HRD 7

Course Syllabus

Course Description

Provides an organizational development model in human resource management to prepare professionals to train and develop people throughout the career continuum in the international arena. Presents an overview of mentoring and coaching, the role of team leaders and managers in performance appraisals, and orientation programs.

Course Textbook(s)

Noe, R. A. (2023). Employee training and development (9th ed.). McGraw-Hill Education. https://online.vitalsource.com/#/books/9781265925802

Reed, S. M. (2020). PHR and SPHR professional in human resources certification complete study guide: 2018 exams (5th ed.). Wiley. https://online.vitalsource.com/#/books/9781119426677

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Discuss the training implications of behavioral and cognitive learning in the training environment. 2. Compare human resources functions in a large global organization to human resources functions in a small

organization. 3. Demonstrate how motivational theories can improve organizational performance. 4. Examine individual performance appraisal information. 5. Evaluate different training programs within organizations. 6. Determine the type of evidence needed to demonstrate training program success. 7. Explain the importance of succession planning. 8. Analyze the results of a training needs analysis (TNA).

Academic Integrity

Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from breaches of this policy.

Credits

Upon completion of this course, the students will earn 3.00 hours of college credit.

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Course Structure

1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson, required unit resources, assignments, and supplemental resources.

2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.

3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material. 4. Required Unit Resources: Units contain Required Unit Resources from one or more chapters from the textbook

and/or outside resources. 5. Suggested Unit Resources: Suggested Unit Resources are listed within the Study Guide. Students are encouraged

to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Unit Resources.

6. Learning Activities (Nongraded): Nongraded Learning Activities are provided to aid students in their course of study.

7. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.

8. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of the course. These tests may come in many different forms, ranging from multiple choice to written response questions.

9. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.

10. Final Exam: Students are to complete a Final Exam in Unit VIII. All Final Exams are proctored; see below for additional information. Students are permitted four (4) hours to complete this exam in the presence of an approved proctor. This is an open-book exam. Only course textbooks and a calculator, if necessary, are allowed when taking proctored exams.

11. Ask the Professor: This communication forum provides students with an opportunity to ask their professor general questions or questions related to course content.

12. Student Break Room: This communication forum allows for casual conversation with other classmates.

Unit Assignments

Unit III Case Study

For the case study, we will focus on the importance of safety and all parties helping to make safety a priority. The effectiveness of the safety training will depend on how prepared the participants are for the training and their perception of the training.

Review "Case: Revised training for the U.S. Navy" in Chapter 4 of the textbook, and respond to the prompts below. You are not required to answer the questions at the end of the case study in the textbook.

1. Summarize the case study. 2. Examine the components of an effective training needs analysis (TNA) that relate to this case study. Explain what the

basic parts for a successful training program would be in this case study. Why would they be successful? 3. Describe how the training should be delivered, and briefly describe two motivational theories from those in the

textbook. Explain how the theories support and enhance this type of training to enhance an organization’s performance.

Your case study should be at least three pages in length. You are not required to use APA Style for this assignment; however, your writing should be clear and concise.

Unit VII PowerPoint Presentation

Management Action Plan

An action plan is a written strategy used to achieve outlined goals. For the purposes of this assignment, you will create an action plan in a PowerPoint presentation. Include the components listed below in your presentation.

The goal for this action plan is to assist managers with identifying how performance appraisals (PAs) are used to

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demonstrate the success of training efforts. Analyze how performance appraisals are applied to training efforts. Then, identify three different types of PA, which could be used in your action plan, and include the rationale for your choice of each PA. Include the strategies for reaching the goal including what the trainee must do, what resources will be needed, and the type of support from managers and peers that will be necessary. Include the strategies for receiving the feedback, which will be used to demonstrate the success of the training efforts. Define the expected assessment results and how the results can be used to improve training.

After the title slide, begin your action plan by stating the goal. Next, identify at least three strategies for reaching the goal. Briefly explain your chosen strategies with supporting data in the speaker notes section of the PowerPoint presentation. For the third part of the action plan, develop a 10-question survey that could be used to demonstrate the success of the plan. Conclude your action plan with a summary of the expected results and how the manager could use them to improve training.

This action plan should contain at least 10 slides. The title slide and references slide do not count toward the required number of slides. You must use at least two sources with one being the textbook and the other being academic in nature from any database within the Waldorf Online Library. Be sure to cite and reference sources using proper APA Style.

Here are some general guidelines to follow when preparing your PowerPoint presentation.

Design your presentation with the back of the room in mind. It is important that everyone can easily see and read the content. Select a professional-looking slide design appropriate for the presentation and audience. White text on a dark background is the easiest for the audience to see. Use a large font size. Use color and graphics when appropriate. Illustrations should relate to the content being discussed. Be creative. Follow the 6 x 6 rule (i.e., use no more than six lines per slide and no more than six words per line). Utilize the speaker notes function to add your talking points. Bullet points work best on the slides. Add slide transitions to enhance the audience's experience.

Submitting Course Papers/Projects

Once you have completed your papers/projects, submit your completed papers/projects by uploading through the Assignment tab in each unit. Do not e-mail your paper directly to your professor. By using the Assignment tab, your record will automatically be updated to indicate you have submitted your papers/projects, and the assignment will be provided to your professor for grading. Instructions for submitting your assignment can be found under the Assignment tab in each unit.

APA Guidelines

Waldorf University requires that students use the APA style for papers and projects. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. Information about using APA style can be found in APA Style Help in the Course Menu. This area provides links to Internet sites, tutorials, and guides that provide comprehensive information on APA formatting, including examples and sample papers.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities.

Rubric categories include (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments).

The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions.

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The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting the “Grades” link.

Again, it is vitally important for you to become familiar with these rubrics because their application to your Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

Final Exam Guidelines

Proctored Final Exams are taken online. Final Exams are to be administered to students by an approved proctor on a date that is mutually convenient. The student is responsible for selecting a qualified proctor that must be approved by the University. To view a list of acceptable proctor qualifications, see the Proctor Agreement form. The Proctor Agreement form is located in the Online Forms, Courses page of the myWaldorf Student Portal.

To request your proctored final exam and/or review the complete Examination Proctor Policy and Proctor Agreement, submit the Request, go to the Request to take Final Exam Online (Online Exam) form. The Request to take Final Exam Online (Online Exam) form is located in the Online Forms, Courses page of the myWaldorf Student Portal.

Communication Forums

These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

Ask the Professor

This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students.

Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours.

Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information.

Student Break Room

This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Schedule/Grading

The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

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Unit I Introduction to Training and Development [ Weight: 12% ]

Read/View: Unit I Study Guide Chapter 1: Introduction to Employee Training and Development Chapter 2: Strategic Training

Discuss: Unit I Discussion Board 2%

Submit: Unit I Assessment 10%

Unit II Needs Assessment [ Weight: 12% ]

Read/View: Unit II Study Guide Chapter 3: Needs Assessment Unit Resource (1 article): See Study Guide

Discuss: Unit II Discussion Board 2%

Submit: Unit II Assessment 10%

Unit III Value of Training [ Weight: 12% ]

Read/View: Unit III Study Guide Chapter 4: Learning and Transfer of Training Unit Resources (3 articles): See Study Guide

Discuss: Unit III Discussion Board 2%

Submit: Unit III Case Study 10%

Unit IV Company Training and Learning [ Weight: 12% ]

Read/View: Unit IV Study Guide Chapter 5: Program Design Chapter 6: Training Evaluation

Discuss: Unit IV Discussion Board 2%

Submit: Unit IV Assessment 10%

Unit V Traditional Training Methods, E-Learning, and Technology [ Weight: 12% ]

Read/View: Unit V Study Guide Chapter 7: Traditional Training Methods Chapter 8: Technology-Based Training Methods

Discuss: Unit V Discussion Board 2%

Submit: Unit V Assessment 10%

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Unit VI Employee Development and Special Issues in Training and Development [ Weight: 12% ]

Read/View: Unit VI Study Guide Chapter 9: Employee Development and Career Management Unit Resources (5 articles): See Study Guide

Discuss: Unit VI Discussion Board 2%

Submit: Unit VI Assessment 10%

Unit VII Careers and Career Management [ Weight: 14% ]

Read/View: Unit VII Study Guide Chapter 10: Social Responsibility: Legal Issues, Managing Diversity, and Career Challenges

Discuss: Unit VII Discussion Board 2%

Submit: Unit VII PowerPoint Presentation 12%

Unit VIII The Future of Training [ Weight: 14% ]

Read/View: Unit VIII Study Guide Chapter 11: The Future of Training and Development Unit Resources (2 articles): See Study Guide

Discuss: Unit VIII Discussion Board 2%

Submit: Final Exam 12%

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