| 106學年第1學期課程綱要 |
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@尊重智慧財產權,請同學勿隨意影印教科書 。 Please respect the intellectual property rights, and shall not copy the textbooks arbitrarily. |
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| 一、課程基本資料 |
| 開課序號 | 1371 | 課程學制 | |
| 科目代碼 | IWM0071 | 課程名稱 | 訓練課程設計研究 |
| 英文名稱 | Studies in Training Program Design | ||
| 全/半年 | 半 | 必/選修 | 選修 |
| 學分數 | 3.0 | 每週授課時數 | 正課時數: 3 小時 |
| 開課系級 | 人資所（碩）2年級 | ||
| 先修課程 | |||
| 課程簡介 | COURSE DESCRIPTION: The systematic development of instructional programs for business and industry; role of the training developer in business and industry will also be examined. COURSE RATIONALE: Designing training programs is a fundamental area of competence for workforce development and education professionals seeking to address performance problems caused by a lack of employee knowledge and skills. | ||
| 課程目標 | 對應系所核心能力 | ||
| 1. Understand training design process as a part of the broader human resource development process. | 碩士: 2-1 具備組織人力徵、選、育、用、留、展專業技能 2-2 具備跨文化溝通能力 3-1 具備發展人力資源專業熱忱 |
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| 2. Understand the components of the Training Management System (TMS) | 碩士: 2-1 具備組織人力徵、選、育、用、留、展專業技能 2-2 具備跨文化溝通能力 3-1 具備發展人力資源專業熱忱 |
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| 3. Understand how technical, managerial, and awareness types of training affect the design of training programs. | 碩士: 2-1 具備組織人力徵、選、育、用、留、展專業技能 2-2 具備跨文化溝通能力 3-1 具備發展人力資源專業熱忱 |
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| 4. Demonstrate competence in identifying tasks appropriate for training, analyzing the components of tasks, and specifying training objectives. | 碩士: 2-1 具備組織人力徵、選、育、用、留、展專業技能 2-2 具備跨文化溝通能力 3-1 具備發展人力資源專業熱忱 |
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| 5. Demonstrate competence in identifying lesson specifications, designing lessons based on the type of training and the whole-part-whole sequence, and preparing trainee guides using a structured writing format. | 碩士: 2-1 具備組織人力徵、選、育、用、留、展專業技能 2-2 具備跨文化溝通能力 3-1 具備發展人力資源專業熱忱 |
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| 6. Demonstrate competence in specifying performance rating scales and cognitive test items based on the training objectives. | 碩士: 2-1 具備組織人力徵、選、育、用、留、展專業技能 2-2 具備跨文化溝通能力 3-1 具備發展人力資源專業熱忱 |
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| 7. Demonstrate competence in evaluating and revising training programs and preparing an evaluation report. | 碩士: 2-1 具備組織人力徵、選、育、用、留、展專業技能 2-2 具備跨文化溝通能力 3-1 具備發展人力資源專業熱忱 |
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| 8. Understand the issues related to designing training programs from a content-free perspective. | 碩士: 2-1 具備組織人力徵、選、育、用、留、展專業技能 2-2 具備跨文化溝通能力 3-1 具備發展人力資源專業熱忱 |
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| 二、教學大綱 |
| 授課教師 | 林怡君 | ||
| 教學進度與主題 | |||
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Week 1: 9.15 Introduction- syllabus Week 2: 9.22 Training system in organizations - Dick and Carey systems approach model - KSA and competencies Week 3: 9.29 No class-IHRD conference Week 4: 10.6 Overview-OSU Training Management System (OSU TMS) -OSU TMS Components -Quality Management System ・OSU TMS: Analyze performance problem -Analyze current performance - Identify desired performance - Identify causes of gaps - Identify solutions ・ Taiwan TrainQuali System (TTQS) Week 5: 10.13 Define Training Needs - Employee competence & performance - Info. Sources - Changes due to requirements, technology, cont. improvement - Job and task analysis - Employees to be trained - Gaps in employee competence - Anticipate future requirements - Activity: Week 6: 10.20 Job analysis –Developing a Curriculum (DACUM) Week 7: 10.27 Job analysis –Developing a Curriculum (DACUM) Week 8: 11.3 No class -Mid-Term week Week 9: 11.10 ・Design and Plan the Training - Training objectives - Characteristics of trainees - Constraints affect training effectiveness - Training policy, regulatory, certification requirements - Training strategy, methods, media - Develop the training program - Pilot test training program Week 10: 11/17 Design and Plan the Training Week 11: 11/24 Discussion week Week 12: 12.1 Develop the Training Week 13: 12.8 Develop the Training Week 14: 12.15 Implementation Week 15: 12.22 ・Evaluation Training Outcomes - Impacts of training - Changes in learning and satisfaction - Training design - Training plan Unanticipated effects of training Week 16: 12.29 Evaluation and ROI Week 17: 1.5 Final Exam Week 18: Final Projects Due |
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| 教學方法 | |||
| 方式 | 說明 | ||
| 講述法 | 由老師針對課程內容進行授課並與學生互動。 | ||
| 討論法 | 將學生進行分組，上課時跟劇組別讓學生討論課堂內容。 | ||
| 合作學習 | 將學生進行分組，共同完成作業及報告，學生們相互合作從中學習。 | ||
| 媒體融入教學 | 利用與課程內容相關之影片媒體輔助教學。 | ||
| 專題研究 | 利用課本內的案例讓學生進行分組討論。 | ||
| 評量方法 | |||
| 方式 | 百分比 | 說明 | |
| 作業 | 10 % | 1. Assignment A (Final Project topic and description): Submit a one-page document containing the specific topic and title you have chosen for the training program you will design, and a narrative description of the topic, training program purpose, and program outcome (terminal) objectives. This document should be no more than one page in length, and will be the draft of your introduction for your final project. You should email to our course mailbox. Give the name (e.g. Assignment A- Name). 2. Assignment B: The assignment will use the Training Management System (TMS) template. You may use the course textbooks, handouts, PowerPoints, your notes, and any other reference materials you need. All references must be cited, and you must include a References page at the end of the assignment. All work must be your own, and you may not consult another person to assist you with this exam. You should email to our course mailbox. Give the name (e.g. Assignment B- Name). 3. Assignment C: The assignment will develop trainer’s materials and trainee’s materials. Please follow the syllabus guideline on page 9-10. You should email to our course mailbox. Give the name (e.g. Assignment C- Name). | |
| 期末考 | 25 % | The final exam will consist of multiple questions and short essays. You are expected to take the exams when scheduled; failure to take an exam at the appointed time will result in your receiving a score of 0 points for that exam. | |
| 出席 | 20 % | Attendance will be taken at the beginning of each class. Being ten minutes late to class more than three times will count as an absence. So, for example, if you are late six times, then this will count as two absences. If you will not be present or late, please inform the instructor by email or phone before the class. | |
| 報告 | 20 % | Each student is asked to select one chapter of the textbook for presentation and discussion in class. A 40 minute in-class oral report in the scheduled week is required. Please prepare PowerPoint as the course material to present in the class. The content of PowerPoint should be written in English; PowerPoint should be less than 30 slides. Please make the copies to your classmates when you are a facilitator in the scheduled week and email to our course mailbox. | |
| 專題 | 25 % | The final project will be assembled in a 1”, ring blinder, with divider tabs setting off the three parts of the project. The project will be graded for this course, and email to our course mailbox. Give the name (e.g. Assignment C- Name). You should make arrangements to pick up your project in my office early in Spring semester, 2012. | |
| 參考書目 |
Required Texts: Hodell, Chuck (2011). ISD From the Ground Up (3rd Ed): A No-Nonsense Approach to Instructional Design. ASTD Press Mager, R. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction. Atlanta: Center for Effective Performance. ISBN 187 9618036. Recommended Texts: Noe, R. A. (2010). Employee Training and Development (5th edition). MaGraw Hill. Dick, W., Carey, J. & Carey, L. (2008). The systematic design of instruction. Dallas: Scott Foresman. Blanchard, P. Nick & Thacker, James. W. (2010). Effective training: systems, strategies, and practices (4th edition). Pearson Mager, R. (1997). Making Instruction Work: Or Skillbloomers: A Step-By-Step Guide to Designing and Developing Instruction That Works. Gagne, R., Wager, W., Golas, K., and Keller, J. (2004). Principles of Instructional Design. (5th edition). Wadsworth.Robert M. Gagne (Author) Gordon, S. (1994). Systematic training program design. Hannum, W., & Hansen. C. (1989). Instructional systems development in large organizations. Jacobs, R. (2003). Structured on-the-job training: unleashing employee expertise in the workplace. Kirkpatrick, D. & Kirkpatrick, J. (2006). Evaluating training programs: the four levels. (6th edition). Phillips, J. (2006). Return on investment. |
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