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HR 421 Corporate Training & Develop
Gomez, Gregory,, III


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

HR 421 Corporate Training & Develop

Semester

S1R 2012 SC

Faculty

Gomez, Gregory, III

Title

Adjunct Faculty

Degrees/Certificates

M.A. - Personnel Management, Webster Univ, St. Louis, Mo, 1984
B.A. - Spanish, Univ of Houston at Victoria, Tx, 1975

Office Hours

By Appointment

Daytime Phone

618-791-2378 (cell)

E-Mail

Gregory.Gomez@Park.edu

Semester Dates

January 16 - March 11, 2011

Class Days

------S

Class Time

8:00 AM - 1:00 PM

Credit Hours

3


Textbook:

Noe
, Raymond A.Employee Training & Development, 5th Edition, Copyright (2010), McGraw-Hill/Irwin, ISBN: 978-0-07-353034-5

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
HR421 Corporate Training and Development: A study of education, training and development in corporations. On-the-job training, computer based training, executive education and the role of outside vendors will be discussed. 3:0:3

Educational Philosophy:
The facilitator's educational philosophy is one of interactiveness based on lectures, reading assignments, classroom presentations, written assignments, research, and exams.  The facilitator will engage each learner through academic discourse and encourage them to explore new ideas and issues related to Employee Training & Development (E. T. & D.).

Learning Outcomes:
  Core Learning Outcomes

  1. Discuss the competitive challenges corporations face and explain how training can help deal with these challenges.
  2. Explain how changes in work roles influence training.
  3. Discuss the role of organization analysis, person analysis, and task analysis in needs assessment.
  4. Differentiate between “training” and “human resource development.”
  5. Explain how personal characteristics, input, output, consequences, and feedback influence performance and learning.
  6. Identify and discuss the five types of learner outcomes.
  7. Discuss the key features of the learning organization
  8. Explain why evaluation is important.


  Instructor Learning Outcomes
  1. Students will have a working understanding of E. T. & D. terms.
  2. Students will be able to make a class presentation to their peers related to a current E. T. & D. issue.
  3. Students will be able to communicate their message through a written document on a topic related to a current E. T. & D. issue.
Core Assessment:
Final exam

Link to Class Rubric

Class Assessment:

  • Two, Class Presentations (please refer to course assignments section for details).
  • Two, Reflection Papers (please refer to course assignments section for details). 
  • Mid-Term Exam  (please refer to course assignments section for details).
  • Final Exam (please refer to course assignments section for details).
  • Attendance.  Due the nature of this course, which only meets once per week, attendance for the 8 class sessions is critical.  Unexcused absences will mean that the student did not receive a significant portion of course material to be adequately prepared for stated examinations.  In addition, unexcused absences may also impact a student's overall final grade, based on university attendance policies. 
  • Class Participation.  Reading assigned chapters prior to class will prepare a student's ability to contribute to the discourse in a meaningful manner.  Class participation is defined as clarification questions, current event examples, personal illustrations, or personal reflections regarding the current topic being discussed.

Grading:

The Course
is based on 1,000 points as follows:

  • Class presentation #1, 90 points
  • Reflection paper #1, 90 points
  • Mid-Term exam, 300 points
  • Class presentation #2, 90 points
  • Reflection paper #2, 90 points
  • Final exam, 300 points
  • Attendance, 20 points
  • Class participation, 20 points
Final Grades is based on the following scale:
  • A, 900-1,000 points
  • B, 800-899 points
  • C, 700-799 points
  • D, 600-699 points
  • F, 0-599 points



The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.

All final exams in all School of Business courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business.

Late Submission of Course Materials:

Written assignments submitted late
; the highest score for a reflection paper submitted late is a 'B' grade.  Late is defined as 5 minutes after the instructor has begun class on the designated due date (please refer to attached class calendar).

Class presentations given late; the highest score for a class presentation given late is a 'B' grade.  Late is defined as not presenting during the scheduled class session (please refer to the attached class calendar).

Classroom Rules of Conduct:
1. Reading Assignments: Students are expected to prepare themselves by reading the assigned chapter before class. 

2. Class Participation is important.  Please be courteous by not cross talking while someone else has the floor.  If you have something to contribute to the classroom discussion, please raise your hand and be recognized so that we can maintain an orderly and organized classroom environment.

3. Cell Phones will be turned off or placed on vibrate in the classroom.  If you believe you might be called during class, please find a seat near the aisle or close to an exit so that you do not bother anyone on the way out.

Course Topic/Dates/Assignments:

Week 1

  • Syllabus & Introduction
  • Chapter 1, Introduction to Employee Training and Development
  • Chapter 2, Strategic Training
Week 2
  • Chapter 3, Needs Assessment
  • Chapter 4a, Learning: Theories and Program Design
  • Class Presentation #1. Class presentations will be 5-7 minutes in duration.  The topic of each presentation will focus on two areas: (1) an E. T. & D. topic covered in class, and (2) a current event in the news related to your chosen topic.  Your topic should be cleared by the instructor once class date before it is due (see class calendar).  PowerPoint slides are encourage.  Grading criteria will include: appearance (business casual), topic, current event, personal reflection, communication style, and time.  Refer to the attached class calendar for the date and session each presentation is due.
Week 3
  • Chapter 4b, Learning: Theories and Program Design
  • Chapter 5, Transfer of Training
  • Chapter 6a, Training Evaluation
  • Reflection paper #1.  Reflection papers are written assignments and are due at the beginning of class on the designated date (see class calendar attached).  Students will write about an E. T. & D. topic covered in class and will include at least one quote (by instructor or classmate).  The paper will be two-pages in length (maximum), type-written, double-spaced, 11-12 point font size, Time New Roman font, with one inch margins.  It will include a cover sheet with four lines of information:  the title of this course, the title of your paper, your name, and the date the paper is due.  Pages should be numbered on the top right corner.  References (sources) should be properly cited using APA standards.  Papers are expected to be well-written, clear, concise, free from grammatical errors, thorough, and well documented.  A total of 4 pages will be submitted for each reflection paper: a cover sheet, a two-page paper, and a reference sheet.  Refer to the attached class calendar to the date each paper is due.
Week 4
  • Chapter 6b, Training Evaluation
  • Review
  • Mid-Term Exam.  Students will take a mid-term exam that includes material from chapters 1 to chapters 6 and any significant illustrations mentioned (by the instructor or classmate) during class discussions.  This exam will include multiple choice and essay questions.  The exam will be closed book, no notes, and no electronic devices will be required. This exam will be administered in the classroom and will not be administered early.  Please refer to the attached class calendar for the date and session of this exam.
Week 5
  • Mid-Term Exam review.
  • Chapter 7, Traditional Training Methods
  • Chapter 8, E-Learning and Use of Technology in Training
Week 6
  • Chapter 9, Employee Development
  • Chapter 10a, Special Issues in Training & Employee Dev.
  • Class Presentation #2.  Class presentations will be 5-7 minutes in duration.  The topic of each presentation will focus on two areas: (1) an E. T. & D. topic covered in class, and (2) a current event in the news related to your chosen topic.  Your topic should be cleared by the instructor once class date before it is due (see class calendar).  PowerPoint slides are encourage.  Grading criteria will include: appearance (business casual), topic, current event, personal reflection, communication style, and time.  Refer to the attached class calendar for the date and session each presentation is due.
Week 7
  • Chapter 10b, Special Issues in Training & Employee Dev.
  • Chapter 11, Careers and Career Management
  • Chapter 12, Special Challenges in Career Management
  • Reflection paper #2.  Reflection papers are written assignments and are due at the beginning of class on the designated date (see class calendar attached).  Students will write about an E. T. & D. topic covered in class and will include at least one quote (by instructor or classmate).  The paper will be two-pages in length (maximum), type-written, double-spaced, 11-12 point font size, Time New Roman font, with one inch margins.  It will include a cover sheet with four lines of information:  the title of this course, the title of your paper, your name, and the date the paper is due.  Pages should be numbered on the top right corner.  References (sources) should be properly cited using APA standards.  Papers are expected to be well-written, clear, concise, free from grammatical errors, thorough, and well documented.  A total of 4 pages will be submitted for each reflection paper: a cover sheet, a two-page paper, and a reference sheet.  Refer to the attached class calendar to the date each paper is due.
Week 8
  • Chapter 13, The Future of Training and Development
  • Review
  • Final Exam.  Students will take a final exam on the final day of the semester that includes material from chapters 7 to chapters 13 and any significant illustrations mentioned (by instructor or classmate) during class discussions.  This exam will include multiple choice and essay questions.  The exam will be closed book, no notes, and no electronic devices will be required. This exam will be administered in the classroom and will not be administered early.
Notes:
  • a - 1st half of chapter
  • b - 2nd half of chapter
  • Each week will be divided into three, 90-minute sessions
  • Breaks will be 10-15 minutes in duration.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


Attachments:
HR - 421 Class Calendar

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
Identify and discuss the five types of learner outcomes                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Provides an accurate identification, a discussion of each type and examples of how each type is used in actual training situation. Provides an accurate identification of the five types of learning outcomes and discussion of each type. Leas than or less than five types identified and discussed. No types identified or irrelevant material submitted. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
Explain how personal characteristics, input, output, consequences, and feedback influence performance and learning.                                                                                                                                                                                                                                                                                                                                                                                                  
A very thorough explanation with descriptions and examples of the impacts on performance and learning. Provides a thorough explanation, and description of the impact on performance and learning. Incomplete or inaccurate description of  personal characteristics, iput, output, consequences, and/or feedback. No explanation provided or irrelevant material submitted. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
Explain why evaluation is important.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
A very thorough explanation with descriptions and examples of how evaluation takes place and relates to the training process. Provides an explanation that describes how evaluation relates to the other steps in the training process. Incomplete or inaccurate explanation. No explanation provided or irrelevant material submitted. 
Terminology                                                                                                                                                                                                                                                
Outcomes
Differentiate between “training” and “human resource development                                                                                                                                                                                                                                                                                                                                                                                                                                                     
A very clear description and distinction with examples of the outcomes of each term. Provides a clear distinction between the two terms. Incomplete or inaccurate differentiation. No explanation provided or irrelevant material submitted. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
Discuss the key features of  the learning organization                                                                                                                                                                                                                                                                                                                                                                                                                                                               
A very complete, thorough discussion including the outcomes of each feature and the impact on the organization. Discusses at least five of the ten features of a learning organization. Discusses less than five of the ten features No discussion or irrelevant material provided. 
Application                                                                                                                                                                                                                                                
Outcomes
Identify and discuss the five types of learner outcomes                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Identifies and  discusses thoroughly all five types of learner outcomes and the impact on the organization. Identifies and discusses   all five of the learner outcomes. Identifies less than five or provides inaccurate or vague discussion. No identification or irrelevant material provided. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
Discuss the competitive challenges corporations face and explain how training can help deal with these challenges                                                                                                                                                                                                                                                                                                                                                                                                    
Submits a complete, thorough discussion that includes not only the challenges but all examples or instances in which organizations succeeded or failed due to the inappropriate or neglected use of training and development. Discusses all five of the competitive challenges and explains how each may be addressed by training and development. Provides an incomplete or inaccurate discussion and explanation. No identification or irrelevant material provided. 
Component                                                                                                                                                                                                                                                  
Outcomes
Explain how personal characteristics, input, output, consequences, and feedback influence performance and learning                                                                                                                                                                                                                                                                                                                                                                                                   
Provides a complete, thorough discussion that includes personal characteristics, inputs, outputs, consequences or feedback and/or the influence on performance and learning. Explains how address personal characteristics, inputs, outputs, consequences or feedback and/or the influence on performance and learning. Provides an incomplete explanation which does not address personal characteristics, inputs, outputs, consequences or feedback and/or the influence on performance and learning. No explanation or irrelevant material provided. 

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Last Updated:12/19/2011 12:18:28 PM