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STATE CALIFORNIA UNIVERSITY, LONG BEACH COLLEGE OF HEALTH & HUMAN SERVICES DEPARTMENT OF PROFESSIONAL STUDIES COURSE OUTLINE I. General Information A. Course Number: Professional Studies (PROF) 591 B. Title: Corporate Training Development C. Units: 3 D. Prerequisites: Enrollment in master s degree program. E. Course Classification: 3 units C/S 4 F. Faculty: The course will be taught by qualified instructors on the Professional Studies faculty G. Term Offered: Fall, Spring, Summer Session H. Prepared by: Paul A. Bott I. Date of submission/revision: Fall 1995 II. Catalog Description PROF 591. Corporate Training Development (3) The selection and organization of corporate training curricula and development of courses of study to be used in public and private professional education programs. Letter grade only (A-F). III. Expected Outcomes As a result successful of completion of PROF 591, all students will be able to: A. Explain the economic and industrial factors that have affected corporate training. B. Describe and give examples of the differences in education (such as public-sponsored vocational education) programs and corporate training programs. C. Describe how training policy and practice is affected by and influences company vision. D. Identify and discuss the basic objectives of corporate training. E. Describe and give examples of the different types of training that are provided in the corporate training environment. F. Conduct job and task analyses for the purpose of developing training objectives. G. Conduct a thorough needs assessment for training purposes. H. Access and incorporate the various instructional media in training curriculum. I. Develop curriculum for job skills and management training, short-term training, attitudinal training, and on-the-job training. J. Identify and discuss the characteristics of the people served by corporate training, including the disabled, disadvantaged, and culturally diverse trainees. K. Identify, discuss and develop instructional, testing and reporting methods and procedures that are best suited to safety and compliance training. L. Describe and develop training evaluation instrumentation. Completion of all objectives will be judged satisfactory on the basis of criterion referenced examination scores, quality of written work and class discussion, and the demonstrated quality of each student s ability to perceive and relate the concepts, theories, and principles discussed in class or in class-related work. Individual instructors of the course may use varying methods of evaluation, but the objectives will remain the same. Text: No specific text is recommended for this course. Instead, individual faculty members will select appropriate text materials from the bibliography and recent literature in consultation with the department chair and other faculty. IV. Course Outline: A. B. C. D. E. F. G. H. I. J. K. L. M. N. O. P. Q. Introduction and orientation Training versus education Linking training policy to company vision Instructional systems design Worker and job skills training Management training Needs assessment Job and task analysis Curriculum development Objectives development Instructional media Training in the international company Computer-based training Meetings, conferences, workshops Developing on-the-job-training Overview of measurement The future of training V. Methods of Presentation A. B. C. D. E. F. VI. Lecture and demonstration Group discussion, large and small Individual study/research Reading Student reports with discussion Field trips and/or directed field observation Methods of Evaluation Most of the objectives are performance based, aimed at the development of specific competencies, and as such, will be judged by the quality of student performance-both written and oral. Varying methods of evaluation will be used, written exams, projects, and oral presentations. A. Criterion referenced examinations B. Quality of individual research, reports, and products C. Quality of classroom discussion C. Quality of each individual's demonstrated ability to perceive and cite relationships, concepts, principles, and theories VII. Bibliography Bard, R., Bell, C. R., Stephen, L., & Webster, L. (1987). The trainer's professional development handbook. San Francisco, CA: Jossey-Bass. Baird, L. S. (1983). The training and development sourcebook. Amherst, MA: The Human Resource Development Press. Barlow, M. W. (1967). History of industrial education in the United States. Peoria, IL: Charles A. Bennett Co. Inc. Barnow, B. S. (1985). The education training and work experience of the adult labor force from 1985 to 1995 (Research Report 85-10). Washington, DC: National Commission on Employment Policy. Bernhard, H. B., & Ingels, C. A. (1988). Six lessons for the corporate classroom. Harvard Business Review 66, 40-42. Bonnand, G. J. (1990). Required qualifications of a technical trainer. Unpublished master's thesis, California State University, Los Angeles. Bradenburg, D. C., & Smith, M. E. (1986). Evaluation of corporate training programs (Report No. 91). Princeton, NJ: ERIC Clearinghouse on Tests, Measurements and Evaluation. Brandin, D. H., & Harrison, M. A. (1987). The technology war: A care for competitiveness. New York: John Wiley & Sons. Bryan, L. A., Jr. (1990). An ounce of prevention for workplace accidents. Training and Development Journal. 44, 100-102. Carnevale, A. P. (1989). The learning enterprise: An introduction. Training and Development Journal, 32. 26-33. Carnevale, A. P. (1990). America and the new economy. Training and Development Journal. 44. 31-52. Carnevale, A. P., & Schulz, E. R. (1988). Technical training in America: How much and who gets it? Training and Development Journal 42, 18-32. Carnevale, A. P., Gainer, L. J., & Villet, J. (1990). Training in America. San Francisco: Jossey-Bass. Carney, T. F. (1972). Content analysis: A technique for systematic inference from communications. Winnipeg, Canada: University of Manitoba Press. Carr, C. (1989). Should we train--and was it successful? Performance and Instruction. 28, 33-36. Chang, R. Y. (1990). An introduction to human resource development careers. Alexandria, VA: American Society for Training and Development. Charlier, M. (1990, February 9). Back to basics. Wall Street Journal. p. R14. Covey, S. T. (1989). Seven habits of highly effective people. New York: Simon & Schuster. Craig, R. (1987). Handbook of Training and development (3rd ed.). New York: McGraw Hill. Cyert, R. M., & Lowery, D. C. (1987). Technology and employment. Washington, National DC: Academy Press. Eble, K. E. (1994). The craft of teaching: A guide to mastering the professor's art. San Francisco: Jossey-Bass. Eurich, N. P. (1985). Corporate classrooms: The learning business. Lawrenceville, NJ: Princeton University Press. Evans, N. P. (1985). The Carnegie Foundation for the advancement of learning: Corporate classrooms-the learning business. Lawrenceville, NJ: Princeton University Press. Frantzreb, R. B. (Ed.). (1994). Training and development yearbook. Englewood Cliffs, NJ: Prentice Hall. Goldstein, H. (1980). Training and evaluation by industry. Washington, DC: National Institute for Work and Learning. Goldstein, I. L. (1989). Training and development in organizations. San Francisco, CA: JosseyBass. Goldstein, I. L. (1986). Training in organizations: Needs assessment, development and evaluation. Monterey, CA: Brooks/Cole. Green, P. E., & Tull, D. S. (1975). Research for marketing decisions. Englewood Cliffs, NJ: Prentice Hall. Hawthorne, E. M. (1987). Evaluating employee-training programs. New York: Quorum Books. Holsti, 0. R. (1969). Content analysis for the social sciences and humanities. Menlo Park, CA: Addison Wesley. Kazanas, H. C., & Rothwell, W. J. (1989). Strategic human resource development. Englewood Cliffs, NJ: Prentice Hall. Kelly, L. (1994). The ASTD technical and skills training handbook. New York: McGraw Hill. Kirkpatrick, D. L. (1994). Evaluating training programs. San Francisco: Berrett-Koehler. Krippendorf, K. (1980). Content analysis: An introduction to its methodology. Evenly Hills, CA: SAGE Publications. Levitan, S. A. (1987). The changing workplace. Policy Studies Review. 8 377. Lillard, L. A., & Tan, H. W. (1986). Private sector training: Who gets it, and what are its effects? Santa Monica, CA: The Rand Corporation. Mager, R. F. (1984). Analyzing performance problems. Belmont, CA: Lake Publishing Co. Mager, R. F. (1984). Developing attitude toward learning. Belmont, CA: Lake Publishing Co. Mager, R. F. (1984). Goal analysis. Belmont, CA: Lake Publishing Co. Mager, R. F. (1984). Making instruction work. Belmont, CA: Lake Publishing Co. Mager, R. F. (1984). Measuring instructional results. Belmont, CA: Lake Publishing Co. Mager, R. F. (1984) Preparing instructional objectives. Belmont, CA: Lake Publishing Co. May, L. S., Moore, C. A., & Zammit, S. J. (1987). Evaluating business and industry training. Boston: Kluwer-Nijhoff Academic Press. McQuigg, B. (1980). The role of education in industry. Phi Delta Kappan, 61(5), 324-325. Merriam, S. B. (1988). Case study research in education; a qualitative approach. San Francisco, CA: Jossey-Bass. Moskowitz, M., Levering, R., & Katz, M. (1990). Everybody's business. New York: Doubleday. Nadler, L., & Nadler, Z. (1989). Developing human resources: Concepts and a model. San Francisco: Jossey-Bass. Nadler, L., & Nadler, Z. (Eds.). (1990). The handbook of human resource development. New York: John Wiley & Sons. Neikirk, W. (1992, April 13). Untrained workers holding workers back. Long Beach] Press Telegram, p. B7. Nilson, C. D. (1992). How to start a training program in your growing business. New York: American Management Association. Powers, B. (1992). Instructor excellence. San Francisco: Jossey-Bass. Pursell, C. W. (Ed.). (1981). Technology in America: A history of individuals and ideas. Cambridge, MA: The MIT Press. Saint, A. (1974). Learning at work. Chicago: Nelson-Hall Co. Smith, R. V. (1984). Graduate research: A guide for students in the sciences. Philadelphia: ISI Press. Smith, R. L. (1988). Human resource development. Ann Arbor, MI: ERIC Counseling and Personnel Services Clearinghouse. Steinmetz, C. & Craig, R. L. (Ed.). (1976). Training and development handbook: A guide to human resource development (2nd ed.). New York: McGraw Hill. Stone, P. J. (1966). The general inquirer: A computer approach to content analysis. Cambridge, MA: The MIT Press. Swanson, R. A. (1988). Forecasting financial benefits of human resource development. San Francisco: Jossey-Bass, Inc. Swanson, R. A., & Sleezer, C. M. (1987). Training effectiveness evaluation. Journal of European Industrial Training, 11, 7-16. Towers Perrin and the Hudson Institute. (1990). Workforce 2000: Competing in a sellers market: Is corporate America prepared? Los Angeles: Author. US Army. (1990). Experience for hire (Publication No. 1990-745-574). Washington, DC: GPO. US Congress. Office of Technology Assessment (OTA). (1990). Worker training: Competing in the new international economy (Publication No. OTA-ITE-457). Washington, DC: GPO. US Department of Labor. (1988). Workplace basics: The skills employers want (Publication No. 1988 0-225-795 QL.2). Washington, DC: GPO. US Department of Labor. (1989). Workbased learning: Training America's workers (Publication No. 1989-253-149:48381). Washington, DC: GPO. US Department of Labor. Bureau of Labor Statistics. (1985). How workers get their training (Bulletin No. 2226). Washington, DC: GPO. US Army. (1990). Experience for hire (Publication No. 1990-745-574). Washington, DC: GPO. US Congress. Office of Technology Assessment (OTA). (1990). Worker training: Competing in the new international economy (Publication No. OTA-ITE-457). Washington, DC: GPO. US Department of Labor. (1988). Workplace basics: The skills employers want (Publication No. 1988 0-225-795 QL.2). Washington, DC: GPO. US Department of Labor. (1989). Work based learning: Training America's workers (Publication No. 1989-253-149:48381). Washington, DC: GPO. US Department of Labor. Bureau of Labor Statistics. (1985). How workers get their training (Bulletin No. 2226). Washington, DC: GPO. VIII. Justification One of the major priorities of the United States is the education of the workforce. Corporate America invests well over $6 billion per year in training within the company walls. Virtually every major company has a department that is responsible for developing, purchasing, or carrying out training for skilled jobs, management training, on-the-job training, and short term training activities. Most individuals who staff these training departments are baccalaureate level persons who were educated and worked in technical or business positions. Most have neither training nor experience in the designs or delivery of instruction and seek master's degrees to develop those skills. The material presented in the course PROF 591- Corporate Training Development is designed to provide students with the requisite knowledge, skills, and attitudes needed to be successful corporate trainers.

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