10116152Organizational Training and Development
Course Information
Description
This course provides an overview of the Training and Development function in organizations. There will be many opportunities to design and practice methods for planning for training, needs analysis, management development, and organization development. Students will learn effective techniques for on-the-job training, developing job aids, and designing classroom instruction. Introductory information on topics such as embedded learning, e-learning, and simulations will also be included.
Total Credits
3
Course Competencies
  1. Monitor professional publications and general business and news publications in order to stay current with changes in the external environment.
    Assessment Strategies
    Reporting on news-worthy items in oral reports in class
    Synthesizing news-worthy items in short written reports
    Criteria
    The student presents a complete oral report about a news-worthy item identifying the main idea.
    The student describes how that main idea applies to the general field of Business or the specific Human Resource profession.
    In written reports, the student properly cites the source of the information.

  2. Identify key attributes of adult learners.
    Assessment Strategies
    Engaging in a classroom discussion about research on adults as learners.
    Conducting interviews with two adult learners about a recent learning experience
    Reporting findings about adult learners in a short paper
    Orally sharing findings about adult learners in a roundtable classroom discussion
    Criteria
    The student presents a short paper that demonstrates writing and organizing skills
    The student describes, orally and in writing, key attributes of adult learners compared to children

  3. Identify characteristics of a performance problem that requires training.
    Assessment Strategies
    The student will complete an exam that tests skill in analysis of a performance problem
    The student will orally describe one or more potential training options that respond to the performance problem
    Criteria
    The student demonstrates the use of an analysis tool in determining whether a performance problem requires training or another solution

  4. Identify characteristics of a performance problem that does not require training.
    Assessment Strategies
    The student will complete an exam that tests skill in analysis of a performance problem
    The student will orally describe one or more potential management actions that respond to the performance problem
    Criteria
    The student demonstrates the use of an analysis tool in determining whether a performance problem requires a solution other than training

  5. Prepare and present a demonstration of how to do something.
    Assessment Strategies
    Planning the demonstration as a classroom presentation
    Presenting a demonstration in a logical step-by-step manner
    Engaging the audience to follow the demonstration
    Criteria
    Audience members can identify the main ideas of the demonstration
    Audience members, with reference materials, can replicate the demonstration

  6. Design a job aid and demonstrate its use.
    Assessment Strategies
    Designing a job aid (such as a checklist) for a skill that is being taught
    Planning the demonstration of the job aid as a classroom presentation
    Presenting the use of the job aid in a logical step-by-step manner
    Engaging the audience to practice using the job aid during the demonstration
    Criteria
    Audience members can recognize the value of the job aid and are motivated to use it
    Audience members can use the job aid outside of the classroom setting

  7. Prepare and present information using PowerPoint slides.
    Assessment Strategies
    Planning the presentation for a classroom setting
    Presenting the information in a class presentation
    Monitoring audience reaction to adjust presentation as necessary
    Criteria
    The PowerPoint slides are unified in format
    The PowerPoint slides are presented as "headlines" that require speaker amplification for understanding
    The oral presentation and the visual slides move together in sync

  8. Working in a group, prepare and present an excerpt from a company orientation program for new employees.
    Assessment Strategies
    Identifying a company to illustrate information that is presented in a typical orientation program for new employees
    Planning the presentation with the group outside of class
    Sharing responsibilities for the presenting the information
    Monitoring audience reaction to adjust presentation as necessary
    Using PowerPoint slides is an option
    Criteria
    The information is presented in a clear, logical sequence
    Responsibilities are shared equally as members of the group use the same amount of time in making their presentations.
    The audience, placing themselves in a frame of mind as new employees, responds positively to the message

  9. Design two different evaluation instruments (reaction form and test).
    Assessment Strategies
    Designing a reaction form to be completed by class members after the presentation of the orientation program
    Designing a test to be completed by class members after the presentation of the orientation program
    Analyzing responses to make improvements in subsequent orientation training programs
    Criteria
    The reaction form contains statements about the audience's reaction to the orientation program
    The reaction form uses a five-point scale for each statement
    The test contains True/False and Multiple Choice questions about key content of the orientation program.
    The student summarizes a set of changes to make to improve the orientation program