Department of Psychology
Training and Human Performance Improvement
Graduate Program Description
The Master of Science degree program in Training and Human Performance
Improvement is designed to prepare professionals who seek to research, implement,
and manage the learning and performance improvement programs and services within
a variety of organizational contexts. This degree builds upon the student’s interest and
experience in developing the employee and the organization through training and
performance improvement opportunities.
Courses in this program use theoretical and practical combinations of activities related
to training and human performance improvement. Group and team projects allow
students to explore creative solutions and critical thinking. Students are offered many
opportunities to develop corporate level presentation and writing skills.
Graduates of the program will be able to:
Lead the Learning Function Serve as a strategic partner with senior leadership,
develop and manage human capital, manage and implement learning projects,
and evaluate technology to enhance the learning function.
Improve Human Performance in an Organizational Context Draw on
business acumen, analyze needs, propose solutions, design and initiate
remedies, and measure or evaluate effectiveness.
Facilitate Organizational Change Facilitate strategic planning for change, build
trust, influence stakeholders, leverage diversity, and develop strategies and
approaches to managing culture change.
Managing Organizational Knowledge Serve as a catalyst for knowledge
sharing, understand business technology and how it enables and encourages
organizational learning.
Potential Careers
Leadership Development Specialist
Organizational Knowledge and Development Manager
Organizational Change Manager
Instructional Designer
Training Facilitator
Human Resource Development Coordinator
Training Supervisor or Manager
Internal/External Consultant
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Department of Psychology
Training and Human Performance Improvement
Program Terminology
What is Training?
Training is a learning process that involves the acquisition of knowledge, sharpening of
skills, concepts, rules, or changing of attitudes and behaviors to enhance the
performance of employees.
What is Human Performance Improvement?
Human Performance Improvement is a process for enhancing employee and
organizational achievement that employs an explicit set of methods and strategies.
Results are achieved through a systematic process that considers the institutional
context, describes desired performance, identifies gaps between desired and actual
performance, identifies root causes, selects, designs and implements interventions to fix
the root causes, and measures changes in performance. It is a continuously evolving
process that uses the results of monitoring and feedback to determine whether progress
has been made and to plan and implement additional appropriate changes.
What is the relationship between Human Performance Improvement and
Training?
Training is one of many Human Performance Improvement interventions. In the past,
training has often been the only intervention applied to performance problems. By
contrast, Performance Improvement acknowledges a variety of factors that can result in
poor performance. Some examples include unclear job expectations, lack of feedback
on performance, dysfunctional management systems, inadequate equipment or
supplies and lack of knowledge or skills. These factors demand varied interventions.
What is the goal of Training and Human Performance Improvement?
The goal of Training and Human Performance Improvement is to identify and solve
performance problems or realize performance opportunities at the organizational,
system, process and employee levels in order to achieve desired organizational results.
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Department of Psychology
PROGRAM REVISIONS
Training and Human Performance Improvement
Master’s Degree (40 - 42 credit hours)
Professional Core:
__ PY436: Psychology of Organizational Behavior
__ PY554: Adult Learners
__ PY556: Designing Learning
__ PY557: Delivering Training
__ PY558: Measuring and Evaluating Training
__ PY560: Technologies for Training
__ PY562: Improving Human Performance
__ PY568: Executive Coaching
__ PY572: Facilitating Organizational Change
__ PY577: Managing Organizational Knowledge
__ PY578: Managing the Learning Function
(4)
(3)
(3)
(2)
(3)
(4)
(3)
(2)
(3)
(2)
(3)
Research Core:
__ AIS435: Research Using Digital Information
__ PY 505: Advanced Research Methods
__ PY 590: Applied Research or
__ PY 599: Thesis
TOTAL
Program Prerequisites:
Psychology
__ Psych as a Natural Science
PY100S, L, or H (or equivalent)
or
__ Psych as a Social Science
PY 100G (or equivalent)
Statistics
__ PY305: Psych Statistics
(or equivalent)
or
__ MA171 (Probability and Statistics)
(or equivalent)
Self-Directed Learning Experiences
__ PY591: Internship
__ PY 595: Special Topics
__ PY 598: Directed Studies
(2)
(4)
(2)
(4)
40-42
(3-4)
(3-4)
(3-4)
(3-4)
(2-6)
(1-4)
(1-4)
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Course Number, Title and Change
PY 436 Psychology of Organizational Behavior (4 cr.) No Change
Course focus is on the empirically researched areas of industrial psychology, including group
performance, leader behavior, social influence, interpersonal conflict, organizational
environments, feedback, etc., and on implementing programmatic changes through the use of
researched psychological techniques.
PY 505 Advanced Research Methods (4 cr.) No Change
Course focus is on methodologies and procedures used in designing qualitative and quantitative
research. Students will construct a proposal-like document which highlights the emphasis and
structure of their research endeavor.
PY554 Adult Learners (3 cr.) Formerly PYTD500
Attention focuses on the methods and processes, including helping theories, used by adult
learning facilitators.
PY556 Designing Learning (3 cr.) Formerly PYTD505
Designing, creating, and developing learning interventions to meet identified needs; analyzing
and selecting the most appropriate strategy, methodologies, and technologies to maximize the
learning experience and its impact.
PY557 Delivering Training (2 cr.) Formerly PYTD510
Delivering learning solutions (courses, guided experience) in a manner that both engages the
learner and produces desired outcomes; managing and responding to learner needs; and
ensuring that the learning solution is made available or delivered in a timely and effective
manner.
PY558 Measuring and Evaluating Training (3 cr.) Formerly PYTD535
Gathering data to answer specific questions regarding the value or impact of learning and
performance solutions, focusing on the impact of individual programs and creating overall
measures of system effectiveness; and leveraging findings to increase effectiveness and
provide recommendations for change.
PY560 Technologies for Training (4 cr.) New Course Listing
This course will present the learner with current hardware and software for creating learning
activities and enhancing content delivery. Students will work with a variety of Web 2.0
applications as well as a Learning Management System. Interactive Television and Web
Conferencing Technology will also be utilized. Students will learn basic video editing skills used
to create instructional resources. A major component of the course will be a final project in
which students will develop a learning object or module for instruction which incorporates one or
more appropriate learning technologies.
PY562 Improving Human Performance (3 cr.) Formerly PYTD525
Applying a systematic process of discovering and analyzing human performance gaps; planning
for future improvements in human performance; designing and developing cost-effective and
ethically justifiable solutions to close performance gaps; partnering with the customer when
identifying the opportunity and the solution; implementing the solution; monitoring the change;
and evaluating the results.
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PY568 Executive Coaching (2 cr.) Formerly PYTD540
Using an interactive process to help individuals and organizations develop more rapidly and
produce more satisfying results; and improving others’ ability to set goals, take action, make
better decisions and make full use of their natural strengths.
PY572 Facilitating Organizational Change (3 cr.) Formerly PYTD515
This course is geared towards developing a better understanding of the challenges, techniques,
burdens, and successes associated with initiating and implementing major changes in
organizations. The objective of the course is to prepare individuals to meet the challenges of
organizational changes.
PY577 Managing Organizational Knowledge (2 cr.) Formerly PYTD520
Attention is directed to serving as a catalyst and visionary for knowledge sharing; developing
and championing a plan for transforming the organization into a knowledge-creating and
knowledge-sharing entity; and driving, and integrating the organization’s knowledge
management efforts.
PY578 Managing the Learning Function (3 cr.) Formerly PYTD530
Course attention is directed preparing individuals who are able to provide leadership in
developing human capital to execute the organization’s strategy. Planning, organizing,
monitoring, and adjusting activities associated with the administration of workplace learning and
performance.
PY591 Internship (2 cr.) (May be taken for a total of 6 cr.) Formerly PYTD591
A supervised work experience designed to afford the student the opportunity to apply concepts
learned in the classroom to actual challenges faced by training, development, and performance
improvement professionals. Work is assigned and directly supervised by the participating
organization with the student reporting regularly to the faculty member assigned to monitor and
grade the student experience. Specifics of the student internship learning plan must be
developed prior to enrollment in the course; enrollment requires instructor approval
PY590 Applied Research (2 cr.) Formerly PYTD590
A capstone experience designed to evaluate the student’s ability to analyze key theories,
principles and current research. Focusing on an identified professional or organizational
issue, problem or need the student, employing their analytical skills, will complete a
scholarly research project addressing the subject
PY 598 Directed Studies (1-4 cr.)
Independent study under the supervision of a member of the department; supervisor and study
must be selected prior to enrollment in the course and appropriate directed study forms must be
completed. The content of the course does not duplicate existing course content.
PY 599 Thesis (4 cr.)
The student develops a thesis with the help of a thesis committee. Appropriate thesis forms
must be completed prior to enrollment. The thesis must be approved by the thesis committee
and the College of Graduate Studies. The student should consult the department and the
College of Graduate Studies for specific requirements.
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Course Deletions and Identified Replacements
PY 500 Development of Modern Psychology: Fields and Careers (4 cr.) Deleted, credit hours
replaced by PY560
Content addresses the beginnings of modern psychology from the late 19th century founding of
the American Psychological Association (1892) through the 20th-century developments of
physiological, learning theory, cognitive, Gestalt, humanistic, behavioral, social, psychoanalytic,
and the various applied psychologies of the 21st century. Students will also learn about the
structure of the American Psychological Association and its role in both the academic and
professional components of the discipline.
PYTD 555 Research Procedures (2 cr.) Deleted, replaced by PY505
Students focus on the existing methodologies and procedures used in training, development,
and performance improvement research and design the research proposal. Students examine
existing research and methodologies and evaluate how they pertain to their area of interest.
PYTD 560 Research Seminar (2 cr.) Deleted, replaced by PY505
Addresses current research with attention to the evaluation and application of research findings
to current practice. Action research models and research design for training and development
are a major focus of the course.
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New Course Information
Bulletin Description
PY560 TECHNOLOGIES for TRAINING 4 cr. (4-0)
Grading A-F
This course will present the learner with current hardware and software for creating learning
activities and enhancing content delivery. Students will work with a variety of Web 2.0
applications as well as a Learning Management System. Interactive Television and Web
Conferencing Technology will also be utilized. Students will learn basic video editing skills used
to create instructional resources. A major component of the course will be a final project in
which students will develop a learning object or module for instruction which incorporates one or
more appropriate learning technologies.
Course Rationale
In today’s technology driven workplace new approaches to designing and delivering training are
required in order to reach those needing and demanding performance enhancement
opportunities. This required course provides current and future training facilitators with the
knowledge and skills necessary to design and present training experiences in a variety of
formats employing current hardware and software to enhance content delivery.
Course Outline
PY560 TECHNOLOGIES for TRAINING 4 cr.
This course will present the learner with current hardware and software for creating training
activities and enhancing content delivery. Students will work with a variety of Web 2.0
applications as well as a Learning Management System. Interactive Television and Web
Conferencing Technology will also be utilized. Students will learn basic video editing skills used
to create instructional resources. A major component of the course will be a final project in
which students will develop a learning object or module for instruction which incorporates one or
more appropriate training technologies.
CONTENT/COMPETENCIES
Categorize Web 2.0 Technologies
Comparing Learning Technologies
Utilizing Learning Management Systems
Learning Technologies, Issues and Limitations
Wiki Contribution – Evaluating Content Delivery
Video Editing
Developing a Learning Module in EduCat
Developing a Video Tutorial/Lesson
Developing Instructional Podcasts
OBJECTIVES AND APPLICATION OF CONTENT
Categorizes Web 2.0 Technologies – Prepare and deliver a presentation and
demonstration on a web application not previously discussed in class.
Compares software features - Compare 2 - 3 educational software applications or 2 - 3
educational technologies which fall into the same category and have similar features and
functionality.
Utilizes Learning Manage Systems – Demonstrate the use of a course management
system.
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Gathers and analyzes data – Prepares written summaries addressing issues and
limitations of various learning technologies.
Evaluates content delivery methods – Select a scenario and describe how you would
utilize various content delivery methods to enhance instruction.
Edits Videos – Create a short video using any digital editor.
Creates learning modules – Create a learning module in EduCat which covers 5 – 10
hours of instruction and meets specific criteria.
Produces video tutorials and lessons – Create a shared online video which serves as
a video tutorial or training session.
Develops Podcasts – Design and develop an instructional Podcast with at least 5
episodes totaling at least 30 minutes in length
SAMPLE OUTPUTS
Software presentations and demonstrations
Course management system analyses
Evaluations of training Technologies
Applications for development and delivery of instructional content
Synchronous and asynchronous instruction delivery hardware assessments
Project reports
Solution designs
Instructional videos
STAFFING
PY560 will be and has been taught by Thomas Gillespie who is employed by the
university as an Instructional Technologist; he holds a Master’s in Curriculum and
Instruction with an emphasis in Technology Enhanced Education. Mr. Gillespie is an
approved Level 1 graduate faculty.
EQUIPMENT AND SUPPLIES
No new equipment is required for this course; no extra supplies are needed.
LIBRARY HOLDINGS
The Olson library subscribes to various electronic resources thus relevant journal
resources are available online.
COSTS
In that Mr. Gillespie is employed as adjunct faculty the department will continue to incur
the costs of his salary.
EFFECTS ON OTHER DEPARTMENTS
No effect on the programs of other departments is expected.
IMPLEMENTATION DATE
Fall 2013
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Department of Psychology
Training and Human Performance Improvement
Graduate Student Research Options
Graduate programs usually require a culminating research experience in which
knowledge gained from coursework is applied to an issue or problem. Students
enrolled in the Training and Human Performance Improvement program may satisfy the
research requirement through one of two options.
Option 1.
PY 599 Thesis (4 cr.hrs.)
In order to qualify, the Thesis must contribute to the body of knowledge in the field. It
should be characterized by at least one of the following criteria. The research effort:
 Presents results that generalize beyond the scope or sample of the study. (This
may be determined by the extent and method of sampling followed in the study.
If the sampling process seems limited, the student will demonstrate an
awareness of its limitations and defend the representation of the sample as it
pertains to the population. A pilot study may precede the main study.)
 Reviews and critically analyzes research using a meta-analytic procedure.
 Reviews and critically analyzes research using a critical statistical procedure.
 Analyzes national, regional, or unique data sets to derive new knowledge.
 Replicates research to confirm or extend previous studies.
 Uses qualitative procedures relevant to the students program of studies
Option 2.
PY 590 Applied Research (2 cr. hrs.)
In order to qualify the Applied Research must contribute to the body of knowledge in the
field. It should be characterized by one or more of the following criteria. The research
effort:
 Replicates, with proper acknowledgement, a previously published study in a
localized setting.
 Develops and field tests an assessment tool in a localized setting.
 Reviews and critically analyzes research, literature or data in a selected area.
 Applies research methodology and principles relative to the discipline to solve a
problem for a regional organization the results of which might apply only to the
participating organization.
 Applies single case design methodology or examines the effects of an
intervention(s) in a localized setting.
 Conducts a pilot study.
 Develops a discipline related grant proposal. (Grant writing does not require
submission or implementation of the grant.)
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