This is a 5-week, 1-competence course on Employee Training and Development. Students will learn the basic processes of employee training and development, including needs assessment, theories of learning and behavior change, training design to support appropriate selection or development of training, delivery of training, issues of transfer, and assessment of results. Students may focus on developing a training or development program for an F-X competence, or on their experience of training for an H-2-X competence.
Everyone needs to learn throughout their lives. Every employee needs to learn – whether it is orienting a new person to a new job and company, teaching people how to use new equipment, improving the performance of someone who just doesn't have the skills they need to succeed, or getting people ready to fill a higher level position. Training and development are ubiquitous in organizations. People are always learning…. One hopes!
But how does an organization, a manager, or an employee him/herself help people gain knowledge, skills and abilities that they need? How do you know what knowledge or skills are really needed? How do you know the best way to help people develop those skills or that knowledge? What if the problem is an attitude that has to change – can you do that? How do you help people not only learn the information or skills, but actually apply them to the job or organization, to make a difference? How will you know how effective the training is?
This class will not teach you everything about training and development. It is designed to help you learn the essentials – a systematic approach that you can use in any organization, or in your own life. You can delve deeper into any of the areas that we will address.
Course Learning Goals
After completing this course, you will be able to:
- Apply a systematic approach to training and development, starting with needs assessment and ending with evaluation
- Describe theories about how people learn and apply that learning to change their behavior. With employee training, the goal is not just to develop new competencies; it's to use them
- Describe different approaches to training and development, and be able to identify which ones are most useful for which kinds of knowledge, skills, abilities or attitudes
- Describe and apply processes to support long-term behavior change – the transfer of new knowledge to work
- Describe how to evaluate the success of training and development
You will learn and apply all of these concepts. However, you won't learn them all in great detail, because every application is different.
If you opt to address an F-X competence, you will be able to:
- identify and plan appropriate training solutions to individual or group performance gaps
If you opt to address an H-2-X competence, you will be able to:
- use two or more theories of human development to analyze your own experiences of training or development in an organization.
In this course, you will develop the following competences:
|Competence||Competence Statement and Criteria|
|FX||Can Identify and plan appropriate training solutions to individual or group performance gaps
Describe processes for assessing training needs
Identify training solutions to meet various needs
Plan procedures to evaluate training success
|H2X||Can use two or more theories of human development in the analysis of one's experiences in an organization.
Describes two or more theories of organizational or employee development and change
Describes an experience with training or development in an organization that can be explained by these theories
Applies (1) to (2) and to one's own experiences
To buy your books, go to http://depaul-loop.bncollege.com
Print version of text:
Noe, R. (2016).Employee Training and Development. (7th Ed.). New York: McGraw-Hill/Irwin. ISBN 978-0078-112850
Course Grading Scale
|A = 95 to 100||A- = 91 to 94||B+ = 88 to 90|
|B = 85 to 87||B- = 81 to 84||C+ = 77 to 80|
|C = 73 to 76||C- = 69 to 72||D+ = 65 to 68|
|D = 61 to 64||F = 60 or below||INC|
Please note: Grades lower than a C- do not earn credit or competence in the School for New Learning.
This course consists of 5 modules. The estimated time to complete each module is one week.
|Week, Module # and Title||Readings||Assignments|
|Week 1, Module 1: Employee Training and Development/Needs Assessment||Noe, Chapters 1 and 3||1.1 Training Needs Analysis
1.2 Case 1: Is This The Right Training?
1.3: Term Project: Identify Your Setting
|Week 2, Module 2: Learning and Trasnfer of Training/Program Design||Noe, Chapters 4 and 5||2.1 How Do People Learn and Change?
2.2 Case 2: Should This Training Work? (Group)
2.3 Term Project: Part 1 Needs Analysis
|Week 3, Module 3: Traditional Training Methods/Technology-Based Training Methods||Noe, Chapters 7 and 8||3.1: Training & Developing Approaches
3.2 Case 3: Can I Help You?
Term Project: Part 2 - Analyze Training & 3.3 Development Approaches
|Week 4, Module 4: Learning and Transfer of Training/Employee Development and Career Management||Noe, Chapters 4 and 9||4.1 Walking the Talk: Transfer to the job 4.2: Case Analysis: Off to College (Group)
4.3 Term Project: Part 3: Analyze Transfer and Change
|Week 5, Module 5: Training Evaluation||Noe, Chapter 6||5.1: Evaluating Training and Success Outcomes
5.2: Term Project (Final)
|Grading||% of Final Grade|
|Weekly mini cases and application (20%)|
|Theories of Learning & training (group)||10%|
|Development and transfer (group)||10%|
|Research Paper (45%)|
|Section 1 draft||5%|
|Section 2 draft||5%|
|Section 3 draft||5%|
|Final draft-revised after feedback||30%|
Grading Policies and Practices
To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline. In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as appropriate, in all-class discussions and in group activities.
Points are deducted for late work.
General Assessment Criteria for All Writing Assignments
All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.
Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.
Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email. Obviously, the tutors won't necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.
Schedule your appointments with enough time to think about and use the feedback you'll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.
Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.
A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask 'process' questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.
This class has four case analyses; two of them will be conducted in small groups. The goal is to help you view aspects of training and development from a broader perspective, informed by the ideas and approaches of a few other students. It also allows you the chance to get to know a few other students better.
However, sometimes groups are problematic because all members don't fully participate. To help ensure that everyone is evaluated fairly – that is, people don't get to "free ride" on others' work – the grades for the group projects will be affected by your assessment of your group mates. Each person will evaluate all other group members on a scale of 0-100. If each person contributes roughly the same amount, everyone gets 100%. However, if one person provides around half the input as others, you would assign that person a score of 50% for the group work. Each person's group grade will be a multiplicative combination of the grade for the assignment and the team score.
Here is an example. Assume a group project receives a score of 9.5 out of 10, or 95%. Three of the members contributed equally, but one member did very little work. The Group Contribution scores look like this:
|Group Contribution Score||Student 1's Scores for Other Group Members||Student 2's Scores for Other Group Members||Student 4's Scores for Other Group Members||Student 4's Scores for Other Group Members||Average Score Received|
Students 1, 3 and 4 would receive 100% of 95%.
Student 2 would receive 50% of 95%, or 47.5%
If the scores for a student averaged to 10%, then that student would receive a score of 9.5%. Whatever the average score given by the team-mates is, that number will be multiplied by the project score for each person's individual grade.
Final projects are graded twice. Each of the first 4 sections are assessed and given feedback. Each of these is only worth 5% of your overall grade, but the feedback should help you improve your final project. You should revise each section based on that feedback, add the last section, and integrate them all into the final project.
The final project will be evaluated on the following basis for each section:
|1||Minimal or no information provided|
|2||Many errors in application of concepts; little attention to learning theories, and significant elements left out|
|3||Generally accurate application of a few concepts; some reference to rationale for decisions|
|4||Generally accurate application of a solid range of concepts, with consistent rationale for decisions and reference to learning theories|
|5||Nuanced, clear and accurate applications of a wide range of concepts including reference to learning theories and rationale for decisions|
In addition, the mechanics of writing (grammar, spelling, punctuation, clarity, organization) will be assessed using this rubric:
|1||Consistently poor mechanics, disorganized|
|2||Many mistakes in mechanics, reasonably well organized|
|3||Some mistakes in mechanics; well organized|
|4||Very few mechanical errors, well organized, using appropriate headers|
|5||Very clearly written; no mechanical errors, well organized and very easy to read with appropriate headers|
Time Management and Attendance
SNL's online courses are not self-paced and require a regular time commitment EACH week throughout the quarter.
You are required to log in to your course at least four times a week so that you can participate in the ongoing course discussions.
Online courses are no less time consuming than "face to face" courses. You will have to dedicate some time every day or at least every second day to your studies. A typical four credit hour "face to face" course at SNL involves three hours of classroom meeting per week, plus at least three to six hours of study and homework per week.
This course will require at least the same time commitment, but your learning activities will be spread out through the week. If you have any problems with your technology, or if you need to improve your reading or writing skills, it may take even longer.
The instructor should be notified if your life events do not allow you to participate in the course and the online discussions for more than one week. This is particularly important when there are group discussions or you are working as part of a team.
If you find yourself getting behind, please contact the instructor immediately.
Your Instructor's Role
Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure you log in regularly and submit your assignments. As instructor, s/he will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. You will receive feedback to assignments.
The instructor may choose to designate "office hours" when s/he will be online and available and will immediately respond to questions. Depending on the instructor, this response may be by e-mail, instant messenger or telephone. Otherwise, you will generally receive a response to emailed or posted queries within 48 hours.
Your Role as a Student
As an online student, you will be taking a proactive approach to your learning. As the course instructor's role is that of a learning guide, your role is that of the leader in your own learning.
You will be managing your own time so that you can complete the readings, activities and assignments for the course, and you will also be expected to take a more active role in peer learning.
Please also note that this is a course offered by DePaul University's School for New Learning (SNL), a college for undergraduate and graduate degree-seeking students 24 years and older. SNL welcomes the perspectives and encourages the participation of all DePaul students, and students who take this course should respect and be mindful of SNL's mission in supporting a diverse and inclusive environment. More information about SNL can be found here.
View this brief demo Taking SNL Online courses in D2L to learn how to navigate through your course.
If you’re new to SNL Online see additional resources on the course home page under Student Resources/Getting Started.
Online discussions are an important part of your course experience. To ensure a positive learning environment, please follow the following minimum expectations. Use your common sense, as not all situations can be covered:
- Be polite
- Respect other participants’ views or opinions
- Think before you write, and ask yourself if you would say the same thing in person
- Use positive phrases (i.e., "Good idea!" or "Thanks for the suggestions," etc.)
- Be sensitive to cultural differences
- Avoid hostile, curt or sarcastic comments
- No objectionable, sexist, or racist language will be tolerated
- Create a positive online community by offering assistance and support to other participants.
- Use correct grammar and syntax
DePaul University is a learning community that fosters the pursuit of knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own development as responsible members of society, and to the pursuit of knowledge and the transmission of ideas.
Violations include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources; alteration or falsification of academic records; and academic misconduct. Conduct that is punishable under the Academic Integrity Policy could result in additional disciplinary actions by other university officials and possible civil or criminal prosecution. Please refer to your Student Handbook for further details.
Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following:
- The direct copying of any source, such as written and verbal material, computer files, audio disks, video programs or musical scores, whether published or unpublished, in whole or part, without proper acknowledgement that it is someone else's.
- Copying of any source in whole or part with only minor changes in wording or syntax, even with acknowledgement.
- Submitting as one's own work a report, examination paper, computer file, lab report or other assignment that has been prepared by someone else. This includes research papers purchased from any other person or agency.
- The paraphrasing of another's work or ideas without proper acknowledgement.
- Resubmitting one's own previous work from a different course or college, without the permission of the current instructor.
Plagiarism, like other forms of academic dishonesty, is always a serious matter. If an instructor finds that a student has plagiarized, the appropriate penalty is at the instructor's discretion.
DePaul University Incomplete Policy
The intent of the Incomplete grade is to allow students extra time to complete their final assignments. This need arises because, in the closing weeks of the course, they have an event of significant magnitude that adversely affects their ability to complete the course, e.g. serious illness, death in the family, overseas deployment, or natural disaster.
You must request an incomplete grade in writing two weeks before the end of the quarter. Incomplete grades will be considered only after you have satisfactorily completed at least 75 percent of the coursework, and you have such an unexpected, uncontrollable event that prevents you from completing your course. Do not assume that you will qualify for an incomplete. Students who are failing the course at the point where they request an incomplete will not receive one, nor will they be granted after the end of the quarter. Incomplete grades are given at the discretion of the instructor.
If you do receive permission from the instructor to take an incomplete in the course, you will be required to complete a contract with the instructor, specifying how you will finish the missing work within the next two quarters (excluding summer). See the Incomplete Grade Contract Form.
Undergraduate and graduate students will have up to two quarters to complete an incomplete. At the end of the second quarter (excluding summer) following the term in which the incomplete grade was assigned, remaining incompletes will automatically convert to "F" grades. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors may not change incomplete grades after the end of the grace period without the permission of a college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional programs. NOTE: In the case of a student who has applied for graduation and who has been approved for an Incomplete in his or her final term, the incomplete must be resolved within the four-week grace period before final degree certification.
Description of Pass/Fail Grading Options
Students have the option of taking all SNL undergraduate courses as Pass/Fail even if a class is initially structured for a letter grade assessment. In these cases a Pass is awarded when competence is demonstrated at a level that would otherwise earn a grade of C- or higher.
In deciding to select Pass/Fail grading students should be aware that competencies assessed in a course as Pass will earn credit hours toward degree completion but will not be included in computing grade point averages. Attempted competence demonstration assessed within a class as Fail will not only be recorded as credit hours attempted but will also be included in computing a student's grade point average.
For SNL students, competencies awarded for Independent Learning Pursuits and in the Lifelong Learning Domain do not count toward the university's specification that only twenty credit hours may be earned through the Pass/Fail assessment option.
Please note:There are three SNL courses within the BA curriculum that are always assessed on a Pass/Fail basis: Foundations of Adult Learning (course number LL 250; competences L-2 and F-1), Advanced Project (course number FA 303; competences F-11 and F-12) and Summit Seminar (course number LL 390; competence L-12). These classes may not be taken for a letter grade assessment. Therefore, work that might otherwise be assessed at grades A through C- will earn a Pass in these classes.
There are an additional five SNL courses within the Lifelong Learning Area of the BA curriculum for which instructors regularly use a Pass/Fail grading system that may instead be taken for a letter grade assessment if this is a student's preference. These classes are: Independent Learning Seminar (course number LL 103; competence L1); Writing for Competence (course number LL 260; competence L-4), Critical Thinking (course number LL 270; competence L-5), Research Seminar (course number LL 300; competences L-8 and L-9), and Externship (course number LL 302; competences L-10 and L-11). In addition, SNL's undergraduate Writing Workshop (course number LL 140; competence H-3-J) regularly uses Pass/Fail, although students may request a letter grade assessment. In these instances SNL offers undergraduate students the opportunity to request a letter grade assessment from their instructor. Students who need a letter grade for tuition reimbursement may wish to consider this option, as well as those who wish to raise their GPA. Students planning to attend graduate school may also prefer letter grades to Pass/Fail assessments.
If a student wants to switch the method of assessment, either to or from the Pass/Fail option, this must be requested from the instructor in writing by the beginning of the third week of the quarter. For courses that meet fewer than ten weeks of the quarter, this request must be made by the beginning of the third week of the course. The grading basis may not be changed after these deadlines, with no exceptions.
For Students Who Need Accommodations Based on the Impact of a Disability
Students seeking disability-related accommodations are required to register with DePaul's Center for Students with Disabilities (CSD) enabling you to access accommodations and support services to assist your success. There are two office locations:
Center for Students with Disabilities (CSD)
Loop Campus: Lewis Center 1420. (312) 362-8002
Lincoln Park Campus: Student Center 370. (773) 325-1677
Students are also invited to contact their instructor privately to discuss your challenges and how the instructor may assist in facilitating the accommodations you will use in this course. This is best done early in the term and the conversation will remain confidential.
Dean of Students Office
The Dean of Students Office (DOS) helps students in navigating the university, particularly during difficult situations, such as personal, financial, medical, and/or family crises. Absence Notifications to faculty, Late Withdrawals, and Community Resource Referrals, support students both in and outside of the classroom. Additionally we have resources and programs to support health and wellness, violence prevention, substance abuse and drug prevention, and LGBTQ student services. We are committed to your success as a DePaul student. Please feel free to contact us.
Protection of Human Subjects
For more information see: http://research.depaul.edu/
Demonstrating the acquisition of competencies in this course can involve "interactions"—interviewing and or observing other people—discussing those interviews or observations with other class members and writing them up in one or more final report(s). As such, these activities qualify as "research" with "human subjects" and are subject to University and Federal guidelines. Because it takes place in the context of this course, your research is exempt from approval by the School for New Learning's Local Review Board only under the following conditions:
- The information you collect is EXCLUSIVELY for the purpose of classroom discussion and will NOT be used after the term is over. If there is any possibility that you will EVER use it in further research or for publication, you must obtain approval from the Local Review Board before you begin.
- You assess and ensure that no "harm"—physical, mental, or social—does or could result from either your interviews and/or observations or your discussion and/or reports.
- The privacy and confidentiality of those that you interview or observe must be protected. Unless you receive specific permission, in writing, from the person(s) you interview or observe, please change their names, and make sure that their identity cannot be readily ascertained from the information you provide.
- If you want to use real names and relationships, they must sign an "informed consent" document. For information on creating an "informed consent document" see, for example, http://www.research.umn.edu/consent.
Copyright and Student Privacy
In accordance with DePaul’s Acceptable Use Policy, commentary and materials within SNL Online classes shall not be copied, reproduced or published elsewhere without the express written consent of individuals involved.
This course was designed and produced by Beth Rubin and staff at SCPS of the School for Continuing and Professional Studies.
© 2018 School for Continuing and Professional Studies, DePaul University. All Rights Reserved by SCPS during contractual interval with the author.
Printed in the USA.