Training and Development Program Courses
Examination of the principles of training and development with emphasis on applying adult learning theory to the training function. Essential principles include those related to developing training objectives, selecting training methods and resources, sequencing the learning experiences, and evaluating the training. Designed for trainers from a variety of work settings with a strong background in a content area who have little background in adult learning theory and its application to training and development practices.
Examination of the field of instructional program design for adult learners within the training and development field, in educational and non-educational organizational settings. Focus on learning to design and manage instructional activities in response to training needs and skills analyses. Students are required to select and use an appropriate design model, design a preliminary needs assessment, develop program goals and learning objectives, develop an instructional plan, develop a plan to assess student learning and evaluate the program, and critically review the design document. Major emphasis is given to developing the instructional design document that demonstrates a student’s ability to align and integrate effectively all aspects of the design process and to incorporate adult learning theory. Recommended prerequisite: ELP 429/529.
Building on competencies developed during previous courses in the Training and Development series, this course provides a culminating experience to the series. The seminar provides an opportunity for students to examine national and local trends in training and organizational development, and to prepare for ongoing professional growth in the context of contemporary issues in the field. Recommended prerequisite: ELP 429/529 plus two other courses in the series.
This is an alternative culminating course distance option for the Training and Development series. The course provides an opportunity for participants to reflect on learning and practices throughout the program and develop a culminating project that synthesizes the learning and application of the courses in the program. Each certificate requires a separate culminating project.
Focus on the theories, knowledge and skills necessary to plan, develop and use effective participant and presentation training materials that enhance adult learning in training and development settings. Study the linkage of instructional design, adult learning representational systems and graphic design theories and how materials increase transfer of learning. In addition, examine writing issues relevant to effective communication, the selection and use of production methods, and project plans for training materials. Recommended prerequisite: ELP 429/529.
This course focuses on instructional strategies and effective delivery of training programs necessary for enhancing adult learning and professional development. Students will examine individual learning preferences and multiple types of active pedagogy for increasing transfer of learning. In addition, various techniques and tools for linking learning outcomes with organizational goals will be addressed. Recommended prerequisite: ELP 429/529.
This course focuses upon research-based, practical approaches for leading, managing, and evaluating the training and development function in organizations. It explores the role of training and development in achieving individual and organizational goals, as well as strategies and resources used in effective personnel development. Students analyze how to: develop, manage and evaluate the training function; identify strategies and resources for effective training management; and diagnose how the organization's culture and needs affect the selection and success of training management efforts. Recommended prerequisite: ELP 429/529.
Designed for managers of the training and development function in organizations, this course focuses on the role of training and development in organization transformation, improvement, and change. The course provides opportunities to bring real workplace examples into the classroom and to apply organization development and systems theory in the development strategies for organization improvement through the training and development function. Recommended prerequisite: ELP 429/529.
Learn how to apply instructional techniques to designing self-paced elearning that is engaging, interactive, and uses media to enhance learning. Design an elearning simulation that demonstrates appropriate instructional methods; user interface designs; and interactivity, engagement, and media choices.
Examine development methodologies/processes, principles of task identification, risk mitigation, technical architecture, creative tools, and project management strategies used in building online training courses. Apply learning theory and project management principles to development of online trainings.
For the professional trainer, daily interactions consistently involve adaptation to different cultural styles. Most of us can no longer enter our training rooms confident that our participants will share our worldview, our cultural norms, or even our own language. Whether we are designing or delivering training, culturally influenced styles present both barriers and opportunities for our work. By understanding how others communicate, think, and learn, we can capitalize on those opportunities and limit those barriers. This is a five-day intensive course at the Summer Institute for Intercultural Communication (SIIC). Recommended prerequisite: ELP 429/529.
Students explore methods and models of Intercultural Training while attending a three-day intensive course at the Summer Institute for Intercultural Communication (SIIC). SIIC is a professional development program which explores the skills, techniques, theories, and applications of intercultural communication in a variety of professional contexts. Through an intensive, enrollment-limited workshop with well-known leaders in the field, participants have the opportunity to explore educational and training applications of intercultural relations in organizations, as well as gather resources and network with other professionals in a stimulating and supportive environment. Recommended prerequisite: ELP 429/529.
Even when trainers and educators are well practiced, face-to-face training sessions don't always go according to plan. Problems that occur may need to be dealt with on the spot during the session, which can be awkward or difficult, and affect the training. This course will focus on planning, principles, preparation and practice to aid in addressing these issues.
Learn how to leverage social media to support training courses, boost informal learning, and encourage sharing organization knowledge. Practice using social media tools, and learn how a wide variety of social media tools can be used to support learning. Discuss the learning theories and review the learning “landscape” to identify the audiences and situations that are best suited to using social media and informal learning. Analyze the adoption of social media tools for learning, from mainstream tools to new and emerging tools.
In this highly interactive course, learn how to facilitate more effective and sustained work performance through the use of facilitative coaching as a component of your leadership style. By practicing the coaching mindset and skills, individuals can increase their positive influence on internal clients, peers, direct reports, and even their own managers.
Managing a training development project can be complex, especially when the efforts of several parties are involved in designing, developing, scheduling, and delivering the training. This course explores the unique considerations involved in a large training project and how fundamental project management skills and tools are employed throughout this process in order to ensure a quality training program is delivered on-time and on-budget.
Understand the role and responsibilities of the change agent in an organization. Examine the benefits of awareness about the nature of change and the change process, by acknowledging the effects of change in general, at the individual level and at the organizational level. Explore the theoretical foundations and construct of change agentry in order to aid change agents and scholars in effecting substantive organizational or educational change. Familiarity with literature gives credibility to professionals seeking to effect significant change through collaborative efforts.
This course will explore the emerging pedagogy of synchronous training from the point of view of the instructional designer, training facilitator, and learner. Learners will compare and contrast technologies used to deliver and assess synchronous training. They will also explore how synchronous training can be designed to stand on its own, be combined with print material, or be integrated into an online asynchronous course.