Course Syllabus

BARRY UNIVERSITY

Adrian Dominical School of Education

Organizational Learning and Leadership
 

HRD-644 - DL

Human Resource Development Theory and Practice

 

 

                                 Professor:  Jean McAtavey, Ph.D. jmcatavey@barry.edu       305-899-3724

                                  

                                                                                     

 

COURSE SYLLABUS

 

“Organizations work the way they do because of how we work, how we think and interact; the changes required ahead are not only in our organizations but in ourselves as well.”

Peter Senge, 2006

The Fifth Discipline

 

CATALOG DESCRIPTION:  

The theories, principles, process skills and roles related to human resource development (HRD) are examined.  Concepts of the leadership roles are analyzed and discussed.  This course includes discussion about the forces, interest groups and organizational structures that influence HRD.

 

EXPANDED COURSE DESCRIPTION:

This graduate course introduces students to the fundamentals of the field of human resource development (HRD). The course provides a comprehensive coverage of foundational theories as well as real-world practices that form the basis of successful HRD. The students are exposed to major streams of research in the field and are provided with an understanding of the essence of the key functions of HRD, i.e., training and development, career development, performance management, and organization development. A major focus in this course is on the emerging critical paradigm within HRD. Reasons for as well as challenges to critical HRD are explored. Throughout the course, students are encouraged to think critically about the concepts, processes, and practices that inform the work of HRD professionals in organizations. The course introduces students to key elements necessary to carry out needs assessment/analysis as well as design, develop, implement and evaluate HRD programs in organizations.

 

ALLIGNMENT TO UNIVERSITY MISSION:

 

Core Commitment I: Knowledge and Truth

 

The purpose of this course is to engage students into critical thinking and reflection in relation to major concepts, issues and challenges within the field of HRD. The course supports the mission by encouraging students to actively engage into pursuing new knowledge and truth through reflective reading assignments, meaningful peer-to-peer discussions, as well as critical analysis and synthesis of peer-reviewed research.

 

LEARNING OUTCOMES:

At the conclusion of this course, students will be able to:

 

Course Student Learning Outcomes	Program Student Learning Outcomes
Recognize, compare and contrast various definitions of human resource development. Distinguish between and explain each of the key domains of HRD.	Project trends in training and development and discuss their implications, including aspects of training’s ROI. Identify separate and overlapping roles and responsibilities among professionals who facilitate, support and manage organizational learning and growth.
Identify and provide examples of application of the major HRD functions including needs assessment, analysis, design, development, implementation, and evaluation. Utilize the skills of research, analysis, and advocacy to a specific HRD-related problem area by writing a literature review paper.	Apply appropriate research methodologies to an OLL problem or concern.

 

 

COURSE DESIGN:

This online course is conducted in congruence with adult learning principles via a variety of learning approaches, including lectures, presentations, group discussions, case studies, and experiential activities.

 

REQUIRED TEXT:

Kopp. D.M. (2014). Human Resource Development: Performance Through Learning. San Diego: Bridgepoint Education. ISBN 10: 1621781739, 13: 978-1-62178-173-8.  

 

 

*** Additional articles and handouts will be required for reading throughout the course and will be available in class or via email.

 

  

WRITTEN ASSIGNMENT CRITERIA:

Written materials are expected to reflect students’ knowledge of the subject as well as the use of critical thinking skills (analysis, interpretation, synthesis, and evaluation). Materials should contain required content, and be of a graduate-level caliber, including correct spelling, punctuation, grammar, and a professional visual presentation. Papers must be typed (using Times New Roman, 12-point font, double-spaced), include references, and follow the American Psychological Association (APA) format when applicable.

 

 

 

            Suggested APA Resources:

American Psychological Association (2010). Publication manual of the American Psychological Association (6^th ed.). Washington, DC: American Psychological Association.

 

 

http://www.apastyle.org/

 

 

COURSE POLICIES:

1. Adherence to the Barry University Honesty Policy, as described in the University Student Handbook, is required. Please review this policy. The handbook is available electronically at http://student.barry.edu. Click on the link to the student handbook. You must have Adobe Acrobat reader installed on your computer to view this file.
2. Barry University students are responsible for the contents of both the University Catalog and the Student Handbook.
3. The instructor reserves the right to modify this course syllabus at any time. Students will be given advance notification when there are modifications.

 

ACADEMIC HONESTY:

It is expected that each student will become familiarized with Barry University's Academic Dishonesty Policy, specifically, as it relates to plagiarism. Consequently, any evidence of plagiarism submitted in course assignments will be dealt with harshly, with a failing grade for the course and recommendation to university officials for the expulsion of the offender.

Cheating is defined as the attempt, successful or not, to give or obtain aid and /or information by illicit means in meeting any academic requirements, including examinations. Cheating includes falsifying reports and documents. Plagiarism is defined as the use, without proper acknowledgement, of the ideas, phrases, sentences, or larger units or discourse from another writer or speaker. Plagiarism includes the unauthorized copying of software and the violation of copyright laws.

 

 

PARTICIPATION AND ATTENDANCE

Students are expected to attend all synchronous sessions of the course. Unexcused absences will result in a loss of points towards the final grade. Sometimes life circumstances cause absences. It is the students’ responsibility to make arrangements with the instructor prior to missed classes.

 

 

 

 

 

 

 

COURSE ASSIGNMENTS

 

1. Article Review – 100 points (four articles throughout the course)

 

You are required to read an article emailed by the instructor and write a brief summary around issues/concepts/findings provided in the article along with a critical reflection of the content presented in the article. Please note the difference between the summary and the critical reflection: The two are not the same.  

 

 

 

2. Topic Presentation  – 25 points

 

You will choose a topic/concept from the course textbook and prepare a summary of the topic and create and deliver an interactive and engaging presentation highlighting major points. At the end of the presentation you are to pose minimum of two discussion questions to the class that allow for the chapter content to be applied to real-world problems and issues, and facilitate the discussion in a way that elicits meaningful responses from the class. The group is also required to create an experiential learning activity that helps students apply the content to real-life issues in organizations. 

 

3. Literature Review (Written Paper) – 25 points

 

NOTE: THIS ASSIGNMENT MUST BE SUBMITTED VIA DROPBOX.  

 

You are required to write a literature review (MAXIMUM 10 pages, excluding references, title page, and cover page) evaluating a major issue or problem in the field of HRD.  Your paper can focus on one of the major current issues within HRD and can be related to a topic from the list presented below (the list, by no means, is exhaustive).  The paper must include the analysis and synthesis of information from MINIMUM six (6) peer-reviewed journal articles that pertain to the issue you've chosen and that have been preferably published within the last three to five years.  As an example, you might summarize the result of several recent studies, which surveyed the impact of outsourcing on the HRD field; OR you can contrast, compare, and critically assess various training evaluation models used in HRD (e.g., Kirkpatrick’s taxonomy). The concluding part of your literature review must be titled IMPLICATIONS FOR HRD. This section will allow you to apply the knowledge you should have acquired throughout the synthesis and analysis of the literature to the real world. In other words, how can the findings from the articles that you have reviewed be applied to the real world and how can this knowledge be used to enhance individual and organizational effectiveness?

 

Note: The cover page (last page of the syllabus) must be attached to your writing assignment.  

 

List of Possible Topics:

 

      Roles and Purposes of HRD in the Workplace

      Learning as a Key to Organizational Success  

      HRD as Promoter of Double-Loop Learning

Learning Organization and HRD

Socially Conscious HRD

Value-Driven Organizations and HRD

      Corporate Social Responsibility (CSR) and HRD

      How to Increase Ethics and CSR in Implementing HRD?

Socially Responsible Organizational Culture and HRD

      Defining Development in HRD: Development and HRD

Human Development vs. Human Resource Development

HRD: Individual or Organizational?

      Globalization and HRD

      Technology and HRD

Transfer of Training: Should the Transfer Paradigm Be Extended Beyond the Work Environment?

Employee Engagement and HRD

Job Design and Employee Engagement

Employee Well-Being and HRD

Happiness in Organizations and HRD

Motivation and HRD

What is a peer-reviewed journal?

A scholarly periodical, which requires that each article submitted for publication be reviewed by an independent panel of experts (scholarly or scientific peers). Articles not approved by a majority of these peers are not accepted for publication by the journal.

Peer-reviewed journals can be identified by their editorial statements or instructions to authors (usually in first few pages of the journal or at the end), and also by consulting Ulrich's International Periodicals Directory. When searching full-text databases such as InfoTrac, ProQuest, and EBSCO, a search can be limited to peer-reviewed or refereed sources simply by checking a box on the search screen. Other common characteristics of scholarly, peer-reviewed, or refereed journal:

• Formal in format
• Sources are cited with footnotes or a bibliography at the end of the article
• Authors are scholars and researchers in the field and are identified as such
• Purpose of the article is to publish the results of research
• Publisher may be a professional organization, research institution; usually not-for-profit
• Very little advertising

 

Graphics are usually statistical illustrations, in black-and-white (Source: http://www.library.uiuc.edu/alx/peer.htm)

 

Guide to writing a literature review

 

Refer to the following link for a brief but informative guide on writing a literature review in social sciences: https://owl.english.purdue.edu/owl/resource/666/01. Here is a segment of the information provided on the website:

 

Below you will find general guidelines to consider when developing a literature review in the field of social work. Because social work is a social science field, you will most likely be required to use APA style. Please see our APA materials for information on creating parenthetical citations and reference lists.

1. Choose a variety of articles that relate to your subject, even if they do not directly answer your research question. You may find articles that loosely relate to the topic, rather than articles that you find using an exact keyword search. At first, you may need to cast a wide net when searching for sources.

For example: If your research question focuses on how people with chronic illnesses are treated in the workplace, you may be able to find some articles that address this specific question. You may also find literature regarding public perception of people with chronic illnesses or analyses of current laws affecting workplace discrimination.

2. Select the most relevant information from the articles as it pertains to your subject and your purpose. Remember, the purpose of the literature review is to demonstrate how your research question fits into a larger field of study.
3. Critically examine the articles. Look at methodology, statistics, results, theoretical framework, the author's purpose, etc. Include controversies when they appear in the articles.

For example: You should look for the strengths and weaknesses of how the author conducted the study. You can also decide whether or not the study is generalizable to other settings or whether the findings relate only to the specific setting of the study. Ask yourself why the author conducted the study and what he/she hoped to gain from the study. Look for inconsistencies in the results, as well.

4. Organize your information in the way that makes most sense. Some literature reviews may begin with a definition or general overview of the topic. Others may focus on another aspect of your topic. Look for themes in the literature or organize by types of study.

For example: Group case studies together, especially if all the case studies have related findings, research questions, or other similarities.

5. Make sure the information relates to your research question/thesis. You may need to explicitly show how the literature relates to the research question; don't assume that the connection is obvious.
6. Check to see that you have done more than simply summarize your sources. Your literature review should include a critical assessment of those sources. For more information, read the Experimental Psychology - Writing a Literature Review handout for questions to think about when reading sources.
7. Be sure to develop questions for further research. Again, you are not simply regurgitating information, but you are assessing and leading your reader to questions of your own, questions and ideas that haven't been explored yet or haven't been addressed in detail by the literature in the field.

 

 

4.  Final Exam – 50 points

 

The exam is an integration of all course materials, readings, and in-class activities.  The final exam will consist of T/F, multiple choice, and essay questions.  This is an opportunity to use your writing skills to clarify and write succinctly about the subject and to demonstrate your depth of understanding of the course content

 

 

Assignments                                                          Points

 

Article Review                                                              (4 x 25 pts)    100 points

Topic Presentation                                                                              25 points

Literature Review paper                                                                        25 points                       

Final Exam                                                                                             50 points

                                     

 Total:        200 points

 

GRADING CRITERIA:

All assignments must be completed on time. Late assignments may result in a lower grade. Unexcused absences and excessive tardiness will result in a lower grade.

 

Total Points	Grade
200-180	A
179-160	B
159-140	C
139 or below	F

 

 

 

 

 

 

The final grade for this course will be cumulative and based upon the fulfillment of the course requirements.

Submitting Assignments:

Unless otherwise noted, all assignments must be submitted electronically via Barry University e-mail accounts on due dates. The cover page (SEE the end of the syllabus) must be attached along with the student’s electronic signature.

Late Assignments: There will be 10 points per day penalty for submitting assignments late. The deadlines for submitting the assignments are listed in the class schedule. Please note that no Incomplete will be granted unless it is due to rare circumstances. Assignments submitted after the course has ended will NOT be accepted and will NOT receive any credits.

 

RESOURCES:

 

Seminal works

 

Argyris, C. (1992). On organizational learning. Cambridge, MA: Blackwell Publishers.

 

Argyris, C. (2000). Flawed advice and the management trap: How managers can know when they’re getting good advice and when they’re not. New York, NY: Oxford University Press, Inc.

 

Argyris, C. (2010). Organizational traps: Leadership, culture, organizational design. Oxford, UK: Oxford University Press.

 

Gilley, A. M., Callahan, J. L., & Bierema, L. L. (Eds.). (2003). Critical issues in HRD: A new agenda for the twenty-first century. Cambridge, MA: Perseus Books Group.

 

Hatcher, T. (2002). Ethics and HRD: A new approach to leading responsible organizations. New York, NY: Perseus Publishing Group.

 

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner (7^th ed.). Burlington, MA: Elsevier, Inc.

 

Kopp, D.M., Desiderio, K.P., McAtavey, J.M. (2010). When job aids attack: On the social history of dubious job aids. Human Resource Development Quarterly, 21(2): 209-221.

 

Kopp, D.M, Desiderio, K.P. (2009). Training's woeful countenance. Human Resource Development Quarterly, 20(1): 135-142.

 

Kopp, D.M. (2007). Rosie the riveter: A training perspective. Human Resource Development Quarterly, 18(4): 589-597.

 

Kopp, D.M. (2006). Trainer self-loathing? Human Resource Development Quarterly, 17 (3): 351-357.

 

McGuire, D., & Jorgensen, K. M. (2010). Human resource development: Theory and practice.

 

Rigg, C., Stewart, J., & Trehan, K. (Eds.). (2007). Critical human resource development: Beyond orthodoxy. Essex, England: Pearson Education Limited.

 

Rothwell, W. J. (2005). Beyond training and development: The groundbreaking classic on human performance enhancement (2^nd ed.). New York, NY: American Management Association.

 

Schein, E. H. (2010). Organizational culture and leadership (4^th ed.). San Francisco, CA: John Wiley & Sons, Inc.

 

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday.

 

Silberman, M. (2006). Active training: A handbook of techniques, designs, case examples, and tips (3^rd ed.). San Francisco, CA: John Wiley & Sons, Inc.

 

Stolovitch, H. D., & Keeps, E. J. (2011). Telling ain’t training (2^nd ed.). Alexandria, VA: ASTD.

 

Swanson, R. A., & Holton, E. F. (2009). Foundations of human resource development (2^nd ed.). San Francisco, CA: Berrett-Koehler Publishers, Inc.

 

Truss, C., Delbridge, R., Alfes, K., Shantz, A., & Soane, E. (Eds.). (2014). Employee engagement in theory and practice. New York, NY: Routledge.

 

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

 

Online Resources

 

Academy of Human Resource Development

www.ahrd.org 

 

American Society for Training and Development

http://www.astd.com

 

Institute of Organization Development

http://instituteod.com

 

International Society for Performance Improvement

http://www.ispi.org

 

Organization Development Network

http://www.odnetwork.org

 

Society for Human Resource Management

http://www.shrm.org

 

www.ted.com

 

Academic/Peer-Reviewed Journals:

 

Academy of Management Review

Academy of Management Journal

Advances in Developing Human Resources

Human Resource Development International

Human Resource Development Quarterly

Human Resource Development Review

Human Resource Management

Human Resource Management Journal

Human Resource Management Review

Journal of Management

Journal of Management Education

Journal of Management Studies

Journal of Organizational Behavior

Leadership Quarterly

Research and Practice in Human Resource Management

 

 

 

 Assessment Criteria

 

Graduate Writing Rubric

 

	Masterful 6 points A (26 – 30)	Competent 5 points B (21 – 25)	Adequate 4 points C (16 – 20)	Very Limited 3 points D (11 – 15)	Insufficient 2 points F (10 points/below)
Topic Development 25%	Masterful  development of content (focus, relevance, purpose, explanations); shows comprehensive knowledge of subject matter through full use/application of course concepts and terms.	Competent development of content (focus, relevance, purpose, explanations); appropriate use/application of course concepts & terms to show knowledge of subject matter.	Adequate development of content (focus, relevance, purpose, explanations); some use of course concepts and terms to show knowledge of subject matter.	Very limited development of content (focus, relevance, purpose, explanations); little use/application of course concepts and terms to show knowledge of subject matter.	Insufficient development of content (focus, relevance, purpose, explanations); no use/application of course concepts to show knowledge of subject matter.
Information Integration 25%	All of the ideas, opinions and perspectives of others were from credible sources and appropriate to the development of the paper. Sources were seamlessly integrated into the narrative.	Most of the ideas, opinions and perspectives of others were from credible sources and appropriate to the development of the paper. Few sources were questionable. The majority of sources were smoothly integrated into the narrative.	Some of the ideas, opinions and perspectives of others were from credible sources and appropriate to the development of the paper. Several sources were questionable. Some sources were smoothly integrated into the narrative.	Few of the ideas, opinions and perspectives of others were from credible sources and appropriate to the development of the paper. Multiple sources were questionable. Few sources were smoothly integrated into the narrative.	None of the ideas, opinions, and perspectives of others were from credible sources and appropriate to the development of the paper. All sources were questionable. None of the sources were smoothly integrated into the narrative.
Organization and Mechanics 25%	All paragraphs were organized around topic sentences and fully developed. All transitions were used effectively. All sentences were varied and well written. No major   grammatical errors throughout the paper, such as choppiness, lack of parallelism, sentence fragments, subject-verb agreement, etc. No spelling errors, comma errors, general punctuation errors, or pronoun errors.	Most paragraphs were organized around topic sentences and were well developed. Most transitions were adequate. Most sentences were varied and well written. No major   grammatical errors throughout the paper, such as choppiness, lack of parallelism, sentence fragments, subject-verb agreement, etc.). Few spelling errors, comma errors, general punctuation errors, or pronoun errors.	Some paragraphs were organized around topic sentences with some development. Some transitions were awkward. Sentences were only somewhat varied, and some sentences were awkward. One or two major grammatical errors throughout the paper, such as choppiness, lack of parallelism, sentence fragments, subject-verb agreement, etc. A number of spelling errors, comma errors, general punctuation errors, or pronoun errors.	Little paragraph organization. Transitions were poor. Most sentences followed the same pattern, and many were awkward and hard to understand. Few major   grammatical errors throughout the paper, such as choppiness, lack of parallelism, sentence fragments, subject-verb agreement, etc. A great number of spelling errors, comma errors, general punctuation errors, or pronoun errors.	Paragraphs had no organization or transitions and used no sentence variety. Several  major  grammatical errors throughout the paper, such as choppiness, lack of parallelism, sentence fragments, subject-verb agreement, etc. A great number of spelling errors, comma errors, general punctuation errors, or pronoun errors.
APA Style Formatting 10%	APA style used appropriately throughout the paper.	APA style used appropriately throughout most of the paper.	APA style used appropriately throughout some of the paper.	Limited evidence of APA style in paper.	APA style not evident in paper.
Overall Assessment of Writing Assignment 15%	Fully addresses all aspects of the writing assignment.	Addresses the writing assignment but does not fully develop all parts of the assignment. Some digression noted.	Addresses some parts of the assignment but often digresses throughout the assignment.	Writes within topic, but no evidence of addressing the core requirements of the assignment. Digression is a serious problem.	Does not address the writing assignment. Off topic throughout the paper.