager) at each step. The theme throughout the chapter is that the company should provide the employee with opportunities for development, but that the employee must take responsibility for and initiate the planning process. This is important material for the training and development student. The chapter closes with Key Terms, Discussion Questions, and Application Assignments.

CHAPTER 10

SPECIAL ISSUES IN TRAINING AND EMPLOYEE DEVELOPMENT

Chapter l0 highlights some current issues in the training and development arena. This is an important body of information for the student taking an overview course in training and development. First, legal issues from the external environment are discussed. It is critical to know the major pieces of legislation, including the Civil Rights Act (l964, l99l), the Age Discrimination in Employment Act (ADEA), and the Americans with Disabilities Act (ADA), and the major requirements they define for employers. Further, the categories of legally dangerous situations, e.g., an employee being injured during a training activity, are described. Second, cross-cultural preparation is addressed, bringing to light the various types of expatriates, dimensions of cultural differences, steps in the preparation, including the predeparture phase, the on-site phase, and the repatriation phase; and training foreign employees. Third, the chapter addresses the management of a diverse workforce, including the two basic designs of diversity training programs and the characteristics of successful diversity initiatives. This is invaluable information in today's global culture. Fourth, school-to-work programs are described. Fifth, training the hard-core unemployed and the implications are discussed. Sixth, internal needs of the company related to training, including basic skills and the glass ceiling, are highlighted. Seventh, joint union-management programs are addressed and, eighth, succession planning is described. Ninth, is a discussion of dysfunctional behaviors among managers and how to address them. And tenth, the notion of linking pay to training is highlighted. These are issues of which all training and development students should be made aware.

CHAPTER 11

CAREERS AND CAREER MANAGEMENT

Chapter 11 focuses on careers and the management of careers. These are very important issues which are not addressed in many training and development publications. .The importance of career management for employees and employers is explained in this chapter. Trends, changes, and current issues surrounding the concept of a "career" are addressed. Various models of careers are described and the major career stages, including exploration, establishment, maintenance, and disengagement, are discussed a1ong with the notion of recycling. The chapter also highlights the major components of career management systems and the roles of various parties, from employees to managers to human resource managers to the company, in career management. This textbook gives careers the attention they deserve in light of the changes in the way work is arranged and performed. This chapter presents the important information regarding career management.

CHAPTER l2

SPECIAL CHALLENGES IN CAREER MANAGEMENT

Chapter l2 continues the discussion of career management from Chapter 11 with coverage of employee socialization and orientation, career paths, namely dual career paths; the implications of plateauing and how to address them; skill obsolescence and how to avoid it; balancing work and life, including the three types of work-life conflict, policies and various arrangements to accommodate work and nonwork demands, how to help employees cope with job loss; and dealing with the issues of older workers and the preparation for retirement. These are issues very important to anyone who works or plans to work, regardless of whether they pursue a career in training. They will capture the attention of the students and are important issues of which they need to be aware.

CHAPTER l3

THE FUTURE OF TRAINING AND DEVELOPMENT

This is a chapter full of inva1uable information on where the training and development function is headed. It is critical that the training and development students have an understanding of these trends, for they will have a great effect. Among the future trends discussed are the continued influence of new technologies, the emphasis on intellectual capital, virtual training organizations; greater integration with other functions and with external partners; training as an agent of change, and benchmarking and process reengineering. Finally, steps to implementing new training practices are described. A thorough discussion of the implications of these trends is provided. The chapter ends with Key Terms, Questions for Discussion, and Application Assignments.

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