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HR 421 Corporate Training & Develop
Buckingham, Dale E.


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

S1L 2012 WT

Faculty

Buckingham, Dale E.

Title

Adjunct Faculty

Degrees/Certificates

Masters in Business Administration
Masters in Human Resources
Bachelors in Accounting

Office Hours

Arranged

Daytime Phone

(660) 238-1052

Other Phone

(660) 747-2005

E-Mail

dbuckingham@park.edu

dalebuckingham02@park.edu

bbcbdb@embarqmail.com

Semester Dates

Janurary 16 - March 11, 2012

Class Days

Monday-Wednesday

Class Time

4:55-7:35pm

Prerequisites

HR 353 & MG365

Credit Hours

3


Textbook:

Required Text:  Employee Training and Development
Author:  Raymond A. Noe, 5th Edition
Publisher:  McGraw Hill
ISBN-13:  978-0-07-353034-5

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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. This course will cover the challenges facing corporations and how to deal with those challenges.  Changes in the work roles and influence on training, training analysis, needs assessment, performance and learning, learning outcomes, a learning organization, and why evaluation is important will be covered in this course.  3:0:3

Educational Philosophy:
This course will encompass lectures, exams, quizzes, videos, projects, group work, case studies and website interaction.  During the course we will extensively use interactive discussions to solidify points for those chapters covered. 

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. Discuss the role of supporting training organizations.
  2. Roles of training professionals.
  3. Needs analysis and training plan development
  4. Case Study Analysis Skills
Core Assessment:
Final exam

Link to Class Rubric

Class Assessment:
There will be four quizzes and two exams given during the term. In class work assignments and class participation wll also be part of the grading structure.  The following grading criteria are provided:

 

Grading:
The following grading criteria are provided:

 
Case Studies                         5 at 50 points      =   250
Final Exam:                           400 points           =   400 

Paper:                                   150 points           =   150

Presentation:                         120 points s         =   120

Participation:                           80 points          =      80
 
                                                Total Points      =  1000

Grading:

Grading Scale
A
B
C
D
F
 
90-100%
80-89%
70-79%
60-69%
0-59%

Keep a record of your scores so you can calculate and always know your grade. If you are ever concerned about your progress or your grade, please talk to your instructor.

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:
Late materials will not be accepted without prior approval of instructor for valid reasons.  Military Temporary Duty, Deployments and Medical Issues will be reviewed on a case by case basis. 
 
Material not approved for late submission for the reason above will have one grade reduction.

Classroom Rules of Conduct:

 

Classroom Etiquette—Your Instructor’s Expectations*

Please arrive at class on time or before the starting time. Please attend all classes unless there is good reason to miss. If you must miss class, please inform your instructor ahead of time, by phone, by e-mail, or in person.

Please come to class prepared for the work to be done and in a positive frame of mind so that you are ready to learn. Please complete readings and other assignments on time. Please bring all necessary course materials such as paper, pencil, required books, handouts, and notes.

Please try to be pleasant and positive in your classroom behavior. Show respect for all class members. Address legitimate grievances appropriately, preferably outside of normal class time. If you have a problem with your instructor, please try to solve the problem with him or her before appealing to a higher authority.

When responding to classroom questions, please do not interrupt a fellow student or the instructor. Take your turn. When you respond to another student’s comment, please try to acknowledge the other’s position. When responding, please try your best to call other class members by name.

Please turn off all cell phones and pagers while in class. If you must be on call, set the device on vibrate and quietly leave the room before answering the call.

Please treat the furniture and equipment in the classrooms and computer labs as if they were your own. Throw any trash away on your way out.

Please remember that for the protection of our facilities and equipment, food and drinks are not allowed in the classrooms or labs. Under no condition is smoking or other tobacco use acceptable in the classroom.

Leave classrooms and labs as you find them, turning off equipment as necessary and pushing in chairs. Before leaving your computer, please log off the network. Also reset the printer so that the paper is wound back out of the platen and not left in the “tear off” position. If you have moved any equipment (keyboard, mouse, etc.), please put it back in its proper place before leaving the classroom. Also, please dispose of all discarded printer paper and torn-off perforated edges.

Most classes begin on time and end on time. If you need to know about schedule or assignment changes, please ask about them at the beginning of class. If you have a real need to leave early, please inform your instructor and leave quietly.

You will do better if you are interested in the class, and the best way to be interested is to get involved. Talk to your friends about the material, and look for current applications or examples about the course issues in newspapers or popular magazines and on the Web. If you can make connections between yourself and the course materials, you will be a happier and a better student.

Most of all, keep in touch with the class syllabus, the instructor, and your classmates. You will do better when you feel you are a real part of the class.


 

*Source: Instructor’s Guide, Business Communication, Process and Product, M. E. Guffey

Course Topic/Dates/Assignments:

Week 1:  Chapters 1-2, Introduction to Course, Discussion, Groupwork
Week 2:  Chapter 3-4, Discussion, Groupwork, Case Study 1
Week 3:  Chapter 5-6, Discussion, Groupwork, Case Study 2
Week 4:  Chapter 7-8 Discussion, Case Study 3, Groupwork
Week 5:  Chapter 9-10, Discussion, Groupwork, Case Study 4
Week 6:  Chapter 11-12, Discussion, Groupwork, Case Study 5 
Week 7:  Chapter 13, Paper submission and presentations
Week 8:  Final Exam 

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 .



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:11/18/2011 7:48:15 PM