Ms. Courses for Human Resources in Education
HRDE 505 Inquiry Methods (3-0)3
Application of qualitative and quantitative inquiry methods and techniques to human resources area to identify and solve training and development problems. Survey of inquiry methods that would help human resources education specialists to gain information to make more informed decisions regarding training, to assess training needs, to design and implement inquiry to meet these needs, and to communicate their findings to inform and influence future plans. Problem identification, searching and reviewing literature, research design, design of data collection instruments like questionnaires and interview guides, data collection and analytical techniques, and report preparation. Basic statistical procedures as used in quantiative inquiry methods and needs assessment.
HRDE 510 Educational Organizations and Design (3-0)3
An investigation into educational organizations in terms of their design, climates and the other characteristics as well as the related theories. Leaderhsip, power and authority in relation to bureaucratic models, and hierarchical relationships. Organization and management of the training function. Establishing mission for training. Developing policies and procedures for training in organizational perspective. Design for long-term policies. Alternative structures for training activities. Emphasis on educational institutions/organizations, study of various issues and problems in Turkish educational institutions/organizations.
HRDE 515 Designing Training Programs (3-0)3
Examination of training and development in organizations, the purpose and role of training in increasing individual and organizational effectiveness. Nature and design of educational activities like meetings, conferences, workshops and seminars. Role of training design in human resource education process. Current research and practice in program development. Basic components, process and procedures in training program development. Application of various models and approaches in designing training programs. Methods for conducting needs assessment, defining training objectives, determining and organizing content, formulating instructional and evaluation strategies. Designing inservice training programs for various settings. Designing a training program (consisting of objectives, content and skills, implementation and evaluation) based on a small scale needs assessment.
HRDE 520 Training Strategies and Techniques (3-0)3
Various aspects of adult learning and thinking. Concepts and practices related to staff development and inservice education, review of trends in staff development and training to examine implications for the workplace. Use of various training techniques toward the purpose of achieving specific training objectives. Developing training skills through a broad range of training session activities including formal presentation, discussion and peer interaction, modeling,
role-playing, case study, problem-based learning, simulation, using media, warm-up activities, facilitation, developing customized activities, and modification of packaged activities. Use of informal learning processes (job assignments, mentoring, coaching, self-directed learning) in training. Preparation of training materials for a specific target audience. Preparing a project outlining training strategies and techniques to be used for a specific training need.
HRDE 525 Assessment of Training Programs (3-0)3
Theory and research related to training program evaluation. Study and analysis of various standards and models in program evaluation. Application of various designs in evaluation process. Phases in evaluation, formative and summative evaluation, values and the evaluation process. Internal and external validity in evaluation. Developing evluation criteria considering its many dimensions. Practical and scientific importance of evaluation. The role of evalaution and measurement in program assessment. Connecting evaluation to long term planning of training and development activities. Designing a program evaluation plan.
HRDE 530 Performance Evaluation (3-0)3
Various roles of performance evaluation. Operational measures of job performance. Performance evaluation process and procedures, evaluation instrument development and implementation, measuring training achievement. Validity and reliability of evaluation instruments. Characteristics of performance evaluation. Scoring performance tests. Use of the results of performance evaluation for identifying weaknesses and strenghts and opportunities for improvement and skills development.
HRDE 589 Term Project/Internship
First-hand experience in the worksettings for 6 hours a week to work with professionals related to the area of interest, production of a major plan, program or instrument for assessment and a written report based the internship experience. Periodic assessment of internship experience.
HRDE 800-899 Special Studies NC
HRDE Special Topics NC
HRDE 550 Interpersonel Relations (3-0)3
Understanding the importance of interpersonal relations and social skills. The process of relationship formation, maintenance, and dissolution. The association of interpersonal relationships and personal well being. Social emotions such as feelings about relationships and other people. Expressing feelings verbally and non verbally. Communication skills and the languages of interpersonal relationships including self-disclosure, developing and maintaining trust, ways of increasing communication skills and helpful listening and responding. Managing feelings, resolving interpersonal conflicts and barriers to interpersonal effectiveness. The application of social science research to interpersonal relations. Roles, gender, power and change in relationships.
HRDE 552 Carrer Development Counseling (3-0)3
Different theories of career development and application of theories to career development issues. The nature of career choice, development patterns in career choice, components of career development, problems in career choice. Dynamics of vocational adjustment including motivation, success and satisfaction, group cohesiveness. Role of organizational awareness and commitment. Role of occupational information in career choice. Techniques and methods of career planning.
HRDE 554 Total Quality Management in Education (3-0)3
Definitions of the concept of “quality” and “total quality management”. Application of total quality management principles and procedures to educational processes. Stakeholders in total quality management. Team formation, problem solving, policy implementation through total quality management process for the purpose of continuous organizational improvement. Daily management tools for effective total quality management. Students in this course acquire an adequate understanding of total quality management as a way of continuous improvement and the skills necessary to implement it in the field of education. Through case studies they develop their own strategies for making educational setting totally dedicated to high performance, quality and satisfaction of customer expectations.
HRDE 556 Strategic Planning in Education (3-0)3
Theoretical background of strategic planning, basic steps in carrying out a strategic planning in public and private organizations. Training objectives and the organizational strategy. Teamwork, process management, planning research, training, marketing and retention strategies used for growth in educational organizations.
HRDE 558 Web-Based Training: Design and Implementation Strategies (3-0)3
This course aims to provide necessary skills and background in construction and implementation criteria, and procedures for selection and evaluation of web-based training materials; synthesis of research and resources in the field. The course also underlines major steps and techniques used in design, development and evaluation of web-based training environments. Such contemporary issues as e-learning and WBT for human resource development and professional development also receive a considerable attention in this course.
HRDE 560 Needs Assessment (3-0)3
Theoretical and practical basis of needs assessment in inservice training programs, qualitative and qualitative approaches applied to determining needs. Micro and macro training needs and their assessment. Task, knowledge, skill and ability analysis. Study of various needs analysis techniques, task analysis, competency studies, training need survey and interviews. Prioritizing needs. Use of various data collection and analysis techniques for needs assessment. Linking needs analysis to training design.
HRDE 562 Organizational Psychology (3-0)3
Human values and problems in organizations (perception, personality, interpersonal transactions), organizational perspectives of human nature and motivation, leadeship and participation, decision making, team management, group dynamics in organizations, conflict resolution in organizational context, organization as dynamic and developing systems (structure, process, change, development), implications of theory and research that underlie the field of organizational psychology in various organizational contexts. Examination of the individual as a functioning member of groups and organizations in public and private sectors.
HRDE 564 Adult Education (3-0)3
A study of and practice in the education of adults based on anthropological theory and adult psychology including consideration of concepts of education as a continuing process and of international strategies for the realization of this concept. The concept of andragogy. Characteristics of adults as learners, cognitive development, interpersonal development, individual differences and change. Adult learning and motivation principles. Diagnosing learning needs of adults. Designing learning experiences for adults. Tools for training adults. Working with adults in educational setting. Assessing adult learning.
HRDE 566 Educational Leadership and Change (3-0)3
Scope and influence of leadership in educational organizations. Leadership and organizational development. Leadership role descriptions. Theoretical approaches to educational leadership, trait approach, power and influence approach, behavior approach, situational approach. Recent research and practice on educational leadership. Strategies for improving leadership. The importance of leadership in educational change process with special reference to Turkish educational system.
HRDE 568 Computer Mediated Learning in Network Environment (3-0)3
In this course students learn how to design and evaluate an educational Web site. Major outcome of the course will be a full-function educational Web site. Class participation, professional quality research and products, collaborative work, high quality documentation will be major items of success in this course.
HRDE 570 Leadership and Planning in Instructional Technology (3-0)3
This course underlines a variety of innovative ideas and new ways of thinking about the value and use of technology in a school setting. The main goal of this course is to provide school administrators and leaders of educational setting with applications of educational technology to restructure their learning environments and improve schools and school programs with the merits of instructional technology. This course also covers planning, funding, and staff development models to provide the school administrators and leaders with site-based models.
HRDE 572 Conflict Management in Human Resource Education (3-0)3
An examination of conflict management processes and skills with emphasis on interaction patterns, interpersonal relationships, and communication skills. A study of conflict, its origions, theories, sources, and types, as well as the concepts and skills of conflict resolution. Factors affecting facilitation and processes of conflict resolution. Negotiation, mediation, and problem solving processes. Competence in organizational conflicts.
HRDE 574 Special Topics in Human Resource Education (3-0)3
Focuses on a variety of special topics within the spectrum of Human Resource Education. Special emphasis on the concept of team as a vital part of the organization. Team building as the key to increase performance in all kinds of organizations. A unique effort to introduce the human factor of the team concept make up. Communication, conflict management, presentation skills, meeting management, critical thinking, and questioning. Action research, and e-research and its application in Human Resource Education field.
HRDE 576 Trends and Issues in Human Resource Education (3-0)3
An exploration of the contemporary and future developments, trends and issues related to Human Resource Education (HRE) field and implications for HRE professionals and adult educators. Topics will be selected from current and future workplace, societal, demographic, technological, educational, economic, political and global trends and issues affecting training and development. Students also explore the implications of future developments, trends and issues in theory and practice in HRE.They forecast future models of work, family and community and the future role of HRE specialists and adult educators.
HRDE 578 Supervision in Human Resources Education (3-0)3
An investigation of both role and function of supervisors in public and private educational settings with emphasis on supervisory skills for future school leaders, department chairs, and human resources specialists. Foundations of supervision, supervision as professional development, clinical supervision, human resource supervision and education connections, and supervision and summative evaluation are the key issues to be covered. The relationship among skills, functions, and effective human resources supervision and their implementation to the evolving nature of supervision as an emerging field in the operation of educational settings.