Instructor Name
DePaul University School of Continuing and Professional Studies
1 E. Jackson Blvd.
Chicago, IL 60604
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.
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
After completing this course, you will be able to:
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:
If you opt to address an H-2-X competence, you will be able to:
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 |
| Grading | % of Final Grade |
| Weekly Discussion | 35% |
| 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% |
| Total | 100% |
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 |
Grades below C- in SCPS courses do not satisfy competence and are not counted toward graduation.
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) |
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.
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 |
| Student 1 | -- | 100% | 100% | 100% | 100% |
| Student 2 | 50% | -- | 25% | 75% | 50% |
| Student 3 | 100% | 100% | -- | 100% | 100% |
| Student 4 | 100% | 100% | 100% | 100% |
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 |
This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.
This course was designed and produced by faculty and staff at SCPS of the School of Continuing and Professional Studies of DePaul University.
© 2017 School of Continuing and Professional Studies, DePaul University. All Rights Reserved by SCPS.