Performance Improvement

& Employee Development

Page last updated September 4, 2008

Fall 2008  (52-533-463-01;  an HR elective; also applicable as a management elective or business elective)

Tuesdays & Thursdays; 3 - 4:20 p.m.; BSB 337C.

Instructor:  Gayle Porter, office 333 BSB (in 252 BSB until mid August)

phone 856-225-6715; email  gporter@rutgers.edu

Course Description:

   Organizational performance depends on a variety of factors, many of which involve the human element.  This course recognizes a full range of possibilities and how to assess the root issues.  We'll begin the semester working from a broad view of Human Capital and Talent Management. From there our attention funnels into Performance Improvement efforts and, finally, into the details of Employee Training & Development.  Closely linked are topics of managing change in organizations, particularly resistance to change and need for conscientious follow-up on any changes targeting performance.

Course Objectives:

• Achieve an understanding of how employee development activities (HRD, training, etc.) serve a purpose in the overall strategy and objectives of the organization.
• Understand and be able to correctly use key terminology of the development-related professions.
• Demonstrate competence in applying the analysis/intervention-implementation/evaluation format to training and development issues.
• Succeed in practice with matching design and implementation to identified needs.
• Recognize and understand the relevance of topics currently receiving attention in organizational training, as well as those likely to be a focus in the future.

Grading:

• Quizzes and assignments each carry a specific point value, for a total of 275 points throughout the course.  The grades on written work first are based on having met all the specified requirements, although "meets all the requirements of the job" is not as high a rating as "consistently excels in work assignments" -- just like on-the-job performance ratings.  Those who can meet the requirements and, also, show deeper understanding, impressive insight, notable increases in competence, integration of related knowledge and other ways to excel, will be the ones receiving the higher grades. 
• When I total points at the end of the semester, I look for natural break points near the 90/80/70 mark for differentiating A/B/C and so on.  Class participation is based on a benchmark that is not determined until the end of the semester, but all other grades can be tracked throughout, so you know your standing.
• Full credit is only available for assignments turned in on the due dates specified below.  Late work is graded with a credit reduction of 5% for each class that passes before it is received. (Note: the "debrief notes" assignment is more heavily dependent on being in class for the October 25 session; there is a more sizeable deduction for doing your ice-breaker and notes at a different time.)

Required Reading:

(Don't panic that there are two books!  Both are written in very conversational style; chapters are short and contain a lot of worksheets and diagrams.)  Make sure you get the correct edition but shop around for price -- just be sure you have the Hall book for the start of class.

IMPORTANT NOTE:  As you'll see in the schedule below, you will be expected to have read a portion of the first book by Thursday, our second class meeting.  Don't delay buying the books -- be ready to jump into this material immediately.

Weekly Schedule:

Summary of grading:

This looks like a long list of assignments, but they are interrelated and most are small incremental steps.  In this way, you get lots of feedback as you work toward the larger point value events.  As long as you stay on schedule with the reading, it should not be difficult to get these in on time.  The due date means that on taht day you must be ready to hand me the written assignment at the beginning of class (whether I collect it then or not).  Please note that full point value is only available for "on time" assignments.  For late work, the total points possible is reduced 5% for each class that passes before I receive the assignment.

Quizzes MUST be taken on the scheduled date, unless prior arrangements are made (or it is a really, really extreme situation -- e.g., coma, earthquake, etc.).

Generally speaking, the breakdown for final letter grades is approximately 90% for an A; 80% for a B; 70% for a C; at least 60% to pass the course.  I reserve the right to us "+" grades at my discretion for people high in a grade band.

Description of assignments in order by due date:

*** All written assignments are to be typed, double-spaced, on 8 1/2 X 11 white paper, Times New Roman 11 point font, with 1" margins on all sides. ***

Notes on domain for each of the quizzes (September 23rhd and December 9th) is shown on the weekly schedule and are timed to reflect completion of each book.

#P1 - Paragraph on training idea plus 5 - 7 assessment items (due date October 7th)

From our discussions in class, you will have generated an idea for your training proposal (the final assignment for the class).  For this assignment, you are to furnish a description (less than one page) giving the general idea of what you will propose training on, what brought it to your attention and important factors that will verify the need for training and guide design/delivery of the training.  These factors will lead into sample "items" or indicators you can use for your assessment process.  This paper is worth 20 points and should be no more than two pages in typed form.

#S2 - Demonstration of an "ice-breaker" (due date October 9th)

Each person will conduct a 10 minute ice-breaker exercise in class.  You are to show up with the materials ready to do this quickly, so we can get them all into one class session.  The written paper you hand in is an executive summary or brief outline of (1) your process steps, and (2) your goals for the exercise.  ALERT!  You must have a back-up ready, in case someone before you happens to use the exercise you prepared.  Your paper should also include a short statement of what you back-up plan is.  Overall, the written assignment is to be no more than one page.  The 15 points available for this assignment cover both your handling of the exercise and having the paper ready to hand in on time.

#S2 - Methods shift example (due date October 16th)

By this time in the course we will have talked about a variety of training methods and how to match the method to both content and audience (as well as considering constraints of time, setting, etc.).  For this short paper (approximately 1 1/2 pages but no more than 2 pages typed) you will briefly describe your first choice of method -- how to train, why you would use that method and how it is the best fit -- and then explain what you would move to as a second choice if you had to do so for some reason.  The shift to second choice will also be explained as above, noting similarities and differences compared to your first choice. Maximum 20 points

#P2 - Preliminary training proposal topic and design notes (due date October 30th)

This is an extension of assignment #P1 (and utilizes information similar to assignment #S2).  By now you will have refined or revised your proposal idea or, perhaps, even changed your project idea from what you originally thought.  You will now work as if you have completed your assessment, so you can write as if you've verified training is needed and specifically how that assessment has identified the components that are most important.  Note: in assignment #P1 you gave me some "sample" assessment items.  Even if you have stayed with the same idea, I expect that your assessment has grown beyond those samples.  Attach your assessment instrument to this paper.  The written portion of the paper (not counting the assessment instrument) will be no more than 2 typed pages, explaining the transition from assessment to training design.  Maximum 25 points.

 #P3 - Potential for transfer of training & evaluation (due date December 4th)

These are topics you will have given some thought to even as early as your original need assessment sample items.  In this short paper (no more than 2 types pages), you'll document the steps planned to ensure transfer of training/learning and how you will evaluate your training success.  This final evaluation may have 2 or more levels depending on the topic, organization, and opportunity, so you will have to explain any constraints that determine your choice.

Final Project -- Training Proposal Document and Presentation (due date December 19)

This complete project will include all necessary sections for a full-scale training proposal, most of which will have been drafted in earlier assignments and on which you will have received feedback.  I will ask you to include (1) a professional quality, complete proposal that includes a memo to the decision-maker and all relevant details as attachments/appendices to that memo, (2) the return of all your graded earlier papers, and (3) "blue pages" that give any added explanations to me for class purposes but would not be included in a true proposes.  These sections will be discussed in class as we progress toward the due date.  Your final grade will be based on (a) the quality and coherence of the proposal, using material learned in this course, (b) your appropriate integration of any suggestions made on earlier work, and (c) your presentation, including both your ability to highlight content in visuals and with platform skills as learned in class.  This assignment is worth a maximum of 80 points.

"CLASS PARTICIPATION"

Doing well on the class participation component requires (1) being in class, and (2) making a positive contribution both during out meeting times and any related interactions outside the classroom.  

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