Our Mission... The University. President s Welcome

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1 Our Mission... The Graduate School of Education and Human Development at The George Washington University is committed to providing the highest quality educational services to its students. We develop innovative research programs, contribute in diverse ways to local communities and the nation, and actively participate in the international community of scholarship. Our unique location in the nation s capital, a vibrant, multicultural and multinational center, offers a broad range of resources and opportunities to our diverse students and faculty. We believe that continuous self-examination and improvement are fundamental to the education and human development professions. The University The George Washington University, founded and chartered by the Congress of the United States in 1821, is centered in the national and international crossroads of Washington, D.C. Located several blocks from The White House, federal agencies, national galleries and museums, and the John F. Kennedy Center for Performing Arts, the George Washington University is the largest institution of higher education in the nation s capital. GWU is also a leading source of experts in areas including politics, international affairs, communications, economics, education, engineering, environment, healthcare, space, sports management and law. GWU is highly competitive and is among the top universities in the U.S.. It dedicates itself to furthering human wellbeing and values a dynamic, student-focused community stimulated by cultural and intellectual diversity and built upon a foundation of integrity, creativity, and openness to the exploration of new ideas. The University has a student population of over 22,000 and over 1,000 full-time faculty members, In addition, the institution has a distinguished part-time faculty drawn from the large community of scholars concentrated in the Washington area including many from government agencies, medical and research centers, and the city s international community. Among GWU s alumni are numerous prominent public figures, including senators, congressmen, military personnel and diplomats serving abroad as U.S. ambassadors and in other embassy posts. GWU has 9 major schools. Its 3 libraries contain over 1.8 million volumes, 2.5 million microform items, 15,000 audiovisual forms/cds, and subscribe to 18,000 periodicals. President s Welcome

2 Message from the Dean As educators, we face the incredible challenges of unifying an ever more diverse American population and helping all nations work together in a society transformed by advancing technology, rapid transportation, a global economy, and the spread of democracy. Through access to quality education - preparing people for change and helping them realize their full potential - we have the power to shape the 21st century into a peaceful global community where the quality of life for all people is enhanced, rather than a fragmented world of violence. It is an enormous responsibility - and an exciting opportunity. To meet this responsibility, educational institutions must show leaders how to implement major change - invent new methods, new roles, and new organizational structures to reach all citizens. The Graduate School of Education and Human Development, known for its innovative work in fields ranging from infant special education to human resource development, is a model of change. Graduate School of Education and Human Development faculty are involved in restructuring our school and refocusing our curricula. Our entire organization is continuously improving in order to teach others how to educate more effectively. If you want to be deeply involved in shaping the future, this is the place to be. Join us and prepare to lead the way into the 21st century. Dean Mary Hatwood Futrell The MAEHD-HRD Program Rapid advances in technology and increases in global business are transforming organizational structure and work. Leaders are less able to rely upon traditional techniques for training and developing their workforce. The increasingly competitive environment and an exponential rate of technological change make it difficult for leaders to determine answers to organizational issues. The critical information organizations require in the 21st Century will have to be invented in response to these changing forces. In the past, the role of human resource developer was primarily instructional designer and deliverer. Today, the emerging role of the HRD professional is more as a facilitator of organizational learning and change management. Technology not only is used to create and deliver training material, but becomes a way for geographically dispersed work groups to work together. In addition, knowledge management has become a key ingredient for successful organizations. Human Resource Development professionals are at the leading edge in preparing their organizations to meet the competitive challenges of the global economy. A recent report identified five areas in which HR practitioners make their greatest contribution to organization competitiveness: change management, strategic human resource planning, executive development, organizational effectiveness, and culture management. These practice areas are at the core of The George Washington University Human Resource Development Master s program. The 36-credit hour master of arts program in human resource development (HRD) is designed to meet the career goals of each learner in an individually designed program. The program enables the student to acquire skills and knowledge in the areas of group processes, adult learning, organizational diagnosis and consulting strategies, depending upon the needs and interests of the student. Students advance through the program as a cohort and complete 12 pre-determined courses over a period of 18 months. Classes are held evenings and on weekends to accommodate students with fulltime jobs.

3 Learning Outcomes HRD is an interdisciplinary approach to gain insights about complex people facing complex problems in complex situations. The program uses a number of lenses that allow scholar-practitioners the ability to objectively describe the world around them. These can include leadership, culture, change, groups and teams, technology, organizational diagnosis, design, development and strategy. The program focuses on the interrelatinships among people, organizations and learning while utilizing systematic change processes. The program encourages the learner to challenge assumptions through critical reflection and fosters group and self-directed learning. Theory; research and practice are balanced throughout the curriculum. Students are encouraged to form learning communities to provide collective support, promote action learning and model a learning culture. Points of Pride George Washington University - Ranks in the Top 50 s among 1,400-plus universities in the US - U.S. News and World Report s Best Colleges survey - Located just blocks from the White House, many of GW s programs plug into the extraordinary world of Washington - the political, policy and research centers that move the nation and the world Graduate School of Education and Human Development - Ranks 21st out of 242 graduate schools of education surveyed - U.S. news and World Report 2006 MAEHD-HRD Program - Established by Dr Leonard Nadler in 1965, GW s HRD Program is the oldest in the nation. Dr Nadler was among the first to popularize the term human resource development, in his many presentations and publications, and guided the program to both a national and international reputation before his retirement in In more recent years, the HRD Program has changed its primary focus from training and development to preparing leaders who can help organizations continuously learn and improve. - Honored to receive The American Society for Training and Development s Program Quality and Excellence Award. - Honored to be named Outstanding HRD Academic Program twice by the Academy of Human Resource Development - The largest number of full-time faculty, of any HRD program, in the US. - One of the leading HRD programs in the world. Program of Study The program comprises 12 graduate courses (36-credit hour), offered over a period of approximately 18 months. All classes and/or meetings normally will be held on weekday evenings, Saturday afternoons and Sundays. The tentative schedule is as follows: Months 1-3 HRD 263 HRD 274 Months 4-6 EDU 295 HRD 281 Months 7-9 HRD 236 HRD 269 Foundations of Human Resources Development Work Group and Teams in Organizations Quantitative Methods / Research Design and Data Analysis Adult Learning Technology in HRD Organizational Diagnosis for HRD Months HRD 290 Organizational Learning Months HRD 289 Consulting Skills in HRD Months HRD 283 Leadership in Organizations HRD 286 Issues in HRD Total: 36 credits

4 Teaching The program is fully taught by the world-class HRD faculty from the home University. Each of the 12 courses consists of 30 class contact hours. Assessment Each course will have a team requirement and an individual research paper requirement, usually each would account for 50% of the final grade. Only one or two courses will have an examination. Duration The MAHED-HRD programme will require a minimum of 18 months to complete. The maximum time allowed to complete the programme will be 36 months, unless special permission is granted. Graduate Requirements To earn the Master of Arts in Human Resource Development, candidates must complete all 12 graduate courses (36 credit hours), maintain a GPA of 3.0 or higher, and satisfy the University s program policies, rules and regulations. Admission Requirements Admission to George Washington s highly regarded MAEHD-HRD program is competitive. To be eligible for admission to the program, the applicants must meet the following requirements: Four-year degree with a minimum of 2.75 GPA on a 4.0 scale plus at least two years of acceptable professional experience; or, Three-year degree with honours, second upper or better, plus at least two years of acceptable professional experience; or, Three-year degree plus at least four years of acceptable professional experience Acceptable GRE or GMAT or MAT test score, as determined by the University (waived if the applicant has a Masters degree An acceptable TOEFL or IELTS score, as determined by The University unless the first degree is from an institution in which instruction is in English Two letters of recommendation A personal goal statement ( words) Program Faculty (brief background to be included) Andrea Casey - EdD (1994, The George Washington University), Associate professor. Neal Chalofsky - EdD (1976, The George Washington University), Program director. Clyde V. Croswell Jr. - EdD (1996, The George Washington University), Assistant professor. Maria Cseh - PhD (1998, The University of Georgia), Coordinator of the on-campus doctoral program. Ellen Goldman - EdD (2005, The George Washington University) Director of the Master Teacher Leadership Development Program. Margaret DeLaney Gorman - EdD (2004, The George Washington University), Executive director of the HOL Executive Leadership Program in Ashburn, Virginia. Shaista E. Khilji - PhD (2000, Cambridge University, UK). Coordinator of the on-campus master s program. Michael J. Marquardt - EdD (1976, The George Washington University), Director of GW s overseas Programs in Asia and Europe. Ronald B. Morgan - PhD (1983, Ohio State University), Director of the master s cohort program in Alexandria, Virginia. Douglas Orton - PhD (1994, University of Michigan), Assistant professor. David R. Schwandt - PhD (1978, Wayne State University), Professor. Marily Wesner - PhD (1995, Virginia Polytech Institute), Director of the master s cohort program in Hampton Roads, Virginia.

5 Course Descriptions HRD 234 Action Learning Processes, principles and skills necessary to participate in and lead both single-and-multiple-problem action learning sets. The six-dimensions of action learning; education, psychological, political, sociological, and management theories underlying action learning. HRD 236 Technology in HRD Technology uses in the HRD environment are the focus of this course. Included is the discussion of CBT, use of Internet for instruction, and distance learning technique. HRD 239 International and Multicultural HRD This course explores the impact of culture and globalization on U.S. and international HRD program and practices. It examines adult learning and organizational change approaches that develop and utilize the synergy of work force diversity. Successful international HRD programs will be discussed. HRD 263 Foundations of HRD The primary emphasis of this course is on how individuals and groups learn and interact within organizations and how organizations function and learn. Topics include: motivation, group dynamics, systems theory, organizational culture, and change. HRD 264 Design of Adult Learning Interventions Designing and implementing training programs. Topics include instructional design techniques, designing effective programs, program planning and marketing techniques and conducting needs assessments and evaluations of training programs. HRD 269 Organization Diagnosis for HRD Throughout this course, the assessment of organizational conditions, including the collection and interpretation of information, its operations, and problems (human, structural, and systemic) are examined. Learners collect and analyze data to provide solutions to enhance organizational effectiveness. HRD 274 Work Group and Teams in Organizations The nature of work groups and teams as they are utilized in organizational settings will be explored in this course. Students will gain a better understanding of group and team dynamics, facilitation and leading skills, and group roles and boundaries. Experiential learning is integral to this class. HRD 281 Adult Learning This course addresses the premises and theories used to meet the learning need of adults. An overview of various learning theories and the impact of age and adult development on learners will be examined. Topics include: selfdirected learning, accommodating individual learning needs, and the creation of effective learning. EDU 295 Quantitative Methods II: Research Design and Data Analysis Required of all GSEHD master s students. Second-level course in social science research methods. Emphasis on research design and inferential data analysis (t test, ANOVA, simple regression). HRD 286 Issues in HRD Current issues provide the opportunity for HRD professionals to investigate topics of particular importance in the field. Students will gather data and analyze key topics associated with areas such as globalization, diversity in the workplace, organizational development, and ethics.

6 HRD 289 Consulting Skills in HRD Students will receive an introduction to the concepts, methods, and skills required for effective consultation in organizations, as either an internal or external consultant. Meeting the human needs in organizations while improving performance and productivity is stressed. Students will put theory into practice by performing a consulting project on an organizaiton. HRD 290 Organizational Learning A macro view of learning in an organizational context is the focus of this course. Students will concentrate on the processes through which the organization as a system learns, unlearns, changes, and disseminates information. Organizational learning theories address the processes and barriers of gathering, using, developing, and retaining knowledge in organizations. Graduates Remarks