ADE 5186 PROGRAM LEADERSHIP & DEVELOPMENT (3 hours)

(Formerly ADE 5186 Program Development in Adult Education)

The Florida State University
College of Education

Instructor:John Sample, Ph.D. SPHR
Telephone: 850-644-8176 Email:sample@coe.fsu.edu

Course Description, Learning Objectives, and Competencies

Course Description

This course focuses on the principles and theory of program development as applied to adult education and human resource development enterprises. The focus will be on macro issues, such as needs assessment, program design and development, transfer of learning, evaluation strategies, marketing and budget development. The context of program development as defined by this course includes both the private and public sector, including NGO's (non-governmental organizations) as related to organizations or communities. Class members are expected to develop a defensible program development plan.

Of special interest will be the nature and influence of leadership in program development, the importance of working within a team context, and the importance of understanding political forces and networks that impact program development. Class members will complete several valid and reliable feedback instruments that measure several of these constructs, and will reflect on the implications for his or her professional practice.

This course does not delve into micro development of training and development modules, or the actual facilitation of such programs. Topics of this nature are covered in ADE 5189 Staff Training and Development.

ADE 5186 is required for the Master of Science degree in Adult Education/HRD and as an elective for the graduate Certificate in Human Resource Development.

Learning Objectives

At the end of the semester, class members should be able to:

1. Identify and define the components of an interactive program development model.
2. Analyze case studies that focus on issues and problems associated with political, ethical, cultural context, and evaluation of programs designed for adult learners.
3. Prepare and defend a comprehensive program development plan that is consistent with the integrative model proposed by Caffarella (2002).
4. Synthesize feedback information that describes the class member's philosophy and beliefs underlying educational programming, leadership, power and influence strategies.

Competencies

Each course in the MS degree in Adult Education/HRD has associated competencies selected from the International Board of Standards for Training, Performance and Instruction (IBSTPI). Class members will be expected to develop and defend a portfolio near the end of his or her program of studies that compares professional and academic experiences with selected competencies. Papers and work products from this course will be used to establish evidence of one or more of the following competencies.

• Maintain networks to advocate for and support the training function.
• Develop and monitor a strategic training plan.
• Plan and promote organizational change.
• Evaluate training and performance interventions
• Apply leadership skills to the training function.

The following artifacts will be considered evidence of competence:

• A copy of the team project submitted pursuant to learning objective 3.
• A copy of the statement of philosophy and beliefs related to program leadership in the self-assessment project pursuant to learning objective 4.

Required Texts, Readings, and Other Instructional Resources

Required Texts

Caffarella, R. S. (2002). Planning Programs for Adult Learners (2nd. Ed.) . San Francisco, CA: Jossey-Bass/Wiley.

Cervero, R. M. & Wilson, A. L. (1994). Planning Responsibly for Adult Education. San Francisco, CA: Jossey-Bass Publishers.

Required Instructional Materials:

Kouzes, J. M. & Posner, B. Z. (2003). The Leadership Practices Inventory (LPI): Self Instrument, 3rd edition. San Francisco, CA: Jossey-Bass. ISBN 0-7879-6795-5.

Kouzes, J. M. & Posner, B. Z. (2003). The Leadership Practices Inventory (LPI): Observer, 3rd edition. San Francisco, CA: Jossey-Bass. ISBN 0-7879-6727-0.

Kouzes, J. M. & Posner, B. Z. (2003). The Leadership Practices Inventory (LPI): Participant's Workbook, 3rd edition. San Francisco, CA: Jossey-Bass. ISBN 0-7879-6726-2.

Ordering Textbooks

Students in residence at FSU may purchase their text books from a number of sources, and we recommend Bills Book Store (West Tennessee location) because of their reputation for excellent customer service. Students learning at a distance can go to www.billsbookstore.com , access "Purchase Student Textbooks, complete form requesting semester (fall, spring, or summer), department ("ADE"), course, section, and instructor. Upon paying for your purchase, the text will be mailed to the location of your choice.

Ordering the Readings Coursepack

Class members are expected to purchase the coursepack of additional readings and instructional materials. These materials will be used for many assignments for which points will be awarded. Purchase the coursepack of readings for ADE 5083 at Xanedu.com. Register with Xanedu as a student user. After completing the registration, click on link "Buy a new coursepack" and select coursepack "ADE 5083 Human Resource Development". Class members will be able to access and download readings from the Xanedu website.

Note that Adobe Acrobat is required to view the coursepack readings and for many of the Internet web sites. This application can be downloaded at the following Internet address: www.adobe.com/ Topical Course Outline, Schedule of Readings and Assignments.

Topics, Readings and Assignments

Assignments subject to change at the discretion of the instructor, including the addition and deletion of reading assignments.

Learning Strategies

• We will endeavor to create democratic and inclusive learning climate and community that allows for freedom of expression, critical reflection, enhanced listening, constructive dialogue, meaningful participation and enhanced understanding.
• It is expected that you will actively participate in all class activities, online conversations and assignments. Active participation includes raising thoughtful questions, making useful observations about the course content and process, engaging in critical reflection on your own and others' assumptions in a respectful manner, sharing ideas, providing useful feedback, and undertaking ongoing evaluation of different aspects of the course and your own learning.
• Online courses offer flexibility for learners' schedules, but this does not make them easier than traditional face-to-face courses. You should expect to spend at least 10 to 12 hours per week on this course--the same amount you would typically spend in a classroom and at home doing assignments.
• It is expected that everyone will provide constructive feedback on the quality of the course content, methods of instruction and learning processes. Efforts will be made to accommodate suggestions and resolve concerns. In the event that you must miss a week, it is your responsibility to review the material that you missed.
• You are expected to complete the assigned readings prior to class and submit written assignments on time. Written assignments are to be uploaded via the Gradebook function.
• In terms of technology requirements for the course, or for technical assistance, please refer to the Office of Distributed and Distance Learning's website:
  
  

  http://online.fsu.edu/onlinesupport/student/assistance/.

  You may also call 850-644-8004 for any problems with course websites.

Role of the Instructor and Course Mentor

Each course will have an instructor and a course mentor. The role of the instructor is to guide the progress of the course during the semester and the course mentor will assist in a variety of ways. During the first week, your course mentor is available to help class members with a variety problems, some which may be technology based ("Why doesn't my FSU email account work?") or administratively based ("Have I been fully admitted - yet?"). The mentor will also monitor the discussion boards on a daily basis, including the awarding of participation points.

The instructor will be active on a daily basis as a learning facilitator, including direct participation on the discussion boards, evaluating assignments and grading the mid-term and final examination.

The instructor will maintain office hours via the Chat Room function found on Blackboard. Class members are encouraged to join others who might have questions or reflections to share on Wednesday evenings, starting at 8:00 PM (EST) for one hour. Note that the Chat Room is synchronous, meaning real time, whereas the Discussion Board is asynchronous, meaning that messages are posted, and class members respond when they access the course website.

Expectations and Participation

Class members will be doing all of their work for this course using the Black Board learning management system (LMS). Ongoing weekly activities include reading, writing, and participating in discussions. Below are some frequently asked questions about participation in discussion boards and guidelines for writing?

How often should I log on to the Discussion Boards? Discussion board questions will be found in the summary of weekly activities. Attendance and online presence are required for this class.

Students are expected to log on at least five times per week and contribute to class discussions online. Simply saying "hello" or "I agree" is not considered a substantive contribution. Class members must support their position when posting to the discussion. At the same time, however, short comments are a natural part of any discussion-you won't be penalized for this-but in terms of your participation grade, if most of your posts are short and lack substance, this will affect your grade. Up to five points will be earned for participation on the discussion boards (5 X 13 weeks = 65 points). Sixty-five postings is the minimum number of postings expected during the semester, and all class members are strongly encouraged to exceed the minimum number of required postings.

The class week begins Sunday at 12:01 AM and ends the following Sunday at 11:59 PM. Class members are expected to participate through out the week, and to not wait until the last minute to contribute postings. The first discussion question for each week is based on the opening case found in each chapter of the class text, Human Resource Development.

Class members will have from Monday through Wednesday midnight to contribute comments and responses to these cases. Class members have the remainder of the week to respond to the remaining discussion board questions.

There are three scheduled debates during the 13 week semester. Class members will be arbitrarily assigned to small groups, and will be assigned to take either the "for" position or the "against" position. Each debate is based on a current topic of importance to the practice of human resource development.

What is a post?

A post is a message in the Discussions area. It is simply your part of the conversation about a particular topic. A post may be a question, response to a question, or a comment.

How long should my posts be?

A post can be as long as you like, however it is best to keep them fairly short and succinct. This makes your post easier for others to read and respond to. A good general rule is ½ to 1 page of writing (125 to 250 words) for a substantial post. Of course, in some discussions, it may be more appropriate to write a series of very short posts, rather than one or two longer ones. You may wish to compose your posts in a word processor then copy and paste to a discussion message. The main idea here is that the discussion board should be a discussion! In other words, it's okay, and quite natural, to make short and long posts.

What is "netiquette"?

Netiquette refers to how you participate in online exchanges. Here are some examples of good netiquette:

• Check the discussion frequently and respond appropriately and on topic.
• Focus on one subject per message and use meaningful subject lines when beginning new messages.
• Use appropriate sentence case and capitalize additional words only to highlight a point. Capitalizing otherwise is known as shouting.
• Be professional and respectful in your online interaction.
• Cite all quotes, references, and sources-this way everyone can have access to good information.
• Ask permission before forwarding a class message to someone outside of the class.
• It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Emoticon symbols such as :-) or ;-) will let others know when you are being humorous.
• The class discussion area is not an appropriate place for forwarding ads, chain letters, or other unrelated e-mail. Discussion boards should not be used for personal chit-chat.

General Guidelines for Written Assignments

Below are some guidelines for writing. But before reading this, you need to understand my personal philosophy about writing. Writing is not something you learned in sixth grade and "got." Writing is a process and learning to write well is a continual process, too. In other words, there is always room for improvement. I ask that you adopt the attitude of viewing writing as a professional skill that can always benefit from additional practice. There is no need to fear writing in this course! I will provide opportunities for feedback and revision in written assignments-good writing is not about "getting it right the first time;" good writing is about developing a critical eye and learning to revise, revise, revise. We will discuss writing more in the online forums, but here are some general guidelines for assignments:

1. Double-space type all academically written material (i.e. reflection papers, critical incident paper, learning project, etc).
2. Follow the APA Manual, 5th Edition for style and citation guidelines. Access information about APA citation guidelines at www.apastyle.org/elecref.html.
3. Use inclusive language (that means avoiding the exclusive use of masculine pronouns when referring to women and men) in your writing.
4. Academic writing should not be overly formal for formality's sake. Good academic writing is carefully planned and yields a well-crafted argument or position.
5. Ensure that the quality of your written work reflects the quality of your paper's content. Correct grammar and spelling errors, as well as awkward or unclear sentences and paragraphs before the final paper is submitted.
6. Quality written assignments generally meet the following criteria:
   
   
   • Includes the title, name of the author, date, course number (ADE 5083), and the instructor's name at the beginning of the paper.
   • Clearly identifies the question being addressed or the purpose of the paper.
   • Provides an overview of the structure and organization in the introductory section of the paper.
   • Defines key terms, concepts and slogans.
   • Gives examples when they enhance the understanding of the concept being discussed.
   • Applies theory from the assigned readings or elsewhere.
   • Demonstrates the ability to self-reflect and discover core values and beliefs.
   • Considers implications and/or consequences.
   • Provides a strong summary or conclusion.

Directions for Uploading Assignments to the Gradebook

Every student will submit their application projects, journal critiques, and other assignments by way of the "Assignment Gradebook" attachment, located in each weekly folder (go to 'Assignments' link). To use the "Assignment Gradebook" attachment, select the 'view/complete' link. From there you can read the details for that assignment. Once you complete the assignment then each student will then attach their file and send their completed work through the same link.

Once the assignments are graded, each student can view their respective grade by accessing the "Student Tools" function then go into view grades.

IMPORTANT: DO NOT put any spaces, or special characters (i.e. !, @, #, $, %, ^, &, *) in your saved fine name. There is a glitch within Blackboard which does not allow the instructor to open and view your files.

Incorrect File name: JC#2.Smith (no special characters) Incorrect File name: JC 2.Smith (no spaces) Correct File name: JC2.Smith

Course Assignments

1. Application Projects

Class members will complete one individual project, one team project, and one case study. Upon completion of each project, class members will upload his or her completed work to the Gradebook function in Black board.

Individual Project: (25 points)

Class members will complete a self-assessment and reflection of his or her approach to program development and leadership. The purpose of the project is for class members to identify his or her personal philosophy and belief system that directs his or her approach to program development. The following theories will be investigated and assessed using reliable and valid survey instruments:

Personal philosophy and beliefs towards program planning as measured by the Philosophy of Adult Education Inventory (Zinn, 2004).

Effective use of power and influence as measured by the Power and Influence Tactics Scale (POINTS) (Yang, 1999).

Leadership factors as measured by the Leadership Practices Inventory (LPI Self and LPI Other). (Kouzes and Posner, (2003).

Identifying multiple frames of reference for viewing organizations as measured by Organizational Frames Analysis Questionnaire (Bolman & Deal, 2003; Sample & Yopp, 2004).

Work Product: Class members are expected to summarize the feedback from each of the four sets of instruments (approximately one page per theory) and a one to three page personal philosophy and belief statement. The final paper should be in the five to seven page range, with an absolute limit of seven pages (not counting title page and references).

2. Team Project. (50 points)

After the third week of the course, class members will be assigned to a team for the duration of the course. Each team will be responsible for developing a plan for a program that conforms to the principles and practices skillfully espoused by Caffarella (2002). The project deliverable will not exceed 20 double spaced pages. Each group will also develop a Power Point presentation that explains the their plan.

Membership in teams will be based on several factors, such as gender, degree (MBA, MPA, HRD, education, etc), years of work experience, etc. Class members are expected to genuinely participate and contribute towards the final team project. Teams will be formed using a "leaderless team" model. Leadership and participation will flux and wane, oftentimes with team members rising to the occasion at various times during the team project. Team members responsible for "social loafing" (a term often used to describe employees who do not contribute on a consistent basis) may be "fired" or "divorced" from his or her team. In those instances, the class member will complete an equivalent project under the direction of the course instructor.

The nature of the final product will be an executive summary of a plan that will establish linkages between a needs assessment, program goals and objectives, summary of instructional plans, formulation of an evaluation plan, including transfer of learning strategies, a budget and marketing plan. Teams are encouraged to develop figures, tables and graphs to make the linkages among the parts of the integrative program development model proposed by Caffarella (2002).

3. Analysis of three case studies (10 points each)

The Cervero and Wilson (1996) text (chapters 3, 4, & 5) provides three comprehensive examples of case studies that exemplify key aspects of their program development and planning model. Additional case studies will be provided for analysis. Each class member will be assigned three cases to analyze and two class members will be assigned to review and comment on the case analysis. Case studies will be uploaded to the team's discussion board and to the Gradebook.

Expectations and Participation.

Class members will be doing all of their work for this course using the Black Board learning management system (LMS). Ongoing weekly activities include reading, writing, and participating in discussions. Below are some frequently asked questions about participation in discussion boards and guidelines for writing?

Assignment to Project Learning Teams. Class members will be placed in temporary teams of five to seven people during the first three weeks of the course. Permanent teams will be assigned at the end of the third week. These teams will be responsible for developing a comprehensive program development outline.

How often should I log on to the Discussion Boards? Discussion board questions will be found in the summary of weekly activities. Attendance and online presence are required for this class.

Students are expected to log on at least five times per week and contribute to class discussions online. Simply saying "hello" or "I agree" is not considered a substantial contribution. Class members must support their position when posting to the discussion. At the same time, however, short comments are a natural part of any discussion-you won't be penalized for this-but in terms of your participation grade, if most of your posts are short and lack substance, this will affect your grade. Up to five points will be earned for participation on the discussion boards (5 X 13 weeks = 65 points). Sixty-five postings is the minimum number of postings expected during the semester, and all class members are strongly encouraged to exceed the minimum number of required postings.

Class members will be coached on balancing advocacy (stating or affirming a position) with inquiry (seeking and requesting clarification, asking questions).

The class week begins Monday at 12:01 AM and ends the following Sunday at 11:59 PM. Class members are expected to participate through out the week, and to not wait until the last minute to contribute postings. The initial posting to the first question for each week is expected by Wednesday midnight.

Class members will have from Monday through Wednesday midnight to contribute comments and responses to the first question, with other postings continuing the rest of the week. Class members have the complete week to respond to the remaining discussion board questions.

COURSE GRADING AND EVALUATION

Grade Of Incomplete

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

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. See http://campus.fsu.edu/webapps/portal/frameset.jsp?tab_id=_107_1 for a review of issues associated with plagiarism and the Internet.

Class members are on notice that the instructor will randomly check written submissions for plagiarism. Several tools are available for this purpose (Turnitin.com), and FSU policies regarding cheating and plagiarism will be strictly enforced.

CLASSMEMBERS WITH DISABILITIES

Class members with disabilities requiring an academic accommodation should (1) register with and provide documentation to the Student Resource Center (SDRC), (2) bring a letter to the first week of class. This and other class materials are available in alternative format upon request.

REFERENCES OF REQUIRED AND RECOMMENDED READINGS

Altschuld, J. W. (2004). Emerging dimensions of needs assessment. Performance Improvement, 43 (1), 10-15.

Archie-Booker, D. E., Cervero, R. M., Langone, C. A. (1999). The politics of planning culturally relevant aids prevention education for african-american women. Adult Education Quarterly, 49 (4), 163-175.

Bierma, L. L. & Eraut, M. (2004). Workplace-focused learning: Perspective on continuing professional education and human resource development. Advances in developing human resources, 6 (1), 52-68.

Brinkerhoff, R. O. (2003). The success case method. San Francisco, CA: Berrett-Kohler Publishers, Inc.

Caffarella, R. S. (2002). Planning programs for adult learners, 2nd. Ed. San Francisco, CA: Jossey-Bass/Wiley.

Cookson, P. S., Knowles, M. S., Nadler, L. & Nadler, Z. (1998). Prototypical program planning models. In P. Cookson, Program planning for the training and continuing education of adults: North American perspectives. Malabar, FL: Kreiger Publishing, pp. 29-328.

Cervero, R. & Wilson, A. (1994). Planning responsibly for adult education. San Francisco, CA: Jossey-Bass/Wiley.

Deshler, D. (1998). Measurement and appraisal of program success. In P. Cookson, Program planning for the training and continuing education of adults: North American perspectives. Malabar, FL: Kreiger Publishing, pp. 301-328.

Gorman, P., McDonald, B., Moore, R., Glassman, A., Takeuchi, L., Henry, M. J. (2003). Custom needs assessment for strategic hr planning: The Los Angeles county experience. Public Personnel Management, 32 (4), 475-493.

Herling, R. W. (2003). Bounded rationality and the implications for hrd. Advances in the Developing of Human Resources, 5 (4), 393-407.

Holton, E. F., Bates, R. A., Naquin, S. S. (2000). Large-scale performance driven training needs a case study. Public Personnel Management, 29 (2), 249-265.

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

Maclean, R. (1996). Negotiating between competing interests in planning continuing medical education. New Directions for Adult and Continuing Education, 69, 47-58.

Mills, D. P., Cervero, R. M., Langone, C. A., Wilson, A. L. (1995). The impact of interests, power relationships, and organizational structure on program planning practice: A case study. Adult Education Quarterly, 46 (1), 1-16.

O'Neill, K. S., Hansen, C. D., & May, G. L. (2002). The effect of gender on the transfer of interpersonal communication skills training to the workplace: Three theoretical frames. Human Resource Development Review, 1 (2), 167-185.

Patton, W. D. & Pratt, C. (2002). Assessing the training needs of high-potential managers. Public Personnel Management, 31 (4), 465-484.

Pennington, F. & Green, J. (1976). Comparative analysis of program development processes in six professions. Adult Education, 27 (1), 13-23.

Rothwell, W. J. & Cookson, P. S. (1997). Beyond instruction: Comprehensive program planning for business and education. San Francisco, CA: Jossey-Bass/Wiley.

Sample, J. A. & Yopp, M. (2004). Organization frames analysis: A tool to enhance leadership. In E. Beich (Ed.), The 2004 pfeiffer annual - training. San Francisco, CA: Pfeiffer/Wiley.

Scheid, F. M., Carter, V., Howell, S. L. (2001). Silent power: HRD and the management of learning in the workplace. In R. Cevero & A. Wilson, Power in practice. San Francisco, CA: Jossey-Bass/Wiley, 42-59.

Spurgeon, L. P. & Moore, G. E. (1997). The educational philosophies of training and development professors, leaders and practitioners. Journal of Technology Studies, 22 (2), 11-19.

Umble, K. E., Cervero, R. M., Langone, C. A. (2001). Negotiating about power, frames, and continuing education: A case study in public health. Adult Education Quarterly, 51 (2), 128-145.

Yang, B. (1999). How effectively do you use power and influence. In M. Silberman (Ed.), The 1999 Training and Performance Sourcebook. New York: McGraw Hill, 143-155.

Yang, B. (2003). Political factors in decision making and implications for HRD. Advances in Developing Human resources, 5 (4), 458-479.

Yang, B., Cervero, R. M., Valentine, T., & Benson, J. Development and validation of an instrument to measure adult educators' power and influence tactics in program planning practice. Adult Education Quarterly, 48 (4), 227-244.

Zinn, L. (2004). Chapter 3 Identifying your philosophical orientation. In W. W. Gailbraith (Ed.), Adult learning methods. Malibar, FL: Kreiger Publishing.

Adult Education and Human Resource Development Program
Department of Educational Leadership and Policy Studies
114 Stone Building - Tallahassee, FL 32306-4452
Phone: (850) 644-8165 ♦ Fax: (850) 644-6401
E-mail: adult-ed@garnet.acns.fsu.edu