Page 104 - The Human Resource Development - New Student Orientation Handbook (REVISED)

The Human Resource Development
Orientation Handbook and Research Guide

College of Professional Studies
Department of Behavior Sciences & Human Services
Human Resource Development Program

HURD 765 – Training Process and Practices
College: Professional Studies

Department: Behavioral Sciences and Human Services

Credit Hours: 3 Credits (16-Weeks) Semester: Fall Year: 20XX
Location: CLT XXX Day/Time: Mondays, 4:55pm – 9:55pm

Instructor: Office: GA/Adjunct Office – (301) 860-3156
Office Hours: By Appointment

PREREQUISITES:
Students must have completed HURD 601 and 764 prior to admission to this class. Preferably they
should have completed HURD 690, 730,732, AND 741.

COURSE DESCRIPTION

This course will focus on advanced theory and practice of workforce assessment, performance based
designs, and evaluation as well as the consultation with clients regarding organizational practices
and structure that may impede workforce performance.

OBJECTIVES OF THE COURSE
To assist learners in developing their ability to assess complex organizational behavior dynamics
which affect the achievement of the organization’s mission and productivity goals. Additionally, to
assist in the development of student’s confidence and professionalism in dealing with higher echelon
executive personnel. To explore their own issues (intra and interpersonal) that may negatively affect
their optimum functioning in the field of Human Resource Development.
Upon completion of this class students are expected to demonstrate the desired level of some
performance by:

• Demonstrating their ability to help the group members clarify, negotiate, reach consensus, and
adhere to norms or ground rules for the training session; enter into a verbal contract that establishes
the learning facilitator's role in supporting and enforcing these norms in collaboration with group
members.
• Demonstrates understanding of the factors that can create resistance and dissension within learning
groups, including a lack of pre-training preparation; forced attendance at training; pre-existing
interpersonal conflict among group members; problems in the work environment; and personal,
social, and emotional factors of the learning group members.

• The student will choose the training strategy best suited to meet a particular performance objective;
integrate a variety of strategies to address different learning styles to keep the training from
becoming repetitious or boring.

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