COMMERCE 4BI3 TRAINING AND DEVELOPMENT COURSE OUTLINE FALL, 2011 Dr. W. H.

Wiesner, Instructor Hong Liu, Teaching Assistant DSB/410 DSB/A210 wiesner@mcmaster.ca liuh42@mcmaster.ca Tel.: 905-525-9140, Ext. 23985 Tel.: 905-525-9140, Ext. 27493 Office Hours: Mondays, 12:30 2:00 p.m. Office Hours: TBA or by appointment ___________________________________________________________________________________ COURSE ELEMENTS
Credit Value: Avenue: Participation: Evidence-based: 3 Yes No Yes Leadership: Ethics: Innovation: Experiential: Yes Yes Yes Yes IT skills: Numeracy: Group work: Final Exam: No Yes Yes Yes Global view: Written skills: Oral skills: Guest speaker(s): Yes Yes Yes ?

COURSE OBJECTIVES Training and development in organizations is usually defined as planned activities directed at enhancing the learning of job-relevant knowledge, skills and attitudes by members or employees of the organization. Almost invariably, the goal is to improve on-the-job performance so as to enhance the overall effectiveness of the organization and/or to increase the likelihood that organizational goals will be reached. This course will familiarize students with the training and development function. Topics covered in this course will include: training needs assessment, the development of specific training objectives, the planning and delivery of instruction, relevant learning principles, and the development and implementation of criteria and procedures for evaluation of training. Thus the course provides a general framework for examining and revising existing training programs and for establishing new, viable training programs. In addition, special training topics will be explored based on students' interests. METHOD OF INSTRUCTION The instructor will cover the core of the course content in lectures and through class discussions and practical exercises. In addition, students will be expected to select a special topic in the training area for class presentation and for their typed report (which may be based on the presentation). Whether these presentations are made individually or in groups will depend on class size. Your instructor will act primarily as a resource person. The benefits you will derive from this course will therefore depend on your interest, your choice and willingness to work, and on the amount of time you allocate. Reading of the text and research/professional journals is definitely expected. REQUIRED COURSE MATERIALS AND READINGS Saks, A.M. & Haccoun, R.R. (2010). Managing Performance Through Training and Development (5th ed.). Scarborough, ON: Nelson Canada.

LEARNING OUTCOMES Upon completion of this course, students will possess the following competencies: Understanding of the issues in managing the training and development function and its relation to corporate objectives and performance; Ability to design training programs including consideration of training needs and objectives, principles of learning, appropriate selection and use of training methods, management development methods, and career development methods, transfer of training to the job, evaluation of training, costing of training programs; Awareness of ethical and equity issues affecting training and development in organizations; Ability to conduct a training needs analysis including job analysis, person analysis, and organization analysis; Write measurable training objectives incorporating expected learning outcomes; Understanding of principles of adult learning including theories of motivation, trainee ability and aptitude, knowledge and skill acquisition and retention, and transfer of training to the workplace as they relate to the design of effective training and development programs; Awareness of a variety of training and development methods, the advantages and disadvantages of each method, and ability to select and use appropriate methods to design an effective learning experience; Understanding of issues in training evaluation, including the cost/benefits (utility) of training, ability to design a training evaluation procedure, and ability to use the results to improve training programs and/or make appropriate decisions concerning the training and development function; Ability to determine cost/benefits (utility) of training programs, including determination of training costs and resources and quantifying benefits of training in order to provide relevant information to corporate decision makers and to facilitate in making decisions affecting the training function on such issues as developing in-house vs. purchasing of training programs, relative cost-effectiveness of various training programs, and improving training utility; Awareness of various approaches to training, different kinds of training programs, and topical issues concerning the training function; and In-depth familiarity with a specific training topic selected by the student.

EVALUATION Assignments 1. Class Presentation (topic selected by student) 2. Paper (15-20 typed, double-spaced pages, may be based on the class presentation [1] above) Exams 3. Midterm Exam (in class) 4. Final Exam 25% 35% Oct. 14 Exam Schedule Evaluation 20% 20% Dates T.B.A. Dec. 2

Note: Not all the material covered in the text will be discussed in class. Conversely, some of the material presented in the lectures is not in the text. However, you will be responsible for all the material in both the text and in the lectures. Calculators will not be needed or allowed during examinations. 2

Grade Conversion
At the end of the course your overall percentage grade will be converted to your letter grade in accordance with the following conversion scheme. LETTER GRADE A+ A AB+ B BPERCENT 90 - 100 85 - 89 80 - 84 77 - 79 73 - 76 70 - 72 LETTER GRADE C+ C CD+ D DF DETAILED COURSE PLAN Week 1. Date Sept. 9 Topic Introduction & Organization: The Training & Development Process Organizational Learning Learning & Motivation The Needs Analysis Process Training Design Training Implementation and Delivery Transfer of Training Training Methods I Midterm Exam (in class) Training Methods II Training Evaluation Costs and Benefits Training Programs Training Trends & Best Practices Presentations of Special Topics Presentations of Special Topics Presentations of Special Topics Wrap-up Ch. 8 & 14 Ch. 11 Ch. 12 Ch. 13 Ch. 15 Readings PERCENT 67 - 69 63 - 66 60 - 62 57 - 59 53 - 56 50 - 52 00 - 49

Ch. 1 Ch. 2 Ch. 3 Ch. 4 Ch. 5 Ch. 9 Ch. 10 Ch. 6 & 7

2. 3.

Sept. 16 Sept. 23

4.

Sept. 30

5. 6. 7. 8.

Oct. 7 Oct. 14 Oct. 21 Oct. 28

9.

Nov. 9

10. 11. 12. 13.

Nov. 11 Nov. 18 Nov. 25 Dec. 2

Papers due

EXAMS The midterm exam will cover chapters 1-5 and chapters 9 and 10, along with the relevant lectures and materials. It will be in-class (Oct 14) and will be multiple-choice. The final exam will be scheduled by the Office of the Registrar and will be all multiple-choice. It will cover chapters 6-15 (excluding chapters 9 and 10) as well as relevant lectures and materials. The final exam will also include material from the student presentations. CLASS PRESENTATION Early in the course you will be asked to form a group of 5 or 6 students. Your group will be required to make a presentation to the class on a training topic of your choice (see suggested topics on the next page). The purpose of the presentation is to help develop presentation skills and provide students handson experience with a variety of training techniques. Therefore, I will not be grading the content of the presentation. Rather, I will be evaluating the presentations on the basis of factors such as the structure and clarity of the presentation, eye contact and audibility, effective use of presentation aids, and interaction with and involvement of the class. Ideally, each group will present a different topic (i.e., I may have to allocate topics on a first-come, first-served basis if two different groups wish to present on the same topic). Each group will be given a 50 minute class for its presentation. Plan to present for 30 to 40 minutes so that you have some time for questions and answers at the end. Given I have slotted only 3 weeks (9 class periods) for the presentations, the maximum number of group presentations we can have is 9. PAPER Your paper may be on any training topic of your choice and you may base it on the class presentation. It should be 15 to 20 typed, double-spaced pages, normal sized font (e.g., Times New Roman 12 point, Arial 10 point). You may submit a group paper or an individual paper. If a group paper is submitted, all group members receive the same grade. The paper is due December 2. The focus of your paper will depend on the topic you choose. For example, if your topic involves one of the training techniques, your paper should briefly discuss the theory behind the technique, the strengths and weakness/limitations of the technique relative to other techniques, and the context (e.g., kinds of skills or jobs) in which this technique seems to be used most effectively. Include discussion of research studies evaluating the effectiveness of the technique and, after weighing all the evidence, form your own conclusions. Also, consider what the future might bring for the usefulness or applicability of the technique. If your topic involves training a specific group (e.g., sales training, police training, etc.) you should discuss what the main training needs are, what the training content should be, what training techniques are generally used and for what purposes they are used (are they appropriate for the content?), and the relative usefulness/effectiveness of the various techniques (based on research evidence, if possible). Are there other techniques not being used that should be considered to make the training more effective? Why? Also, consider what changes the future might bring for the way this group is trained. If your topic involves particular training content (e.g., safety training, cross-cultural training, etc.), discuss the extent to which such training is made available, what groups tend to receive this training, what techniques are being used, the relative effectiveness of the techniques (again, based on research evidence), and what other techniques not being used should be considered. Does the typical content of the training include most of the important issues or are certain issues often missed. Once more, consider what changes the future is likely to bring this training domain (e.g., in terms of training content and training methods). 4

Your paper may cover a broad topic (e.g., safety training) or be very specifically focussed (e.g., the use of simulators in providing safety training to firefighters). In the latter instance, consider the extent to which such an approach is used, typical content of the training, the effectiveness of the approach relative to other approaches which could be used, and what changes the future is likely to bring to the way this approach is used or to its usefulness. SUGGESTED PAPER TOPICS Training Procedures Modelling Programmed Instruction/ Computer Assisted Instruction, etc. Simulations/Games Coaching/Mentoring Job Rotation Lab/T-group/Sensitivity Training Lectures/Demonstrations Environmental Manipulations: o Sequencing o Feedback o Overlearning o Practice o Etc. Training Specific Groups of People: Managers Raters Trainers Salespersons Forepersons/Supervisors Police Hardcore Unemployed Training Topics/Content: Safety Cross Cultural/International Behavioural Self-Modelling Goal Setting Leadership Socialization/Orientation

The above are suggestions only. You may wish to consider other training topics not listed above (look through the text for ideas). However, be sure to check with me before you do so. POTENTIAL SOURCES OF ARTICLES NOTE: Letters in parentheses below indicate the library in which the journal can be found: H = Health Sciences; I = Innis; M = Mills. Research Journals Academy of Management Journal (I&M), Canadian Journal of Administrative Studies (I), Canadian Journal of Behavioural Science (M), Harvard Business Review (I&M), Human Relations (M), Human Resource Management (I&M), Human Resource Planning (I&M), Journal of Applied Psychology (I&M), Journal of Management (I), Journal of Occupational Behavior (H), Journal of Occupational Psychology (M), Journal of Vocational Behavior (M), Organizational Behavior & Human Decision Processes (I&M), Personnel Psychology (I&M) Practitioner Journals The Employment Law Report (I), Canadian Human Rights Reporter (I&M), Personnel (I&M), Personnel Journal (I&M), Personnel Management (I&M), Personnel Administrator (I&M), Public Personnel Management (I&M), Training (Public Libraries), Training & Development [Journal] (I&M) Hint: Use the electronic search resources (CBCA, Business Abstracts, etc.) available in the Innis (Business) Library or on-line to locate articles relevant to your topic.

IMPORTANT NOTICES Academic Ethics: It is the students responsibility to understand what constitutes academic dishonesty. Please refer to the University Senate Academic Integrity Policy at the following URL: http://www.mcmaster.ca/policy/Students-AcademicStudies/AcademicIntegrity.pdf This policy describes the responsibilities, procedures, and guidelines for students and faculty should a case of academic dishonesty arise. Academic dishonesty is defined as to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. Please refer to the policy for a list of examples. The policy also provides faculty with procedures to follow in cases of academic dishonesty as well as general guidelines for penalties. For further information related to the policy, please refer to the Office of Academic Integrity at: http://www.mcmaster.ca/academicintegrity Requesting relief for Missed Academic Work: 1. Students may request relief from a regularly scheduled midterm, test, assignment or other course component in the following two ways: a) b) a) for absences from classes lasting up to five (5) days; or for absences from classes lasting more than five (5) days. For absences from classes lasting up to five (5) days Students must use the MSAF (McMaster Student Absence Form). This is an on-line, selfreporting tool, for which submission of medical or other types of supporting documentation is normally not required. Students may use this tool to submit a maximum of one (1) request for relief of missed academic work per term. Students must follow up with their course instructors regarding the nature of the relief within two days of submitting the form. Failure to do so may negate the opportunity for relief. It is the prerogative of the instructor of the course to determine the appropriate relief for missed term work in his/her course. In this course, the policy means that if a student misses the midterm exam all the weight will be redistributed to the final exam. For absences from classes lasting more than five (5) days Students cannot use the MSAF. They MUST report to the APO to discuss their situation and will be required to provide appropriate supporting documentation.

b)

2.

Students who wish to submit more than one request for relief of missed academic work per term cannot use the MSAF. They must report to the APO and discuss their situation with an academic advisor. They will be required to provide supporting documentation and meet with the Director. The MSAF cannot be used during any final examination period. Students who require accommodations to meet a religious obligation or to celebrate an important religious holiday must make their requests in writing within three weeks of the start of term to the APO.

3. 4.

5.

Students seeking relief due to: work-related (for part-time students only) commitments; representing the university at an academic or varsity athletic event; and/or conflicts between two (or more) overlapping scheduled midterm exams, have the option of applying for special exam arrangements. Such requests must be made to the APO at least ten (10) working days before the scheduled exam along with acceptable documentation. There will be only one common sitting for the special exam. Instructors cannot themselves allow students to unofficially write make-up exams/tests. Adjudication of the request must be handled by the APO.

Student Accessibility Services Student Accessibility Services (SAS) offers various support services for students with disabilities. Students are required to inform SAS of accommodation needs for examinations on or before the last date for withdrawal from a course without failure (please refer to official university sessional dates). Students must forward a copy of such SAS accommodation to the instructor immediately upon receipt. If a student with a disability chooses NOT to take advantage of an SAS accommodation and chooses to sit for a regular exam, a petition for relief may not be filed after the examination is complete. The SAS website is: http://sas.mcmaster.ca Student Course Evaluation: Administration of the teaching evaluation questionnaire will be conducted near the end of the course, in accordance with the School of Business Guidelines, and all students are expected to participate. Communication and Feedback Students who are uncomfortable in directly approaching an instructor regarding a course concern may choose to send a confidential and anonymous email to the respective Area Chair or Director at: http://www.degroote.mcmaster.ca/curr/emailchairs.aspx Students who wish to correspond with instructors or TAs directly via email must send messages that originate from their official McMaster University email account. This protects the confidentiality and sensitivity of information as well as confirms the identity of the student. Emails regarding course issues should NOT be sent to the Administrative Assistant. Potential Modifications to the Course The instructor and university reserve the right to modify elements of the course during the term. The university may change the dates and deadlines for any or all courses in extreme circumstances. If either type of modification becomes necessary, reasonable notice and communication with the students will be given with explanation and the opportunity to comment on changes. It is the responsibility of the student to check their McMaster email and course websites weekly during the term and to note any changes.