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HR 421 Corporate Training & Develop
Jefferson, Mark D.


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

U1Z 2013 ML

Faculty

Jefferson, Mark D.

Title

Adjunct Faculty

Degrees/Certificates

Master's Degree Management/Human Resources- Troy University
Bachelor's Degree Social Psychology-Park University

Office Location

Malmstrom AFB

Office Hours

T/TH 7:45-10:15 pm

Daytime Phone

406-731-4014

E-Mail

mark.jefferson@park.edu

Semester Dates

June 3, 2013 - July 28, 2013

Class Days

--T-R--

Class Time

7:45 - 10:15 PM

Prerequisites

MG 365 and HR 353

Credit Hours

3


Textbook:
Employee Training and Development, Raymond A. Noe, 5th ed. ISBN: 0-07-353034-4

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. 3:0:3

Educational Philosophy:
The facilitator's educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites, and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues, and contradictions.

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. Identify the elements to conduct a "Needs Assessment."
  2. Identify the organizational characteristics that influence training
  3. Ability to discuss three theroies of learning
  4. Identify how to conduct a training evaluation
Core Assessment:
Final exam

Link to Class Rubric

Class Assessment:

Course assessment will include a mid-term exam, final exam, needs assessment project (written and class presentation), and selected chapter homework questions.

 
Needs Assessment Project will include a written (word document) assessment conducted by each student in their respective current positions at work, if currently unemployed (full-time student) the student will be allowed to use a past position.  The project will also include a minimum of a 20 minute power-point presentation to the class.  The Needs Assessment will be discussed in week two of the class and is chapter 3 of the textbook. 
 
Chapter Questions: Each week the instructor shall select up to two questions per chapter for assignment as homework, answers to questions must be submitted to the instructor no later than the first day of class for the preceeding week.

Grading:

1. Chapter Questions 100 points total (20 points per question x 5 weekly assignments)
2. Mid-Term Exam 200 points
3. Needs Assessment Word Document 200 points
4. Needs Assessment class presentation 200 points
5. Final Exam 300 points
 
Letter Grade      Point Range      Percentage Range
A                        1000-900         100-90
B                        899-800            89-80
C                        799-700            79-70
D                        699-600            69-60
F                        599-Below         59-Below

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:
All students are required to submit all course material on the specified due date.  All late submissions (1 to 2 calendar days late) will receive a reduction of one letter grade. For example assignment is turned in two days late, upon grading of the assignment the assignment (if turned in on time) would have received a grade of A, this grade will be reduced to a B for late submission.
All assignments received beyond 2 calendar days late will receive a grade of zero (F).
 
Students are required to notify the instructor in advance of the assigned submission date of any issues that will cause the assignment to be turned in late.  At the instructors discretion, the instructor may extend the date for submission with no reduction in grade.  However, this is reserved only for extereme situations, such as military members being on duty rotation away from their normal residence and family emergencies.   

Classroom Rules of Conduct:

1. All cell phones are to be in the silence or off mode during class, there will be no usage of cell phones during class; to include texting. 
 
2. All students and the instructor are required to respect each other.
 
3. Open discussion is a must for this class and therefore disrespecting and individuals view point will not be tollerated.
 
4. All students are expected to arrive by the designated class start time and be ready for class.

Course Topic/Dates/Assignments:

Week Of         Chapters of Dicsussion            Assignments/ Test/ Presentations Due
3-9 June          Chapters 1 and 2  
10-16 June      Chapters 3 and 4                     Assigned homework due 11 June
17-23 June      Chapters 5 and 6                     Assigned homework due 18 June
24-30 June      Chapter 7 and Mid-Term         Mid-Term on 27 June
1-7 July           Chapters 8-9                            
8-14 July         Chapters 10 and 11                  Assigned homework due 8 July
15-21 July       Chapters 12 and 13                  Assigned homework due 16 July; Presentation of Needs Assessment
22-28 July       None                                        Assigned Homework due 23 July; Presentaion of Needs Assessment;
                                                                       Final Exam 25 July 

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 2012-2013 Undergraduate Catalog Page 97

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 2012-2013 Undergraduate Catalog Page 95

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 2012-2013 Undergraduate Catalog Page 98

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:4/30/2013 10:37:39 AM