Curriculum & Courses
I. Foundational Ethics (3 credit hours)
Your first class will be Foundational Ethics.
This course introduces students to some of the major positions in normative ethics with special emphasis on the role of ethical reasoning and practice in professional contexts. Through diligent preparation and participation in this class, students should expect to sharpen their critical reading, writing and oral skills so that they are not only comfortable with discussing the problems introduced in class, but are capable of doing informed, critical reasoning about current issues in ethics. As a results, students should come to have a better sense of the nature of key ethical problems and how they can be responsibly confronted. (3 credit hours)
II. Concentration courses (24 credit hours)
The following eight courses fulfill the 24-credit hour concentration requirements and address the two areas of focus: human resource development and administration.
Originating from the Master's in Strategic Leadership & Design program, this course offered by the School for Adult Learning addresses processes involved in andragogy, the teaching or information sharing for adults, the concepts and principles of adult learning, and the processes for adult learning. It analyzes the physiology and function of the brain and how each enhances and hinders learning. It investigates the current neuroscience research and applies it to various educational and leadership experiences. (3 credit hours)
Originating from the Master's in Strategic Leadership & Design program, this course offered by the School for Adult Learning addresses the following: developing human potential (capability building); determining and alleviating performance gaps; mentoring and cognitive coaching; training to increase potential; exploring the relationship between human performance and organizational systems; and determining the role of the hierarchy of human needs in capability building. (3 credit hours)
Originating from the Master's in Strategic Leadership & Design program, this course examines the following: determining the relationship between leadership and appraisal; examining performance appraisal models; designing a performance appraisal model; developing a competency-based training model; designing rubrics for performance appraisal; and developing effective feedback. (3 hours)
This course is designed for those who develop training programs for employees. It examines such topics as organizing and delivering learning, using methods that take into account learner needs, learning styles, organizational goals, and effective evaluation practices. The principles and practices apply to professional training settings in both the private and public sectors. Electronic instruction and web design are components of this course. (3 hours)
Developing and maintaining pay structures and benefits packages are key to any organization. This course addresses the processes and protocols for managing compensation and benefits packages, provides avenues for the HR professional to stay current with competitive practices, and suggests preliminary ways in which to become and remain a viable team member in the determination of financial strategies. (3 hours)
HR professionals need to consider many functional operations when developing a budget. These may include such areas as selection and placement of employees, training and development, compensation and benefits, employee and labor relations, as well as health, safety and security. Analyses of multiple sources of data provide the infrastructure by which to develop a sound financial budget. This course examines each of these processes necessary to develop a viable HR budget. Source: http://shrm.org. (3 hours)
This course addresses such topics as appropriate codes of conduct, behaviors and practices, termination law and its implications, employment discrimination, and union/management relations. It also examines various climates and cultures that may foster the need for this content and how to avoid developing and/or participating in that respective climate or culture. (3 hours)
This course examines labor relations and negotiations issues, labor laws, collective bargaining, federal and state legislation, union structures, contracts, work stoppage issues, grievance processes, and conflict resolution. (3 hours)
III. Capstone experience
The Capstone is the culminating course in this program. You may select one of the following options.
The Capstone Experience for the MPS in Human Resource Development & Administration synthesizes content and skills garnered during the MPS program. During this final course, students will respond to a current human resources concern within the industry. An industry leader will co-teach the Capstone Experience, in collaboration with a faculty member. The industry leader may assist the student in locating a real-life concern. The student will develop a plan that will lead to a successful resolution of the concern. The premise of the plan will be well thought out, thoroughly researched, and creative in both design and implementation. Students will be engaged in a concern which the organization is experiencing in real time. The industry leader of this organization will provide adequate resources for the student during this experience so that the student will have the opportunity to be successful in this endeavor. Once the student has determined that he/she has adequate information by which to make an informed response, he/she will do so. This includes citing the reasons for the informed response, what information was relevant to this response, what recommendations are being made in reaction to the concern, what is/are the plan(s) for implementation of these recommendations, what is the timeline for completion, and how the success of the implementation of the recommendations will be evaluated. Finally, the student must provide the theoretical infrastructure(s) which support(s) the recommendations. (3 credit hours)
Students will investigate and prepare a white paper that will bring value to the Human Resource Development & Administration industry. Students must work collaboratively with a respected journal within the industry to determine the value of their projected investigational topic. The final project must involve a thorough review of the selected journal, as well as others similarly respected in the field, to avoid duplication, replication, and the potential for plagiarism. While the final work does not need to be published, it must be submitted for publication. It is important for students to recognize the differences between a white paper and a technical piece of writing. (3 hours)
Students will participate in an eight-week field experience during the final course, the Capstone Experience. They may complete this experience with any industry in their concentration. There must be a mentor at the site who has the industry and sufficient time to devote to the student during his/her experience. The field experience is a minimum of 160 hours. These 160 hours may be divided throughout the Field Experience in a manner that meets both the industry's and the student's needs. During this time, the student will participate in meetings, planning sessions, critical events, strategic thinking, projects, networking opportunities and outreach. Students will be expected to maintain a critical events journal, write four analytic essays as they relate to the experience, and to produce a final reflection paper describing the alignment of the experience with the field experience itself.. (3 hours)