ECONOMICS

MANAGERIAL ECONOMICS ECO6140
(MANAGERIAL ECONOMICS)

The course presents the economic approach to managerial decision-making known as marginal or incremental analysis. Topics include demand, cost and market structure analysis, the economics of pricing, practices of incentives, and analyst’s tools used to evaluate supply and demand in an array of economic settings.

PREREQUISITE: Six semester hours of economics or BUS3310.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Describing the incremental approach to managerial decision making.
• Discussing the nature of supply and demand.
• Describing the role of supply and demand in organizational behavior.
• Using the elasticity concept as a tool of managerial analysis.
• Discussing the relationship among price, price elasticity of demand, and changes in total revenue.
• Describing the marginal productivity theory of labor and its implications for effectively utilizing human resources in an enterprise.
• Relating the implications of production theory for cost theory.
• Distinguishing between returns to a variable factor, returns to scale, and returns to scope.
• Distinguishing between opportunity costs and historical costs.
• Analyzing various economic factors that influence decision making by an organization.
• Discussing the influence of market structure on a firm’s behavior and performance.
• Describing the model of perfect competition and its role as a benchmark in market structure and analysis.
• Discussing the nature of monopoly, monopolistic competition, and oligopoly.
• Relating pricing strategies to organizational behavior and profitability.
• Describing price discrimination and the conditions for its success.
• Understanding how game theory is used by organizations in developing competitive strategies.
• Applying economic analysis to different business models.

FINANCE

MANAGERIAL FINANCE FIN6186
(MANAGERIAL FINANCE)

The course provides an understanding of the theory and practices underlying sound financial decisions in the domestic and global business organization. Topics include financial markets, determinants of interest rates, cash flow analysis, investing portfolios, asset pricing models, and capital budgeting.

PREREQUISITES: BUS3104 and BUS4113 or the equivalent.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Discussing the place finance has in an organization.
• Understanding the different forms of business organizations.
• Understanding how financial decisions help accomplish organizational goals.
• Discussing financial markets.
• Explaining the determinants of interest rates.
• Explaining cash flow analysis.
• Understanding methods of stock and bond valuations.
• Describing the relationship between risk and return and portfolio risk.
• Describing modern portfolio theory and the Capital Asset Pricing Model.
• Analyzing net present value concepts and discounted cash flow analysis.
• Explaining and applying the basics of capital budgeting.
• Estimating cash flow for capital budgeting.
• Explaining risk analysis in capital budgeting and capital structure theories.
• Determining business and financial risks.
• Explaining dividend policy.
• Explaining the investment banking process.
• Explaining stock and bond issues as a source of long-term financing.

HUMAN BEHAVIOR AND DEVELOPMENT

ORGANIZATIONAL BEHAVIOR HBD5173
(ORGANIZATIONAL BEHAVIOR)

The course presents an integrated social science view of human behavior in organizations. Topics include inter-group relations, conflict in organizations, organization structure, work design, and the quality of work life.

CAVEAT: No graduate credit will be awarded if HBD3173 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Researching the development of “Organizational Behavior” as a field of study.
• Analyzing the influence of scientific management ideology on business practices.
• Investigating the impact of the human relations movement on organizational behavior.
• Explaining the development of systems thinking in organizational behavior.
• Developing models for building productive workplaces.
• Discussing the relevance of life-long learning within organizations.
• Determining the relationship among organizational structure, work design, and quality of work life.
• Demonstrating the dynamics of effective teamwork.
• Describing the relationship between corporate culture and individual performance on group productivity.
• Investigating the role of an organization as a community of shared interests.
• Critiquing human resources strategies for managing individual behavior within organizations.
• Applying effective conflict resolution skills within organizations.
• Analyzing the processes and outcomes of power and politics as they operate within organizations.
• Exploring models of leadership used within successful organizations.
• Developing strategies for organizational change.
• Critiquing the impact of corporate ethical decision making upon organizational behavior.

SEX ROLES IN BUSINESS & SOCIETY HBD5721
(SEX ROLES BUS/SOCIETY)

The course presents an understanding of how organizational role expectations interact with sex role expectations. The primary objective of the course is to help both male and female students develop greater understanding and respect for each other as professional colleagues and as valuable members of society.

CAVEAT: No graduate credit will be awarded if HBD4721 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Distinguishing among the definitions of sex, sex roles, and gender identity.
• Identifying sex roles that are common within the contemporary Western cultures.
• Explaining the impact of social institutions such as the family, church, school, and state upon changing sex roles.
• Analyzing contemporary issues for working women and men in our society.
• Articulating the process of identity development with emphasis upon sex role expectations at each phase of the life span.
• Discriminating among the biological, psychosocial, and spiritual components of sex roles.
• Identifying and differentiating the communication strategies and messages for males and females.
• Analyzing and describing the role of power in relationships between both sexes in the workplace.
• Articulating an understanding of the legal and social definitions of sexual harassment; the two forms of harassment recognized by the EEOC, and the four types of sexual harassment.
• Discussing as a contemporary business phenomena the impact of harassment and sexual discrimination on the fiscal, emotional, and productivity aspects of the work place.
• Comparing and contrasting the meaning of work to both sexes and exploring its relevance to changing demographics among the work force.
• Identifying components of the supervisor’s role in dealing with sexual harassment.
• Conducting an in-depth analysis of the pay equity issue for both sexes.
• Describing the learned helplessness paradigm as it influences choices of American men and women.
• Analyzing the impact of stress on working men and women.
• Comparing and contrasting the development of the women’s and the men’s movement in the United States.
• Analyzing the concept of androgyny in terms of building a personal management style.

DEVELOPING HUMAN POTENTIAL HBD5722
(DEVELOP HUMAN POTENTIAL)

Leaders in the field of human potential estimate that only one percent of humans realize their full potential. This course explores models and approaches designed to develop untapped abilities. Students consider reasons for the failure to achieve maximum human development and experience practices designed to further their own growth.

CAVEAT: No graduate credit will be awarded if HBD4722 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Explaining the development of human potential using both content and process models.
• Completing a self-assessment that measures one's position and progress in developing human potential.
• Analyzing models that explain the failure to develop human potential.
• Exploring the role of consciousness in developing potential.
• Describing the relationship between will and spirit as they impact the development of potential.
• Explaining contributions of prominent leaders in the human potential field.
• Illustrating the consequences of aborted development of potential at individual, group, societal, and global levels.
• Explaining the role of emotions in developing human potential.
• Examining power, both as a force of destruction and of development of human potential.
• Applying practices designed to develop human potential.
• Comparing and contrasting typical stress management programs with approaches to developing human potential.
• Discussing the development of premodern, modern, and postmodern perspectives and their relationship to the development of human potential.
• Exploring the relationship between spirituality and the development of human potential.
• Describing the contributions and limitations of major world religions to the understanding and development of human potential.
• Relating the concept of psychological development to the concept of developing human potential.
• Explaining the role of life events and crises as elicitation windows for developing human potential.
• Developing specific applications to issues of developing potential in the areas of human sexuality, money, work, relationships, religion, family, and society.

PSYCHOLOGY OF ADJUSTMENT HBD5725
(PSYCHOLOGY OF ADJUSTMENT)
(FORMERLY PSY5703 PSYCHOLOGY OF ADJUSTMENT)

The course presents the ways in which psychological principles apply to effective personal adjustment and development. Emphasis is on identifying, developing, and maintaining personal strategies for appropriate psychological and emotional adjustment.

CAVEAT: No graduate credit will be awarded if PSY3703 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Understanding the process of personal adjustment and discussing its implications.
• Analyzing how competence and flexibility relate to intellectual adjustment.
• Assessing the emotional response theories of selected theorists.
• Analyzing adjustment to stressful situations using immature and/or narcissistic coping mechanisms.
• Analyzing adjustment to stressful situations using mature, purposeful coping mechanisms.
• Determining the implications of psychotherapeutic intervention for optimum personal adjustment.
• Understanding the maintenance of interpersonal security, self-esteem, and the assimilation of the data of experience as functions of the self.
• Comprehending the concepts of diffusion of responsibility and blind obedience to authority as they relate to the personal evaluation of behavior.
• Correlating attraction, friendship, and love in interpersonal relationships.
• Applying the theories of adjustment to personal development.
• Illustrating the motivational relationship of human needs to adjustment and development.
• Comparing the relationship of psychological factors to physical illness.
• Tracing the development of various forms of parent-child relationships and their implications for the effective development of both parties.
• Analyzing the nature of emotional response and emotional paradox as they relate to emotional adjustment.
• Comprehending the nature of primary and secondary drives as motivational processes.

INTERPERSONAL RELATIONS HBD5727
(INTERPERSONAL RELATIONS)

The course examines the impact of interpersonal relationships as experienced in family, business, and social groups. Topics include personal well-being, self-disclosure, conflict and anger management, models of interpersonal relationships, and the social exchange theory.

CAVEAT: No graduate credit will be awarded if HBD4727 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Analyzing the relationship between developing interpersonal trust and building effective human relationships.
• Critiquing the elements of effective interpersonal communications.
• Describing nonverbal communication and its relationship to interpersonal relationships.
• Exploring ways in which people listen and respond to each other.
• Investigating the importance of self-acceptance.
• Explaining the constructive nature of interpersonal conflicts.
• Demonstrating strategies for managing conflict collaboratively.
• Exploring the developmental stages of intimate relationships.
• Synthesizing views of interpersonal relationships according to noted researchers.
• Analyzing the social exchange theory.
• Evaluating guidelines for expressing emotions in relationships.
• Integrating the theories of contemporary scholars regarding the development of the “self.”
• Evaluating rules for managing anger constructively.

HUMAN RESOURCE INVENTORY HBD5735
(HUMAN RESOURCE INVENTORY)

The course presents the techniques, skills, and models for identifying and utilizing the assets of human resources within organizations as well as one’s own personal assets. Students will learn how to use self-assessments and evaluation of skills and life experiences to develop portfolios for documentation.

CAVEAT: No graduate credit will be awarded if HBD4735 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Analyzing human resource skills and human assets that are essential to an organization.
• Applying the results of skills inventories within organizations.
• Researching skills that are required to meet the needs for both current and projected job markets.
• Solving problems associated with assessing and evaluating the skills of workers.
• Defining the components in an assessment process.
• Relating life-learning experiences to education.
• Describing human resource skills as they relate to specific job and career paths.
• Applying concepts of life span development to adult learning.
• Conducting an environmental assessment for its learning potential.
• Critically analyzing variables and outcomes in the experiential learning process.
• Analyzing ways in which experiences influence one’s career path.
• Writing clear and comprehensive competency statements.
• Developing sources of documentation that verify the existence of competencies.
• Organizing life experiences into a portfolio.
• Discussing the importance of skills inventories for an organization to appropriately utilize its human asset.
• Relating the importance of an individual inventory to one’s personal mission.

MOTIVATION HBD5741
(MOTIVATION)

The course presents an in-depth examination of current issues on motivation and their application to real life situations. Topics include not only the theories of motivation but also goal setting, employee attachment, reward systems, employee attitudes, and the phenomenon of learned helplessness.

CAVEAT: No graduate credit will be awarded if HBD4741 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Defining motivation and exploring characteristics of motivation.
• Summarizing the function of work design.
• Investigating the function of goal setting.
• Exploring the relationship of intrinsic and extrinsic motivation.
• Analyzing employee attachment to organization.
• Critiquing cross-cultural influences on motivation.
• Contrasting motivation and performance.
• Investigating the phenomenon of learned helplessness.
• Integrating communication, feedback, and motivation.
• Synthesizing the various theories on reward systems.
• Integrating the employee and organizational development.
• Contrasting job attachment and performance.
• Exploring the effects of individual behavior at work.
• Analyzing social influences on behavior.
• Critiquing the research on job attitudes and performance.
• Exploring the motivational qualities of groups and organizational design.

THE POWER & WISDOM OF LOVE HBD5752
(POWER/WISDOM OF LOVE)

The course presents both a theoretical and practical examination of love. The subject is examined from a perspective that suggests lives and society will be transformed by its conscious application. Students participate in discussion, group exercises, and personal projects.

CAVEAT: No graduate credit will be awarded if HBD4752 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Defining love operationally as an art that requires both knowledge and effort.
• Examining the assumptions and practices that maintain people’s hope for love in the midst of frequent failures of love.
• Illustrating both individual and societal benefits to be derived from love.
• Analyzing societal attitudes and values that thwart the development of love in one’s life.
• Examining the role of love in helping humans overcome anxiety, shame, and guilt.
• Analyzing the universal motivation to escape separateness by uniting with something or someone.
• Analyzing the dynamics between power and love as basic human needs and motivators.
• Discerning between narcissism and love.
• Demonstrating the synchronicity between moral development and love.
• Analyzing addictive behaviors from the paradigm of love.
• Describing the relationship between love and transformative actions.
• Expressing the relationship between one’s critical thinking capacity and one’s capacity to love.
• Analyzing the relationships among culture, character development of individuals, and ensuring interpersonal relationships.
• Explaining the various life patterns that result from a disintegration of love.
• Analyzing the implication of adopting the practice of love.
• Assessing familial and organizational systems in terms of the nature and extent of love that is present.

STRESS MANAGEMENT HBD5759
(STRESS MANAGEMENT)

The course presents an in-depth study of the sources of stress, the physiological and psychological effects of stress, and the strategies for managing stress. Definitions, symptoms, psychological aberrations, physical disturbances, and stress maintenance are covered.

CAVEAT: No graduate credit will be awarded if HBD4759 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Discussing the unique stresses of the twentieth century brought about by changes in the American culture.
• Comparing and contrasting definitions of stress by noted researchers.
• Analyzing the different causes of stress brought about as a result of the multi-culturism.
• Describing physiological reactions of the body to stress.
• Comparing the relationship of personality to stress.
• Discussing the management of stress-induced drug and alcohol abuse.
• Identifying and categorizing sources of stress in business organizations.
• Comparing the actual and psychological costs of stress.
• Identifying causes and symptoms of burnout.
• Designing a burnout prevention program.
• Listing variables involved in overall job satisfaction.
• Outlining the problems of expressing anger, hostility, frustration, and aggression.
• Demonstrating the ability to monitor one’s physiological reactions to stress and applying stress-reduction techniques.
• Discussing the relationship between life events and the onset of illnesses.
• Developing a holistic model of managerial lifestyle that calls for a balance in the following dimensions of life: professional, financial, social, cultural, creative, and personal.
• Discussing the cognitive appraisal concept as it relates to stress.
• Describing psychosomatic disorders as manifestations of stress.
• Discussing sources of stress in the family and the community and the social approaches to stress management.
• Identifying stress reduction strategies including biofeedback, relaxation techniques, and pharmacological methods.
• Designing a personal stress prevention strategy.
• Recommending and/or designing a stress management strategy for business.
• Reviewing the current research on stress in the United States.

FAMILY STUDIES HBD6767
(FAMILY STUDIES)

The course addresses issues affecting families and their relationships to other institutions and to society in general. Students will develop an understanding of the complexities of family roles, relationships, interactions, and changes throughout the lifespan.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Defining structures and functions of families.
• Determining the leading theoretical approaches to studying the family.
• Exploring the history of the American family and the effect of demographic trends.
• Examining the emergence of the modern concepts of sexuality and the forming of partnerships through dating, courtship, and cohabitation.
• Analyzing the persistence and change in the institution of marriage.
• Describing the impact of gender, race, class, ethnicity, and culture on the private and public family.
• Examining the impact of socio-economic factors on family well-being and decision making.
• Identifying how families allocate resources to meet their goals.
• Explaining the impact of parenting practices and processes in the socialization of children.
• Examining the changing parenting roles over the Life Cycle.
• Exploring laws and public policies that affect families as members interact with each other and with society.
• Discussing the development, formation, implementation, and application of policy issues related to family issues and social problems.
• Explaining the general philosophy and broad principles of family life education.
• Examining the formation of values within the family unit.

AGING AND END OF LIFE ISSUES HBD6768
(AGING AND END OF LIFE)

This course explores the critical social issues facing our aging society. Coverage includes the major social, psychological and biological perspectives in aging and old age from the standpoint of both the individual and the wider society.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Understanding aging within its evolving historical and social context.
• Examining the changing demography and assessing the direction of social change brought on by the aging society.
• Exploring issues in aging related to race, ethnicity, culture, socioeconomic position, and gender, including bereavement and widowhood.
• Identifying issues and problems facing older people, answering the needs of those preparing to work with older people and also those with close ties to someone growing older.
• Comparing policies and practices of other countries in meeting the needs of older people.
• Exploring how older people construct their self-concept, individuality and actions in old age and how this affects meaning, value and purpose in their lives.
• Examining the physical, social, psychological, spiritual, and economic realities of growing older.
• Discussing variations in household structure, patterns of home ownership, and alternative living arrangements among the aged to include family and institutional care options.
• Examining changes in retirement and aging and the emergence of post work lifestyles.
• Identifying the major issues regarding elders in the health care system, labor force participation and retirement, and legislation affecting health and economic well-being.
• Exploring the role of employers, human resource managers, and public policy makers in increasing support for career and work life extensions among older workers.
• Exploring how new lifestyles and improved health among today’s elderly challenge traditional views of old age.
• Examining the issue of familial responsibility in care giving influenced by the growth and complexities of multigenerational living.
• Evaluating strategies for assessing older persons’ needs for care, ensuring their safety and seeking elder care options.
• Understanding the importance of the individual, family, neighborhood, community and societal contributions to optimal aging.
• Analyzing public policy issues and practices that affect the aging population.
• Discussing the essential topics of elder law – advanced directives, patient rights, social security, guardianship, elder abuse.
• Identifying rituals, traditions, and responsibilities in matters of death and dying.

HUMAN SEXUALITY HBD6769
(HUMAN SEXUALITY)

Human Sexuality is a thorough examination of one of the most important aspects of life. Also, the course addresses many of the issues and dilemmas created by avoidant and/or inadequate learning about healthy sexuality. These competencies represent knowledge and skills that may be applied by professionals in the education and/or helping fields as well as by individuals wishing to advance their own learning in the area.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Defining human sexuality according to research as well as common societal viewpoints.
• Describing society’s changing views of human sexuality.
• Analyzing healthy developmental stages for human sexuality.
• Explaining sexual anatomy and physiology.
• Exploring connections between mind, body, and spirit as they relate to human sexuality.
• Discussing contemporary models for treatment of sexual deviance and violence.
• Researching prominent approaches to management of sexual problems.
• Examining the role and effects of sex education programs in our schools.
• Exploring issues surrounding pornography, including internet pornography.
• Summarizing trends in sexual viewpoints and practices throughout the lifespan.
• Applying Schnarch’s model of the sexual crucible to explain various sexual difficulties and how to deal with them.
• Investigating resources for learning about how to achieve healthy sexuality.
• Researching major societal issues that are integrally related to sexuality.
• Examining a transpersonal and developmental framework for sexual ethics.

CONFLICT MANAGEMENT & RESOLUTION HBD6771
(CONFLICT MGMT/RESOLUTION)

The course presents a discussion of the nature of conflict and the origins and strategies used in managing conflict for productive results. Both interpersonal and intergroup conflicts are studied.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Comparing and contrasting interpersonal and intrapersonal conflict.
• Comparing and contrasting constructive and disruptive conflicts.
• Examining the value of conflict.
• Investigating antecedent conditions of conflict.
• Differentiating among content goals, relational goals, identity goals, and process goals.
• Analyzing power currencies and power balancing.
• Identifying conflict patterns.
• Discussing the roles of self-disclosure and feedback in a conflict situation.
• Identifying personal styles of conflict resolution.
• Detailing the role of the belief system in conflict, emphasizing beliefs that are conducive to problem solving.
• Differentiating between process and content leadership in formal conflict resolution strategies.
• Integrating systems theory as an organizing framework in conflict.
• Comparing and contrasting competitive, accommodative, and collaborative tactics in conflict resolution.
• Assessing the need to review and adjust perceptions and attitudes in a conflict situation.
• Investigating the process of individual behavior change with regard to the management of conflicts.
• Analyzing the process of searching for alternatives in a conflict situation.
• Applying the assessment and intervention process to a conflict scenario.

LEADERSHIP THEORIES/PRACTICE HBD6776
(LDRSHP THEORIES/PRACTICE)

The course presents the principles for developing leaders for the challenges of today’s organizations and for the rapidly changing work environment of the future. The course addresses current terminology, concepts, competencies, and attitudes to enable students to become leaders who accomplish extraordinary things in organizations while maintaining integrity and credibility.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Exploring the origins and evolution of the human need for leadership by tracing the history of management theory and leadership styles.
• Comparing and contrasting characteristics of managers versus leaders.
• Justifying those leadership characteristics that are essential to achieving organizational goals.
• Describing leadership as determined by the group being led.
• Analyzing the functions of political, directive, and values-driven leadership.
• Discussing the role of “transformational leadership” in changing work environments.
• Investigating the roles and practices of spiritual leadership for the long-term development of people and institutions.
• Researching leadership styles and varying one’s own skills and self-development plans as a model of leadership in lifelong learning.
• Describing the relationship between leaders and teams that results in participative work.
• Analyzing the influence of the global marketplace on the role of the leader of an organization.
• Demonstrating creativity and innovation in problem solving.
• Analyzing contributions from a diverse work force.
• Describing the interactive communication skills of questioning, listening, projecting appropriate images, using body language and voice tones, and providing feedback.
• Defining and affirming shared values, purposes, and convictions to create a cooperative work community using connective leadership.
• Employing technology for research, problem solving, and strategic planning.
• Questioning management paradoxes that challenge conventional wisdom and re-examining assumptions about effective leadership.

HUMAN RESOURCES AND TRAINING

ADULT LEARNING IN THE WORKPLACE HRT6550
(ADULT LEARNING:WORKPLACE)
(FORMERLY HRT6550 HUMAN RESOURCE TRAINING AND DEVELOPMENT)

The course examines the nature and processes of adult learning, particularly emphasizing learning within organizations. Topics include theories on how adults learn, learning styles, assessing learning, developing thinking skills in adults, and training methodologies.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Investigating contemporary paradigms that explain how adults acquire and use knowledge, skills, and attitudes.
• Explaining the nature of relationships among individual factors such as learning style, personality profile, age, life experiences, and developmental level of adult learning.
• Analyzing learning styles, types of motivation, modes of operation, and the resulting consequences for self and others.
• Forecasting possible trends and developments which will affect both organizations and individuals and recognizing their implications for adult learners and managers of adult training.
• Assessing learning needs of adults that are derived from multicultural factors.
• Incorporating findings from lifespan psychology into applications for an aging workforce.
• Developing thinking skills of adults to include the ability to learn, to reason, to think creatively, to make decisions, and to solve problems using critical thinking.
• Applying prominent theories of career development and adult learning to training methodologies.
• Investigating training and development theories from both historical and state of the art perspectives, including appropriate applications and technology to learners and learning organizations.
• Analyzing specific jobs, tasks, and roles in terms of essential knowledge, skills, and attitudes.
• Guiding others to recognize and understand personal needs, values, problems, visions, and alternatives.
• Analyzing the impact of organizational changes upon the work force and identifying resultant learning needs.
• Critiquing learning from the various levels of complexity according to Bloom’s taxonomy.
• Developing a philosophy of the training function within an organization to include values and beliefs about the role of training in accomplishing organizational objectives.
• Defining lifelong learning as a conscious and continuous process of discovery.

EMERGING ISSUES IN HRT HRT6555
(EMERGING ISSUES IN HRT)

The course prepares the student to identify the emerging issues that will affect the human resources and training professional. Students will explore current trends and cutting edge technologies related to HRT.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Identifying methodologies such as statistical and data collection techniques for formal inquiry.
• Investigating new programs, sources, and networks for human resource training and development through new technology, as it becomes available.
• Utilizing current technology to develop models and strategies for conducting cost-benefit analysis and return on investment (ROI) related to human resource training and development programs.
• Analyzing human resources dilemmas in new and insightful ways.
• Critiquing new models, paradigms, or theories that address human resources and training.
• Evaluating new or experimental human resources and training programs and/or products.
• Forecasting the impact of technological, societal, and professional developments and interactions upon human resources and training.
• Interpreting the economic impact of business decisions upon human resource training and development.
• Participating successfully in dialogues and debates with others about issues in human resources and training.
• Selecting electronic systems for the delivery and management of human resources and training programs.
• Researching both quantitative and qualitative data to formulate new models and approaches.
• Identifying competencies and corresponding training efforts required to prepare the work force for future job demands.
• Evaluating content specialists and reference services that contribute to the development of human resources.
• Analyzing conceptual models and literature reviews of research conducted in the professional field of human resources and training.
• Projecting trends and visualizing possible and probable futures and their implications for the training and development functions within organizations.

ORGANIZATIONAL CULTURE HRT6560
(ORGANIZATIONAL CULTURE)
(FORMERLY HRT6560 ASSESSMENT IN HRT)

The course examines methods and techniques for conducting in-depth analysis of organizations. Focus is given to using analysis for determining skills training, development of human assets, and organizational development.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Analyzing demographic trends and interpreting their impacts on organizations and employees.
• Designing and utilizing assessment instruments that measure the results produced by training and development efforts.
• Describing the roles of internal and external consultants on training and development needs of an organization’s human resources.
• Conducting a needs analysis for training and development of individuals within organizations.
• Analyzing the impact that the founders, history, and tradition have on an organization’s culture.
• Examining contemporary research findings with regard to organizational behavior.
• Explaining human resources theory, human relations theory, systems theory, and lifespan development theory as they relate to the organization.
• Explaining the impact of corporate culture upon organizational communication.
• Analyzing objectively the impact of organizational politics on training and development programs.
• Analyzing strategy, structure, power networks, financial position, and systems of a specific organization and their impact on training and development efforts.
• Assessing the role organizational culture plays in the decision-making process both during crises and during daily organizational life.
• Explaining the nature of the relationship between the individual ethics of organizational leaders and the ensuing ethics of the organization itself.
• Analyzing the character of the industry or institutional framework within which the organization operates.
• Describing current trends in the workplace that are a result of the conflicts between the new social values of employees and the more traditional values of the organization.
• Illustrating the complexity and challenge of managing cross-cultural human relationships in training and development activities.
• Analyzing contemporary approaches to designing organizations and systems that positively affect an organization’s culture.
• Conducting an in-depth analysis of the culture within an organization.

DEVELOPMENT OF TRAINING PROGRAMS HRT6565
(DEV TRAINING PROGRAMS)

The course provides the student with methods for analyzing learners’ needs, designing appropriate training programs, and evaluating learning outcomes.

PREREQUISITE: HRT6550 AND HRT6560.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Evaluating the relationship of instruction to the purpose and needs of the organization, the learning environment, previous learning experiences, and job analysis.
• Diagnosing the interaction of external conditions, organizational conditions, and individual conditions that affect the learning process.
• Diagnosing the learner’s strengths and limitations prior to instruction so that a more definitive process can aid in guiding the instructional strategy.
• Identifying instructional goals that satisfy organizational purposes.
• Demonstrating knowledge of current research that identifies the needs, interests, motivations, and capacities of adults as learners.
• Developing measurable objectives and instructional content of a learning program that is appropriately organized for desired outcomes.
• Identifying the content or subject matter of the function or discipline addressed by the learning program.
• Developing an instructional plan that permits contingencies in conducting the learning program.
• Designing a learning program that utilizes a systems approach and appropriate technology.
• Analyzing the impact of group dynamics on a training program and identifying appropriate group training methods.
• Developing learning activities within the training program that satisfy the adult learner needs.
• Planning and coordinating logistics in an efficient and cost-effective manner.
• Implementing an appropriate formative and summative evaluation plan that can verify the effectiveness of all components of the training program.
• Utilizing the latest technology in the delivery of training programs.
• Appraising training facilities and trainer selection that affect the development and delivery of the learning program.

LEADERSHIP AND TEAM DEVELOPMENT HRT6570
(LEADERSHIP AND TEAM DEV)

The course acquaints the student with processes to utilize interpersonal, conflict management, team building, and leadership skills to achieve objectives in a group. The primary objective of the course is to help students analyze the role of leadership and teams.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Assessing and developing skills of group development, leadership, teamwork, interpersonal relations, and conflict management needed to achieve group objectives.
• Developing and monitoring systems for promoting productive team activities within an organizational setting.
• Analyzing organizational environments to include both implicit and explicit structures of the organization as they influence the development and acceptance of teamwork.
• Influencing groups so that tasks, relationships, and individual needs are addressed.
• Evaluating the effectiveness of individual members and of groups in satisfying identified objectives.
• Identifying power structures that influence group interactions.
• Identifying individual conflict styles and tactics of the various participants within groups.
• Assessing conflict and tension within groups by using various assessment instruments.
• Differentiating between competitive and collaborative negotiations and facilitating principled negotiations for win-win solutions.
• Analyzing and discussing the major leadership and teaming theories and the leadership styles implicated by each.
• Assessing leadership style, its influences on others, and its effectiveness within specific groups.
• Evaluating the complexity of the leadership styles within organizations and determining how these styles influence organizational and group effectiveness.
• Judging the appropriateness and effectiveness of people’s interpersonal behaviors within groups.
• Maintaining communication that empowers individuals and relationships in the development of teams.
• Facilitating effective meetings with skills, tools, and strategies to meet specific purposes, audiences, and work environments.
• Utilizing collaborative processes that recognize the fundamental role played by basic values of both individuals and organizations.

ORGANIZATIONAL CHANGE HRT6575
(ORGANIZATIONAL CHANGE)

The course presents concepts of spontaneous and planned changes within the organization and their influence on employee behavior and the organization’s structure. Topics include change theories, managing change, strategic advantages and disadvantages of change, and planning change goals.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Discussing the evolution of organizational development as a professional discipline.
• Analyzing the trends in values among organizations and individuals within our society.
• Evaluating major theories and models of planned change in terms of their concepts and the related implications for managers within organizations.
• Using an organizational development model to analyze a selected organization’s productivity and morale.
• Assessing strategies to use in developing a balance of power within various types of organizations.
• Incorporating elements from life span planning into organizational development interventions.
• Assessing the quality of work life and its implication for productivity.
• Appraising employee compensation and benefit strategies in terms of their implications for managing organizational change.
• Creating a plan for an integrated or holistic management approach in directing organizational change.
• Diagnosing the nature of organizational client systems using concepts from group dynamics, industrial psychology, systems theory, behavioral studies, and sociopolitics.
• Assessing alternatives in terms of their financial, psychological, and strategic advantages and disadvantages.
• Applying principles of change management to assist organizations experiencing major changes.
• Analyzing both readiness and resistance to change within organizations.
• Developing strategies for managing transitions within organizations and individuals.
• Explaining the role of the change agent for achieving organizational goals.
• Evaluating skills required for leading change effectively in organizations.