STAFF TRAINING AND DEVELOPMENT (3 Credits)
ADE 5189

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Service Learning Form (word format)

Course Instructor

John A. Sample, Ph.D.
114A Stone Building
E-mail address: sample@coe.fsu.edu
Phone: 850/644-8176 (W) - Fax: 850/644-6401

Office hours: Mondays through Wednesday by appointment, and available before and after class. Call 644-8176 or email Dr. Sample to schedule an appointment.

Course Time and Location

Mondays, 4:00 p.m. to 6:45 p.m., Room 216 Stone Building (STB) This course meets for thirteen weeks during the semester. In order to justify the necessary contact hours, students are expected to participate during the week using the discussion board option on Blackboard. All students will have to have an FSU email account in order to access Blackboard. For more information, go to http://www.acns.fsu.edu/students/index.html

Course Description

This course provides an overview of fundamental concepts and principles for designing, developing, facilitating, and evaluating action learning programs in a variety of organizational settings. This course qualifies as a service learning course and class members are eligible for ServScript credits (http://www.fsu.edu/~service/servscript.html).

Course Goals and Objectives

The general goal for this course is to introduce class members to concepts, principles, and processes that that drive the staff training and development function. Class members will focus on designing learning programs that are instructor led.

Accordingly, the specific course objectives are that you will be able to:

1. State the purpose of and distinguish staff training and development from other major activities in the adult education and human resource management and development continuum.

2. Review the scholarly literature relevant to staff training and development.

3. Practice and improve group facilitation skills.

4. Design, develop and evaluate a learning module (group project).

Course Materials

Required Texts:

Silberman, M. (1998). Active Training. San Francisco, CA: Pfeiffer/Jossey-Bass.

Silberman, M. (2003). The Active Manager's Tool Kit. New York: McGraw-Hill.

The Tool Kit text has downloadable exercises and questionnaires at www.books.mcgraw-hill.com/training/download

Course Expectations

Individual Projects

• Five journal critiques (see reading schedule for selections and due dates).

• Conduct one practice group facilitations during class, receive feedback from observers, view video tape, and write a two to three page "reflectionnaire" on the experience. Each class member will need to provide a video tape for his or her taping. Materials for the facilitation exercise will come from Silberman's "Active Managers Tool Kit". Two class members will be assigned the role of "Observer Evaluator" and one class member will be assigned the role of "Videographer".

Team Project

Class members will be assigned to teams of three to four people for the duration of the semester. Each team will design, develop, and evaluate a one to three hour module of instruction. Groups are encouraged to select a community agency for its project, and ServeScript hours are available to those who complete twenty or more hours.

Deliverables for the group project include the following:

• A needs assessment (focus group, survey questionnaires, interviews with key personnel).
• A detailed instructor guide (an example will be provided).
• All necessary learner materials and media.
• A transfer of learning strategy.
• An evaluation package that links instructional objectives to an evaluation of the program, including the transfer of learning strategy.
• Conduct a minimum of one hour of instruction that will be evaluated.

Team Participation and Absences

Genuine and authentic team involvement is essential for effective service and action learning. Class members who do not support effective team processes, who are argumentative or passive aggressive, and otherwise do not contribute consistently will receive developmental feedback, with the expectation that improvement will occur over time. Failure to improve will result in loss of points and may result in removal from the team. Having made this expectation explicit, it is expected that each team recognize and honor individual and cultural differences, support each other through appreciation and high regard, and to understand that personality clashes may be a result of situational stress, differing world views, perceptions and cognitive processes.

Class members with Disabilities

I would like to hear from anyone who has a disability that may require some modification of seating, testing, or other class requirements so that appropriate arrangements may be made. Please see me after class or schedule an appointment to meet with me during my office hours.

Academic Dishonesty Policy

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 acknowledgements, of the ideas, phrases, sentences, or larger units of discourse from another writer or speaker. Plagiarism includes the unauthorized copying of software and the violation of copyright laws.

Grading

Grade of Incomplete

Incomplete grades are to be given only to class members who have been regularly submitting assignments and who have completed most of the work for the course but who have a serious emergency at the end of the term. An incomplete is a privilege to be decided by the instructor, not a right exercised by the student.

Class Format

The following class format will be generally followed each week, although we will, on occasion, vary from this schedule.

Resources on the Internet

AERC Conference Proceedings http://www.edst.educ.ubc.ca/aerc/proceed.htm

ERIC Adult, Career and Vocational Education: http://ericacve.org/

ERIC related sites http://ericacve.org/links.asp

Learning Styles http://www.ldpride.net/learningstyles.MI.htm

Overview of Training and Development http://www.mapnp.org/library/trng_dev/trng_dev.htm

Training Supersite http://www.trainingsupersite.com/

Trainers Network http://www.trainersnetwork.org/html/resources.html

Professional Associations

American Society for Training and Development http://www.astd.org

Academy of Human Resource Development http://www.ahrd.org

International Society for Performance and Instruction http://www.ispi.org

Journals and Magazines

Advances in Developing Human Resources http://www.sagepub.com/journal.aspx?pid=267

Chief Learning Officer http://www.clomedia.com/about.asp

Human Resource Development International http://www.tandf.co.uk/journals/routledge/13678868.html

Human Resources Development Review http://www.sagepub.com/journal.aspx?pid=282

Human Resource Development Quarterly http://www.wileyeurope.com/WileyCDA/WileyTitle/productCd-0787957976.html

International Journal of Human Resource Development http://www.tandf.co.uk/journals/routledge/13678868.html

Journal of Extension http://www.joe.org/index.html

Journal of Vocational Educational Traininghttp://www.triangle.co.uk/vae/

Journal of Staff Development http://www.nsdc.org/library/jsd/jsd.htm

Performance Improvement Quarterly http://www.ispi.org/publications/piq.htm

Training Magazine (Lakewood Publishers) http://www.trainingmag.com/training/index.jsp

Accessing Scholarly Journals on the Internet

The Internet now hosts several options for directly accessing scholarly and practical application articles. Students can now expect to conduct research from a remote location (home, work, traveling) without ever entering the hallowed halls of a traditional library.

One such resource is ABI Global Inform. Point your browser to the FSU home page, click on "Online & Distance", click on "Campus.fsu.edu", enter your ACNS Username and password, which will put you into Blackboard. Click on the "Learning Resources" tab and find "Libraries and the Internet"; click on "Search" and find the icon that reads "Off-Campus Access (proxy)" and go to "Connect to E-resources via EZProxy". Click and reenter your user name and password which will take you to the FSU Libraries home page. Select "Databases" under E-Resources and scroll down to Database Descriptions, and click on "A" and scroll down to "ABI/Inform Global".

At this point, the researcher has several choices: Basic Search, Advanced Search, or Publications Search. The first two options require that you enter descriptor terms that identify the subject matter that you wish to find. An example of a descriptor might be "training needs assessment" or "sex harassment". The Publications Search allows the student to search for a publication title and to access specific volumes and issues of journals. In some instances, you will only be able to access an abstract of the article; however, some journals allow downloading of complete articles.

Spring 2004 - Course Reading Schedule (Subject to Additions and Deletions)
Note: MS = Mel Silberman text reading assignment.

References

Enos, M. D., Kehrhahn, M. T., & Bell, A. (2003). Informal learning and the transfer of learning: How managers develop proficiency. Human Resource Development Quarterly, 14 (4), 369-387.

Hardre, P. L. (2003). Beyond two decades of motivation: A review of the research and practice in instructional design and human performance technology. Human Resource Development Review, 2 (1), 54-81.

Laurel, D. S. (2004). A consensus-building model: Reach C. In E. Biech (Ed.), The 2004 pfeiffer annual training. San Francisco, CA: Pfeiffer/Wiley, 169-177.

Lohman, M. C. (2002). Cultivating problem solving skills through problem based approaches to professional development. Human Resource Development Quarterly, 13 (3), 243-261.

Mabey, C. (2003). Reframing human resource development. Human Resource Development Review, 2(4), 430-452.

Mortocchio, J. J. & Hertenstein, E. J. (2003). Learning orientation and goal orientation context: Relationships with cognitive and affective learning outcomes. Human Resource Development Quarterly, 14 (4), 413-434.

Sample, J. (2004). Learning vs. performance. In E. Biech (Ed.), The 2004 pfeiffer annual training. San Francisco, CA: Pfeiffer/Wiley, 191-197.

Watkins, K. E. and Marsick, V. J. (1992). Towards a theory of informal and incidental learning in organizations.International Journal of Lifelong Learning, 11 (4), 287-300.

Watkins, R. (2004). 20 essential tips for e-learners. In E. Biech (Ed.), The 2004 pfeiffer annual training. San Francisco, CA: Pfeiffer/Wiley, 163-167.

Yopp, M. & Sample, J. (2004). Organizational frames analysis: A tool to enhance leadership. In E. Biech (Ed.), The 2004 pfeiffer annual consulting. San Francisco, CA: Pfeiffer/Wiley, 147-159.

ADULT AND CONTINUING EDUCATION - 306 Stone Bldg. - Tallahassee, FL 32306-4451
Telephone: (850) 644 8165 - Fax: (850) 644 6401 - E-mail: adult-ed@garnet.acns.fsu.edu