Syllabus – Management 753, Training and Development, Fall, 2014

Jon M. Werner, Ph.D. Office: Hyland Hall 4503

Professor of Management Phone: (262) 472-2007
University of Wisconsin-Whitewater Fax: (262) 472-4863
Whitewater, WI 53190 E-mail: wernerj@uww.edu

Sect. 1: 6:30 - 9:00 pm, Mondays Office Hours: Before and after class, by appt., &:
Classroom: Hyland Hall 2308 Mon.: 10:00 am - noon; 1:00 - 3:00 pm
Tu./Th.: 1:00 - 2:30 pm

Required Text: Werner, Jon M., & DeSimone, Randy L. (2012). Human Resource Development, Sixth Edition.
Cincinnati: South-Western/Cengage Learning. Available at the Moraine Bookstore.

Catalog
Description: The course will emphasize the theories of management training and development, and the practical
application of these theories in today’s organizations. Special emphasis will be on current topics in the
field of human resource development, including: training self-directed work teams, managing a diverse
workforce, and the practical application of designing programs in today’s environment. This will
include actually designing needs analysis and training evaluation programs. The course will frame the
concept of training and development within the applicable theory of adult learning.

Objectives:
 To understand the history and basic concepts of organizational training and development.
 To develop a strong conceptual understanding of the principles which impact how
adults learn, and be able to apply these principles to work settings.
 To understand the impact and use of technology on the field of training today.
 To be able to use appropriate technology to research and develop an effective
needs analysis.
 To understand the trend toward performance management, and how this impacts
today's training professional.
 To be able to develop an appropriate training strategy for today's organization –
using both classroom and distance learning technologies.
 To be able to effectively evaluate a training program using appropriate statistical
methods and be able to present this effectively to management.
 To understand and be able to use appropriate training software packages.
 To understand the appropriate distance learning technology and be able to apply
this technology to achieve effective learning.
 To be able to select and use the appropriate technology for effective training follow-up.

The overarching objective of this course is for each student to learn how to assess, develop, carry out,
and evaluate a training program. To get to this objective, we will review the field of training and
development, as well as the broader area of human resource development (HRD). This means covering
some of the basic concepts of training/HRD, such as motivation and learning theory, needs assessment,
and the evaluation of training. Different types of training programs will be examined, including
orientation, skills training, team building, management development, organization development, and
diversity training.

The “applied” aspect of the course will come primarily through teams of students planning, designing,
delivering, and evaluating their own training programs/modules. Other individual and in-class
assignments will seek to provide other skills needed by HRD professionals. While there will be
lecturing during the semester, I view each of you as adult learners (see Ch. 3), and therefore encourage
 class discussion as much as possible. Toward that end, each group will lead the class in discussing a
portion of one of the chapters in the book. Facilitating group discussion is an important skill needed by
training professionals. Three exams will be used to measure your grasp of the content of this course.
However, over half of your course grade will come from active participation in class discussion and the
projects and assignments that will be used during the semester. There should be a lot of faculty/student
and student/student interaction in this course.

Grading: Your course grade will be determined based on the following:

Final Exam 100 points (20 %)

Group Project 1: Discussion leading 40 points ( 8 %)
Group Project 2: Training Program Presentation & Paper 220 points (44 %)
Individual/Group Assignments 100 points (20 %)
Participation in Class Discussions; Attendance 40 points ( 8 %)
TOTAL POINTS: 500 points

Final grades will be determined using the total points you earned during the semester. GRADING
SCALE: A: 92.5%, A-: 90-92.4%; B+: 87-89.9%, B: 82-86.9%, B-: 80-81.9%; C+: 77-79.9%; C: 72-
76.9%; C-: 70-71.9%; D+: 67-69.9%; D: 62-66.9%; D-: 60-61.9%; F: < 60%.

The final exam will be held on Monday, December 15, and will emphasize lectures and material from
all chapters. The exam will consist of a number of essay questions.

Group Projects. Students will form small groups during the first week of class. For Group Project 1,
each group will select one chapter portion (from Chapters 3-10), and will lead the class in a discussion
of that portion of the chapter. The discussion leading will take place around the dates listed on the
schedule below (see Student Led Discussion, or SLD). This project will be worth 40 points. Every
group member should have some part in leading the discussion. Remember, your main purpose is to
facilitate the class in discussing the issues raised in this section of the text; you are not to “lecture” the
class on this topic. Once the discussion of your questions is complete, someone from your group should
end the discussion with a clear conclusion or summary concerning what your group feels are the
highlights or most important points made in this section.

For Group Project 2, student teams will plan, design, deliver, and evaluate their own training program.
See the last page of the syllabus for more extensive details on this project. Groups should select a topic
that is of particular interest to them (see Chapters 8-15 for potential topics). Topics for each group’s
training program should be decided upon (and turned into the D2L Dropbox) by Monday, October 6.
A Project Plan (what you intend to do) is due on Monday, November 10. I will give you feedback on
this plan, and then you are to present your training program (or a portion of it) to the class on either
Nov. 25 or Dec. 2. Each group will have between 30-40 minutes to discuss the design and evaluation of
their technique, as well as to demonstrate their technique to the class.

Every program must include at least one portion of your program that is technology-based. Examples
could include an online module or quiz, an interactive video, or some other creative use of technology to
deliver your program.

Both professionalism and creativity are encouraged in all presentations. It is strongly recommended that
groups use PowerPoint slides (or equivalent) for their key points. Further, each group will be asked to
submit a Final Report which should be typed, double-spaced, and error-free in spelling, grammar, etc.
This report will document the task analysis you conducted, plus details of your design, implementation,
and evaluation efforts. Include all supporting documentation as appendices at the end of your report.
This report should include a discussion of the strengths of your training program (e.g., how does it
improve upon what is currently being done?), possible weaknesses or limitations of this approach, and
possible applications of this technique outside of this class. Papers for all groups are due on Monday,
Dec. 1. Electronic submissions of final reports is preferred. Copies of slides used in the presentation
should be included with the written report; do not use plastic covers if you turn in your Final Reports on
paper.
Participation &
Attendance:
Regular attendance and active participation is expected from all students. If you miss a class, notify me
(using voice or e-mail) prior to class, if at all possible. In general, if you miss an in-class assignment
without contacting me ahead of time, you will not be allowed to make it up at a later date. Students are
expected to ask and answer questions throughout the semester, and especially during the discussion
leading and presentations made by other groups.

Attendance, promptness, and participation contribute 40 points towards your final grade. Participation
points will be based on both the quantity and quality of your comments and questions during the
semester. Arriving late or leaving early will count against your participation/attendance grade.

An additional 100 points will be assigned for the completion of various in-class and take-home
assignments throughout the semester. These will be both individual and group assignments.

Web Links: PowerPoint slides for each chapter are available in D2L. The John Smithers case will be available in the
content area of D2L. Additionally, a considerable amount of information is available on-line. Much of
this can be accessed via the Andersen Library (e.g., using EBSCO/Host, ProQuest, etc.). Three web
sites that are particularly useful for training and development and HRD are:

http://www.astd.org
http://www.xavier.edu/hrd/Related-Sites.cfm
http://www.nwlink.com/~donclark/hrd.html

Notes: Note 1: Make-ups and extensions are discouraged for all tests and other assignments, and will only be
considered with timely notice (i.e., if at all possible, before the class or assignment you miss), and with
appropriate documentation, etc. Use either voice or electronic mail to contact me.

Note 2: As a courtesy to everyone in the class, it is expected that cells phones will be silenced or turned
off during class periods. Computer or tablet usage is encouraged during class periods, though it is
expected that these will be used only for class-related purposes.

Note 3: The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-

discriminatory learning environment. It is the responsibility of all undergraduate and graduate students
to familiarize themselves with University policies regarding Special Accommodations, Misconduct,
Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events. (For
details, please refer to the Undergraduate and Graduate Timetables; the “Rights and Responsibilities”
section of the Undergraduate Bulletin; the “Academic Requirements and Policies” and the “Facilities
and Services” sections of the Graduate Bulletin; and the “Student Academic Disciplinary Procedures”
[UWS Chapter 14]; and the “Student Nonacademic Disciplinary Procedures” [UWS Chapter 17]). The
UW System standard for work required per credit is that students are expected to invest at least three
hours of combined in-class and out-of-class work per week for each academic credit of coursework;
thus, a three-credit course will typically require a minimum of nine hours of work per week (144/hours
per semester).

Note 4: If you require special accommodation for class absences due to religious observances, or you
require special assistance, or extra time in taking exams, it is your responsibility to notify me of your
requirements in sufficient time for arrangements to be made to accommodate your needs.

Note 5: In this course, you are expected to perform to the utmost of your ability in an honest and sincere
manner. Cheating, plagiarism, the use of unauthorized materials or any other form of academic
dishonesty will result in the strongest penalties permitted in UWS Chapter 14. Even though adherence
to the UW-Whitewater College of Business & Economics Honor Code is voluntary, it is expected that
all participants in this class will do their best to follow it:
 As members of the UW-Whitewater College of Business & Economics community, we commit ourselves to act
honestly, responsibly and above all, with honor and integrity in all areas of campus life. We are accountable for
all that we say and write. We are responsible for the academic integrity of our work. We pledge that we will not
misrepresent our work nor give or receive unauthorized aid. We commit ourselves to behave in a manner that
demonstrates concern for the personal dignity, rights, and freedoms of all members of the community. We are
respectful of college property and the property of others. We will not tolerate a lack of respect for these values.

Adopted by the Dean’s Advisory Council, Spring, 2006. From:

http://www.wheatoncollege.edu/StudentLife/honorCode

Schedule (subject to change):

Date Topic Assignment

Sept. 8 Introduction to training and HRD Ch. 1; Training article assigned

15 Influences on employee behavior Ch. 2

22 Learning and HRD Ch. 3; article response due; Student-led discussion 1 (87-90)

29 Assessing and designing training/HRD needs Ch. 4; SLD2 (125-132); Ch. 5

Oct. 6 Implementing training/HRD programs Ch. 6; SLD3 (170-174); Training program topics due

13 Evaluating training/HRD programs Ch. 7; skim Appendix; University Hospital; SLD4 (205-213)

20 Employee orientation; Skills and technical training Ch. 8; SLD5 (271-283); Ch. 9

27 Performance management & coaching Ch. 10; SLD 6 (325-340)

Nov. 3 Employee counseling Ch. 11

10 Career management and development Ch. 12; Training project plans due

17 Management development Ch. 13; case: John Smithers

24 TRAINING MODULE PRESENTATIONS; HH 3101

Organization development and change Ch. 14

Dec. 1 TRAINING PRESENTATIONS; HH 3101 Final project reports due (ALL GROUPS)
Organization development and change Ch. 14

8 Diversity Ch. 15

15 Final Exam; HH 3101 Monday, December 15, from 7:45-9:45 pm

 GROUP PROJECT ASSIGNMENT
Assignment: To plan, design, deliver, and evaluate an original training program/module.

Process:
1. Groups will be formed in the first week of class.

2. Each group will select their own topic for their training program/module. The topic should be one in
which the group has considerable interest (or expertise). Program topics due: October 6.

3. Using Chapter 4 as a guide, each group will conduct a needs assessment for their proposed training
program. This should include both a person and a task analysis. Make clear in your write-ups what
interview questions, questionnaires, etc. you used.

4. Based on your needs assessment and any assumptions you may need to make, develop specific
training objectives.

5. Develop a detailed Training Proposal (Project Plan), which is due November 10. This should include:

a. Title and brief description of the program

b. Training objectives (per Chapter 5)
c. Training methods to be used, and a rationale (justification) for using them, based on training
theory
d. Proposed instructors, and the reason for using them
e. A tentative training outline/lesson plan
f. A tentative list and description of training materials needed
g. An evaluation plan (including both short- and long-term evaluation, where appropriate; see
Ch. 7)

Each group will receive feedback from the instructor on their Project Plan. Based upon this, they
should then finalize their training program, class presentation, and Final Report. Class presentations
will be made on Nov. 24 or Dec. 1 (likely three per day). Presentations should review the group’s
efforts to develop and evaluate the training program, and must include some demonstration of the
training program to the class (you may only have time to present a section or module of the training to
the class). Presentations should be between 30-40 minutes in length. Final Reports for all groups are
due on Dec. 1, and must include all information on your needs assessment (person and task analyses),
design, implementation, and evaluation plans. Be sure to follow the guidelines given on the
“Feedback on Training Presentation and Final Report” form (in the Content area of D2L).

6. Grading of this Training Program project will be as follows:

Project Plan 40 points

Presentation/Technology 80 points
Final Report 100 points

Since cooperation will be critical to the success of each project, students who do not cooperate or
contribute their fair share of effort in the total project (as judged by the instructor and their peers) risk
having their grade lowered by one or (in extreme cases) two letter grades. You are expected to work
together to accomplish the assigned tasks. Changes in the groups will only be made in unusual
circumstances (as determined by the instructor). Remember that with e-mail, file attachments, and
Google docs, a great deal of work can be accomplished without team members being in the same place
at the same time.