Professor:                     Kathleen A. DeHaan, Ph.D. COMM Office:            #22 Glebe, #204  COMM Office Phone:  953-4839 HSS Office:                  96 Wentworth, #329 HSS Office Phone:        953-5695

Website:  www.cofc.edu/~dehaank Email:      dehaank@cofc.edu Office Hours:  TBA

I have two offices - one at 22 Glebe and the other at the corner of Glebe and Wentworth (third floor.)  22 Glebe is my "communication department" office, where I will be most MW.  As the Associate Dean for Humanities and Social Sciences, I will be in the Glebe and Wentworth office usually on TTHF.  Please call me at either location.
NB:  My "communication" office is accessed by going around the outside of 22 Glebe to the back of the building, up the back stairs and to the end of the outside balcony/hall.  Do not try to find me by going into 22A or 22B - go around back! The Communication Office is now in 5 College, as is my mailbox.

"According to a research report released by the American Society for Training and Development (ASTD) this year...companies that invest the most in training and education for their employees tend to do better on Wall Street than those that invest less."  John Flink, Chicago Tribune, 10/1/2000.

    Training and Development is designed to introduce principles and concepts useful in the design and delivery of training programs.  These training programs may be delivered in organizational and/or academic environments.  This course is oriented both for students interested in a training career, as well as students simply interested in the field.  This course may also be valuable for those already in specialized fields (technical specialists, communication consultants, personnel directors, volunteer coordinators, educators, etc.) who are asked to do training and consulting, but have limted prior experience and knowledge base.  Novice trainers will be provided with enough information to guide them through their initial training experiences.  More "seasoned" individuals will be able to use this course to troubleshoot specific problems as well as critically examine training principles.
    This course takes a comprehensive view of training by integrating Theory and Methodology.  Thus, we'll end up with both a conceptual framework as well as practical applications - content and process.  Obviously, a fundamental part of this course will be to examine each individual's presentation skills to determine how they compliment or detract from the training objectives.  So, we'll take a decidely communication focus.  That is, in addition to our discussions about communication and training, your training modules will explore some element of communication in the organizational environment.

Objectives:  A course like this has many objectives.  I've isolated a few.
                  Upon completion of this course, participants will:

•    Have insight into the field of training as a potential career, or at the very least insight into the importance of integrating training into  their future organizations.
•    Have a demonstrable grasp of basic training theories.
•    Understand fundamental training methodologies.
•    Be able to design an effective Needs Assessment.
•    Be able to write Training Objectives.
•    Be able to choose appropriate instructional methods.
•    Understand how to select, prepare and use effective training aids.
•    Grasp the foundations of effective presentational techniques for training.
•    Have developed and presented two Training Modules.
•    Be able to evaluate the effectiveness of training instruction.

•    DeWine, Sue.  The Consultant's Craft. New York: Bedford/St. Martin's, 2nd Ed., 2001.
•    Training & Development Course Packet.

•    Burn, Bonnie and Maggi Payment.  Assessments A to Z.  San Francisco: Jossey-Bass/Pfeiffer, 2000.
•    Silberman, Mel.  101 Ways To Make Training Active. San Francisco: Jossey-Bass/Pfeiffer, 1995.
•    Stern, Nancy.  101 Stupid Things Trainers Do To Sabotage Success.  Irvine: Richard Chang Associates, 1995.

Assignments:

    Training Module #1:
    You will be part of a group which will present a training program designed to train our class to utilize one of the activites in 101 Ways to Make Training Active.  OR your group may choose to train our class in visual aid methodologies.  We will discuss this in greater detail.  All topics will be
    approved in advance.

•     Needs Assessment:  You and your group will conduct a needs assessment at least three weeks in advance of your training date on our class regarding your training topic.
•     Objectives:  You and your group will write four training objectives for your module (two instructional, two behavioral.)
•     Outline:  You and your group will create a detailed outline of  your training module.
•     (All of the above will be turned in one week prior to your presentation.)
•     Module Portfolio: After you have completed Module #1, your group will turn in one portfolio containing your Training Plan (NA, Objectives, Outline, Actual Program, Works Cited.)
•     Evaluation:  After your presentation, each group member will write a brief analysis of the activity.  Most importantly, I want you to evaluate your group members.  Please assign a grade to each group member for his or her commitment and participation.

•     Needs Assessment:  see above
•     Objectives:  see above
•     Outline:  see above
•     (All of the above will be turned in PRIOR to your presentation.)
•     Works Cited list.
•     Self Evaluation:  Having completed Module #2, you will write a detailed Self-Evaluation, identifying the strengths and weaknesses of your Program.  Also, please note what you would change should you have the opportunity to present this Program again.  Finally, you will assign a grade for your work.  Justify why you have given yourself this grade.
•     Portfolio:  After you have completed Module #2, you will turn in a Portfolio containing your Training Plan (NA, Objectives, Outline, Actual Program, Works Cited and Self-Evaluation.)

Research Reports:

            You will write one research report.  These should be a summary of academic articles, periodical articles and/or web sites. Such reports are designed to help educate your classmates about the plethora of information available about T & D.  The idea is that at the end of the semester we will have a folder containing current discussion of T & D materials.  (Type, bib, etc.)  Your reports should include:

•       A copy of the article or web site.
•       An executive summary about the material.
•       A determination as to whether this information is valuable or just "clutter," and why.
•       How we could best use this information.

Attendance:    Attendance is expected and essential.  You are allowed three absences.  After three absences I will lower your final grade by one-half letter grade for each absence.  No make up of exams and no make up of modules.  Students are expected to be familiar with policies set forth in the College of Charleston Student Handbook.  Should I suspect cheating or plagiarism, I will immediately turn to the College Honors Board.

This syllabus is written with thanks to Andy Rancer, Professor of Communication.