CONCORDIA UNIVERSITY CHICAGO ONLINE SYLLABUS TEMPLATE

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1 Human Resources Development, CMGT-4030 University Mission: As a distinctive, comprehensive university of the Lutheran Church Missouri Synod, centered in the Gospel of Jesus Christ and based in the liberal arts, Concordia University Chicago (CUC) equips men and women to serve and lead with integrity, creativity, competence, and compassion in a diverse, interconnected, and increasingly urbanized church and world. Conceptual Framework: For an organization to be successful in the global economy, HR needs to be a strategic partner understanding the business needs and providing the workforce who possess the skills and motivation to meet the current and future business goals. Key areas in HR include Planning, Staffing, Compensation, HR Development, Employee & Labor Relations, and Safety & Health. Without a comprehensive HR strategy aligned with the business strategy, it will difficult for an organization to recruit and retain the talent needed for it to be successful. How this course fits into the Conceptual Framework: HR Development is defined as a set of planned activities to provide employees to learn necessary skills to meet the current and future demands of their job. HR Development begins when an employee joins an organization and continues throughout their career. This course provides key concepts and skills needed by anyone involved in the adult learning. Ethics, Honesty, Participation and CUC Honor Code Your timely participation in the course is requested and required. If you anticipate problems with your attendance, please let your instructor know. By virtue of your enrollment in this course, you are committing yourself to Concordia University s honor code. It reads: As a student of Concordia University Chicago and a member of the larger society, I pledge to uphold an academic honor code that supports serving and leading with strong personal integrity. Specifically, this included not cheating or using inappropriate or dishonest means in the completion of academic requirements. This also includes not giving unauthorized assistance to others. I understand that it is my responsibility to comply with this honor system. This honor code is available for review on the Concordia University website. As a result of your commitment to this honor code, violations of the code will have serious repercussions. Academic consequences resulting from violations of the Honor Code could range from a zero on the assignment or examination (which will count in your overall point total for this course) to failure of the course. Multiple violations will be reviewed by the Honor Code Council and could result in a failing course grade, suspension or expulsion from the university. Concordia Honor Code

2 In accordance with the honor code that you have signed, turning in any piece of work, which includes your digital signature, constitutes your pledge that your documents are original and that you have not given or received any unauthorized assistance in completing your assignments. Plagiarism Plagiarism is defined as use of intellectual material produced by another person without acknowledging its source. CUC faculty members monitor student work. For example: Widespread copying of passages from works of others into an assignment, paper, discussion board posting, or thesis or dissertation without acknowledgment. Using the views, opinions, or insights of another without acknowledgment. Paraphrasing another person s characteristic or original phraseology, metaphor, or other literary device without acknowledgment. Class Attendance and Participation Policy: Research clearly indicates that class attendance is an integral factor in student learning. The importance of attendance is even more amplified in the Concordia five-week accelerated course. Any student who is absent 25% or more of the designated instructional time may receive a grade of F for the course. Your online course room attendance is required and it is highly suggested that you maintain a minimum online course room presence of 5 days a week, with no more than 2 consecutive days without being present in the university s course room environment. If you encounter an unexpected circumstance that results in an extended absence, you are required to communicate with your instructor and your academic advisor to request an official leave of absence. Emergency situations will be considered on a student-by-student basis. Students are responsible for participating in this course through the following academic activities: completing assigned readings from both texts and supplemental articles, responding to module discussion questions by posting to discussion boards on time, participating in the discussions with classmates and instructor, and submitting assignments for each learning module on the due date. This course is organized by weekly learning modules. All assigned readings for the module are to be completed before completing assignments. After completing the assigned readings and any ancillary materials posted by the instructor, e.g. power points, etc. students will respond to discussion question (s) in the discussion are designated for that module in Blackboard. Instructions for responding to the Discussion Questions are provided. Posting and Responding to Discussion Questions: Discussions require a response to specific questions that results in collaborative conversations and construction of knowledge that builds and expands learning within the course. You must support your Discussion postings and responses with references, unless you are asked to provide personal opinion or personal reflection for a specific question. Unless noted otherwise, your initial discussion postings should be approximately 250 words in length, substantive and scholarly in nature. You are required to respond to each Discussion posting, each week, within each module

3 and provide a minimum of two responses (approx words) to colleagues in the following ways: Suggest why you might see things differently. Ask a probing or clarifying question. Share an insight from having read the colleague's posting. Offer and support an opinion. Validate an idea with your own experience. Make a suggestion. Expand on the colleague's posting. Ask for evidence that supports the posting. Always be respectful and collegial. Due Dates for Discussion Posts Week 1-5: Initial posts are due by Wednesday night at midnight and replies are due on Sunday night by midnight. Points for late posts and replies will be deducted. Technology Expectations: A. Students will complete assignments using the Internet and library-technology based database, such as the university s research database when conducting literature searches and course assignments and discussions. B. Students will interact with their instructor and other classmates through the Blackboard virtual classroom, including: retrieving their syllabus, participating in structured discussions, submitting assignments, and communicating with their professor. C. Students are expected to use their Concordia for all correspondence. Students should log into Concordia Connect to check their on a regular basis. Request for an Incomplete: Please be aware that incomplete grades are generally not granted, although an expectation may be allowed for verifiable circumstances. If you are granted an incomplete, according to University policy, you have 6 weeks to submit the remainder of your syllabus requirements and receive a final grade assessment. Course Description Human Resources Development An overview of human resource training and development, alignment of organizational goals and employees goals, maintaining a learning-oriented workforce, individual career planning and development activities, performance appraisal, and motivation. Course Objectives: Upon successful completion of this course, students will: 1. Understand the role, challenges, and competencies of an HRD professional

4 2. Identify external factors affecting employee behavior, motivation, and other internal factors such as knowledge, skills, and abilities 3. Understand the principles and value of organizational learning 4. Understand the necessity for training as a strategic initiative or as an intervention to correct existing deficiencies 5. Explore the role of learning in HRD, particularly adult learning strategies and styles 6. Assess orientation needs that support and promote organizational goals 7. Design and develop a training program and/or intervention 8. Develop a training/learning evaluation plan Diversity: Students are expected to respect diversity of thought, opinion and background in all aspects of interaction and communication. The course incorporates and supports aspects of a diverse learning society. Required Texts and Readings: Texts: Human Resources Development 5 th Edition, 2009 Authors: Jon M. Werner & Randy L. DeSimone Publisher: South-Western Cengage Learning ISBN-13: Course Grading: Activity Description/Due in Module # Point value/ Percentage Discussion Board 10 Initial Discussion Posts 3 points each (2 per week) 30 Discussion Board 20 reply posts 1 point each (4 per week) 20 Training Design Project Final Paper Design 30 Minute Training Program including Needs Assessment (Due week 2), Instructional Objectives (Due week 3), Timeline and Training Content (Due week 4) Reflection Paper on key learning from course/project and future application in career/personal life (Due week 5) Grading Scale % A % B % D % A % C % D % B % C % D % B % C % & below F.00

5 ASSIGNMENTS #1: Training Design Project Students will develop a training program on a specific topic for their organization (or community group). A portion of the training program will be due starting in week 2 through week 4. The program will include a needs assessment, development of training objectives (2-3), timeline, and 30 minute training class including interactive exercise. It is important for the training program to connect with an organizational need for the training. The training objectives provide the basis for the content of the program. Content will generally include a PowerPoint presentation but also needs to demonstrate how the trainees will participate during the class through discussion questions or an interactive exercise. Deliverables of the project: 1. Needs Assessment Due week 2 (20% - 5 points) Training Objectives Due week 3 (20% - 5 points) 3. Training content material including interactive exercise Due week 4 (60% - 20 points) The due date for each of the assignments is Sunday night at midnight. Grading criterion: Assignments submitted on time. Assignments are organized, logical, well developed, and clear. Project demonstrates ability to apply content material from the course. Needs assessment is well thought-out and designed to gather information to enable training project to focus on trainees needs and ensure relevance. Training objectives are outcome focused and use performance, condition, criteria model developed by Robert Mager. Training content supports training objectives, is well designed to capture trainee interest, and includes trainee participation during the program. Content needs to cover 30 minute training class. #2: Final Paper Due week 5 Sunday night by midnight Writing the Final paper A. Must be 5-6 double spaced pages in length (not including cover page and reference list). B. Use cover sheet template in Course Information/General Course Information folder. C. Must include an introductory paragraph with a succinct thesis statement. D. Use APA style as outlined in A Writer s Reference to document all sources.

6 E. The paper must conclude with a re-statement of the thesis and a conclusion paragraph. F. The final page must be a Reference List that is completed according APA style as outlined in A Writer s Reference. Final paper grading method A The paper is clear, engaging, original, and focused; ideas and content are richly developed with details and examples. Organization and form enhance the central idea and theme; ideas are presented coherently to move the reader through the text. The voice of the writer is compelling and conveys the writer s meaning through effective sentence structure and precise word choices. The adult learner successfully moves the paper through academic constructs and experiential documentation to critical analysis. The paper demonstrates a clear balance of these three components. B C The paper is reasonably clear, focused, and well supported; ideas are adequately developed through details and examples. Organization and form are appropriate, and ideas are generally presented coherently. The voice of the writer contributes to the writer s meaning through appropriate and varied sentence structure and word choices. Surface features do not interfere with understanding or distract from meaning. The adult learner has clearly brought the reader through properly cited academic constructs and experiential documentation, but has not fully developed the area of critical analysis. The paper has some focus and support; ideas and content may be developed with limited details and examples. The writing may be somewhat disorganized or too obviously structured. The voice of the writer is generally absent; basic sentence structure and limited vocabulary convey a simple message. Surface feature errors may reduce understanding and interfere with meaning. The content areas of academic constructs are limited, and large generalizations are made. Critical analysis is all but absent from the paper. D (incomplete) The paper has little focus and development; ideas and content are supported by few details and examples. There is little discernible shape and no direction. The writer s tone is flat. Awkward sentence structure and inadequate vocabulary interfere with understanding. Limited control of surface features makes paper difficult to read. Demonstrated critical analysis is absent, and often-long portions of the paper are given to rambling of life experience without academic context.

7 Course Calendar Module 1 Foundations of HR Development Learning module description/summary: Introduction to the field of HRD and the model for instructional design. Module will cover factors impacting employee behavior and motivation. Required Readings/Resources: Read Werner and DeSimone, Human Resources Development Chapters 1, 2 and 4 Activities: Discussions: Please use the following naming convention for discussions Module 1a: Module 1, Discussion 1 At the end of Chapter 1, answer question 4 Briefly describe an HRD effort in a familiar organization. Was it successful? If so, why? If not, what contributed to its failure? Module 1b: Module 1, Discussion 2 Chapter 2 focuses on Employee Behavior and Motivation theory. Find a web based article and provide the url (web address) which identifies an issue/challenge that employers are facing related to employee motivation. Summarize briefly the article you found and relate it to the information in your text. Post a substantive response to each question (minimum 250 words). Reply in a scholarly and substantive manner to at least two of your classmates. (5 Points) Module 2 Framework for HR Development Learning module description/summary: Introduction into adult learning theory and designing effective HRD programs. Methodology for various methods of training delivery and the rationale for selecting delivery method. Required Readings/Resources: Read Werner and DeSimone, Human Resources Development Chapters 3, 5 and 6 Activities:

8 Discussions: Please use the following naming convention for discussions Module 2a: Module 2, Discussion 1 At the end of Chapter 3, answer question 5 Identify and discuss the factors that can affect whether training transfers back to the job. Which two factors do you feel are the most important to ensure transfer? Support your choices (include a personal example). Module 2b: Module 2 Discussion 2 Answer question 6 at the end of Chapter 5 What experiences have you had with online learning or training programs? How about with technology-enhanced learning, e.g. where a traditional classroom also makes use of online discussion or other web-based applications? In your view, how can technology best be used to provide effective learning and training Opportunities. Post a substantive response to each question (minimum 250 words). Reply in a scholarly and substantive manner to at least two of your classmates. (5 Points) Assignments: See Assignments for Course Training Design Project Needs Assessment due Sunday night at midnight. Module 3 HR Development Applications Learning module description/summary: Evaluation methods for HRD programs, approaches to technical training, and performance management. Required Readings/Resources: Read Werner and DeSimone, Human Resources Development Chapters 7, 9, 10 (and skim Chapter 8) Activities: Discussions: Please use the following naming convention for discussions Module 3a: Module 3, Discussion 1 Chapter 7 focuses on Evaluating HRD Programs - Find a web based article and provide the url (web address) which provides information on how HRD professionals evaluate training programs. Summarize briefly the article you found and relate it to the information in your text. Do you think it is difficult to demonstrate the value of training? Why or why not? Module 3b: Module 3, Discussion At the end of Chapter 10, answer question 4 Describe the things that are necessary to define poor performance. What do you feel is difficult about defining

9 performance as poor? Make one practical recommendation that you believe could make it easier for managers. Support your choice. Post a substantive response to each question (minimum 250 words). Reply in a scholarly and substantive manner to at least two of your classmates. (5 Points) Assignments: See Assignments for Course Training Design Project Instructional Objectives due Sunday night at midnight. Click here to enter text. Module 4 Career Management and Development Learning module description/summary: Career development theories and process. Options for designing effective management development programs. Required Readings/Resources: Read Werner and DeSimone, Human Resources Development Chapters 12, 13 (skim 11) Activities: Discussions: Please use the following naming convention for discussions Module 4a: Module 4, Discussion 1 Watch the YouTube video 2012 HRPS Strategic Talent Management Forum Keynote by Dr. Beverly Kaye at: Do you agree with the message in the video? Why or why not? What recommendations would you make to your current or future employer regarding employee development based on what you have learned in this module? Module 4b: Module 4, Discussion 2 At the end of Chapter 13 on Management Development, complete the Exercise: Profiling an Effective Leader. Identify an individual you think is an effective leader (if leader is in your personal life, use 1 st name only). Answer the 2 questions in the exercise. Post a substantive response to each question (minimum 250 words). Reply in a scholarly and substantive manner to at least two of your classmates. (5 Points) Assignments:

10 See Assignments for Course Training Design Project Training Content due Sunday night at midnight. Module 5 Organizational Development and Change Learning module description/summary: Organizational development and designing intervention strategy. Defining organizational culture and the future of HRD. Required Readings/Resources: Read Werner and DeSimone, Human Resources Development Chapters 14 and 15 Activities: Discussions: Please use the following naming convention for discussions Module 5a: Module 5, Discussion 1 At the end of Chapter 14, answer either Question 1 Describe how an organization introduces change OR Question 7 Is organization transformation change a necessity Be sure you identify which question you are responding to in your post. Module 5b: Module 5, Discussion 2 Chapter 15 focuses on Diversity, EEO, Affirmative, and Culture. Find a web based article and provide the url (web address) related to one of the topics in the chapter and summarize the article. If you were an HR professional, how could the information in your article be applied in your work? Post a substantive response to each question (minimum 250 words). Reply in a scholarly and substantive manner to at least two of your classmates. (5 Points) Assignments: Final paper due Sunday night at midnight. Since rubrics are built out within Blackboard they are to be provided as separate documents and are not included within the syllabus.