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| HPS 501 | Training Adults: Behavior Modeling (3) Beginning with a generic Instructional Systems Development (ISD) model, students design an interpersonal skills training module, using behavior modeling, an exemplary training methodology. The design process includes performance analysis, development of a video model that demonstrates prescribed skills, development of skill practice exercises, and a focus on transfer of training to the job. Students also acquire discussion leadership, classroom management, and performance feedback skills. |
| HPS 502 | Performance Analysis (3) Focuses on knowledge and skills basic to needs assessment: organization, person, and task analysis. Data collection methods such as questionnaires, interviews, and observation scales are covered, as well as data analysis and selection of appropriate HPS interventions. |
| HPS 503 | Instructional Design and Development (3) Focuses on the components of the Instructional Systems Development (ISD) model. Students acquire skills in writing goals and objectives, developing learning maps, sequencing instruction, designing instructional strategies, selecting media and methods, writing criterion-referenced assessment instruments, developing instructional materials, and formatively evaluating instruction. |
| HPS 504 | Delivery System Design (3) New technologies such as interactive multimedia and distance learning can greatly increase the efficiency and effectiveness of individualized and classroom instruction. Students analyze the advantages and limitations of traditional and emerging delivery systems especially with regard to factors that have impact on successful implementation. Site visits enable students to interact with operational delivery systems and their developers. |
| HPS 505 | Research and Evaluation (3) Provides students with the fundamental knowledge and skills necessary to perform basic evaluation and research and to be conversant with terms and concepts that are necessary to direct more advanced evaluations. Special emphasis is placed on measurement techniques, evaluation systems, designing evaluation instruments, and the sociopolitical factors affecting research and evaluation applications. Prerequisite: MSC 501 or equivalent. |
| HPS 506 | Performance Improvement Strategies (3) Instruction is one means to improve human performance. When performance problems have causes other than skill and knowledge deficiencies, alternative means are required. Students learn when and how to use nontraining performance improvement strategies, including job aids, expert systems, feedback and incentive systems, and workplace and job design. Students design performance improvement applications of their choice. |
| HPS 508 | International Human Resource Issues (3) Emphasizes a practical approach to the diverse problems associated with international HR work. Areas such as cross-cultural communication, international business issues, HR in the developing world, and multicultural education and training are explored. |
| HPS 509 | Advanced Instructional Design and Development (3) Student teams design, develop, and evaluate a training module or course. Alternative models of instructional design, automated design, and design issues related to interactive media are explored. Prerequisite: HPS 503. |
| HPS 512 | Organizational Career Management (3) Focuses on the link between organizational needs and the employee's individual needs to contribute in ways that use his/her talents and competencies. Students will learn how to use the process of career planning and development for themselves and others and how to design programs that integrate organizational and individual needs. |
| HPS 540 | Project (3) Investigation of selected topics under the direction of a faculty advisor. The project is intended to demonstrate the ability to conduct independent research, perform independent studies in a specialized area, and present the results in writing of commendable quality. |