Syllabus - Summer 2009
MGMT 5676 - Business Improvement Through Training and Development
(Formerly MGMT 376)

Excluding textbooks, the information on this syllabus is subject to change.  For the most
up-to-date syllabus, check this site on the first day of classes. 

This is a three-credit graduate level course and is one in a series of elective courses in the Human Resource Management program. The Human Resource Management program is part of the online Master of Professional Studies degree offered through the University of Connecticut's Center for Continuing Studies.

The developer of this course is Denis Finnegan.

Course Title: Business Improvement Through Training and Development (MGMT 5676)

Credits: 3

Prerequisites: None

Instructor: Denis Finnegan
E-mail: denis.finnegan@uconn.edu

For special permission to register for this course, contact Donna.Campbell@uconn.edu. Include your Peoplesoft ID number and reason for taking the course (SBA Students must contact SBA for permission to register).

Planning, implementing, and evaluating training programs designed to meet individual and organizational needs. Training methods, techniques, and processes. Strategic and international training issues. Focuses on the process by which organizations train and develop employees. Topics include training needs assessment, program design, training evaluation, and management development practices.

By the end of the course, students should be able to :

1. Develop a training strategy to improve organizational performance and talent development related to issues like employee retention, productivity, quality, management development, and customer service.
2. Use effective communication techniques to gain buy-in for a training strategy, training investment, or new training intervention.
3. Develop evaluation tools to measure a training program's impact on learning and on-the-job performance.
4. Develop an argument to broaden the use of a training methodology within your organization to improve organizational outcomes.
5. Explain how the ADDIE instructional design process can influence organizational outcomes.

 

Discussion Exercises (30%)

Each module contains discussion exercises where you are asked to provide an original substantive and researched response by the due date indicated in HuskyCT's Calendar tool. You are to also provide at least one substantive responses to a student peer's post by the due date indicated in HuskyCT's Calendar tool. (Substantive posts build on another's post by adding supportive research evidence or offer a counterpoint using peer reviewed research.) All postings should be carefully edited.

Article Reviews (20%)

Throughout the course, you are asked to find an article associated with a section of the ADDIE instructional design model and write an annotated bibliography, in APA style, to share with the class. Your review should be posted by the due date indicated in HuskyCT's Calendar tool and carefully edited.

Mid-Course Paper (20%)

This is a 750-1000 word paper describing a training methodology, not widely used in your organization (or an organization in which you are familiar). In your paper, you are to develop an argument for increasing the use of that methodology in the organization and explain the potential risks and rewards. Methodologies may include synchronous web-based learning, asynchronous web-based learning, use of videoconference, teleconference, action learning, self-directed eLearning, or other methodologies once approved by the instructor. You should make an argument for which theory is most appropriate for modern organizations and substantiate your claim with multiple references (minimum of 8). You will also be asked to post an executive summary of the training methodology and your argument for increased usage in a 2-3 PowerPoint slide presentation to the class. Your paper and presentation should be posted by the due date indicated in HuskyCT's Calendar tool and carefully edited.

Final Project (30%)

In 1500 to 1800 words, you are to develop a training proposal based on a training need or performance issue in your organization (or an organization in which you are familiar). In your project, you are asked to:

1. Identify the organizational issue.
2. Explain how a needs assessment would be conducted.
3. Assume there is a need for training and develop a high-level design of the proposed training program to include objectives, methodology, target audience, estimate of time to develop the course and estimated time of the course.
4. Develop an assessment and evaluation plan using Kirkpatrick's four level's of evaluation.
5. Discuss the likelihood of gaining approval and the risks associated with developing and completing the proposed program.
6. Relate how the ADDIE instructional design process could influence organizational outcomes.
7. Develop a 4-6 slide presentation of your assessment plan from your final project. Seek feedback on your plan from your classmates and post a revised plan.

Your project and presentation should be posted by the due date indicated in HuskyCT's Calendar tool and carefully edited.

Summary of Course Components and Grading

Course Components	Points	Percentage of Final Grade
Discussion Exercises & Participation	30	30%
Article Reviews	20	20%
Mid-Course Paper	20	20%
Final Project	30	30%
TOTAL	100	100%

Final Course Letter Grades

Final letter grades for this course will be determined based on the following scale:

Grade	Letter Grade	GPA
97-100	A+	4.3
93-96	A	4.0
90-92	A-	3.7
87-89	B+	3.3
83-86	B	3.0
80-82	B-	2.7
77-79	C+	2.3
73-76	C	2.0
70-72	C-	1.7
67-69	D+	1.3
63-66	D	1.0
60-62	D-	0.7
<60	F	0.0

You are responsible for acting in accordance with the Student Code, available at http://www.dosa.uconn.edu/student_code.cfm.

Course Communication and Etiquette

At all times, course communication with fellow students and the instructor are to be professional and courteous. If you are new to online learning, you may want to look at this guide titled, The Core Rules of Netiquette.

It is expected that you proof read all your written communication in the course, including discussion posts, assignment submissions, and mail messages. Incorrect spelling and grammar will be penalized when course work is graded.

Course Due Dates

The Calendar tool in HuskyCT lists the course's important due dates and details the course schedule. All course deadlines are based on Eastern Time; if you are in a different time zone, adjust your submittal times accordingly.

Instructor Availability & Communication

I will check into the course every day, unless otherwise noted. Communication and availability are critical success factors in online learning. When I check into the course, I will monitor threaded discussions. Also, I will respond to HuskyCT mail within 24 hours, unless otherwise noted. Finally, if needed, a telephone conversation will occur if resolution of an issue cannot be made within HuskyCT.

If I expect to be away due to illness, travel or family obligations, I will make every attempt to notify you in advance. I expect this same courtesy from you in return. If you need to discuss an issue with me individually, please use the Mail tool within HuskyCT.

Feedback and Grades

I will make every effort to provide feedback and grades in a timely manner. To keep track of your performance in the course, use the MyGrades tool. In addition, the Assignments and Assessments tools have their own grading feedback mechanisms.

Students with Disabilities

Students needing special accommodations should work with the University's Center for Students with Disabilities . You may contact the Center by calling (860) 486-2020 or by emailing csd@uconn.edu . If your request for accommodation is approved, an accommodation letter will be provided. Please present your official letter to the instructor as soon as possible so special arrangements, as appropriate, can be made. (Note: Student requests for accommodation must filed each semester.)

The University of Connecticut's online course management system, HuskyCT, is a product of Blackboard, Inc. "Blackboard measures and evaluates accessibility levels using two sets of standards; Section 508 of the Rehabilitation Act issued from the United States federal government and the Web Accessibility Initiative (WAI) issued by the World Wide Web Consortium (W3C)." (Retrieved December 1, 2008 from http://www.blackboard.com/company/accessibility.aspx)

Required Text:

This course text may be purchased locally or through an online bookstore.

Biech, E. (Ed.). (2008). ASTD handbook for workplace learning professionals. Alexandria, VA: ASTD Press. ISBN-13: 978-1562865122

All other course materials will be provided in HuskyCT or through the University of Connecticut's Libraries' electronic reserves or journals.

• Word processing software
• Presentation software, like PowerPoint
• Spreadsheet software, like Excel
• Adobe Acrobat Reader

Your Internet browser and browser settings need to be HuskyCT compatible. See Settings.

Module 1: Training and Development Overview

Module 2: Assessing the Need for Training

Module 3: Designing the Training Intervention – The Proposal

Module 4: Instructional Development Factors

Module 5: Program Implementation Considerations

Module 6: Evaluating Training Programs

Students will be provided an opportunity to evaluate instruction in this course using the University's standard procedures, which are administered by the Office of Institutional Research.