Non-thesis Master’s Degree Program
HUMAN RESOURCES DEVELOPMENT IN EDUCATION
Middle
East Technical University
Department of Educational Sciences
Ankara,
Turkey
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Welcome to Non-Thesis Master of Arts Program in “Human Resources Development in Education” in the Department of Educational Sciences. Below you will find a brief explanation of the purpose, coursework and administration of the program.
Introduction
Human resource development (HRD) aims at improving the human potential in public and private institutions/organizations through various activities related to training and development. Human resources are the greatest asset for these institutions/organizations, and effective utilization of these resources is the key to their success in their area of operation. Developing human resources in today’s complex institutional/ organizational environments requires professionals with special skills and knowledge in the area of training and development.
The human resource development field has experienced phenomenal growth in recent years. Many adults are going through training to update their knowledge and skills related to their jobs in corporate, industrial and governmental training environments. At the same time the field has undergone essential changes. Traditional training activities for employees/professionals mainly included skill-based seminars offered by content area experts in the respective fields, and the role of human resources personnel was to arrange those seminars. Today high performance organizations hire human resource education specialists who fulfill a role beyond the traditional one. These specialists assume roles in maximizing human capital and effectiveness in their institutions/organizations through short and long term planning of strategic human resource education activities. They identify training needs, develop training programs, implement training activities, assess training and performance, and carry out follow-up. The training activities are considered to be an essential part of institutional/organizational development. In this sense, the individuals who are prepared to take roles in human resource education functions of institutions/organizations face a great challenge in improving themselves in line with up-to-date knowledge, perspective and skills in the area of HRD.
Non-thesis Human Resource Development in Education (HRDE) Program aims to respond to this challenge. It is designed to meet the competency needs of training and development specialists who are seeking to gain knowledge, understanding and expertise in the area of HRDE. This program is suitable both for new graduates wishing to make a career move into HRDE and for those who are currently working in this area but wish to strengthen their capabilities. Those who graduate from the proposed program are expected to enhance their ability in thinking creatively and producing solutions to training problems of their institutions/organizations.
Program
Goals
The major goal of the program is to enhance and develop the key
competencies required of current and future practitioners in the training and
development field. Goals include
the preparation of practitioners who can contribute to enhancing the
effectiveness of training and development programs, and to positively affecting
performance of their human resource units through an integrated program.
It is integrated in the sense that it meshes theory and experiential
training for its students in various areas of education such as administration,
curriculum development and instruction, assessment and counseling.
The emphasis is on a right “dose” of theory and research combined
with clinical inquiry as a means of enhancing human resources in
institutions/organizations. With
this major emphasis in mind, the program focuses on the needs of the following
institutions and individuals:
1. The new university graduates who are planning to seek careers in human resource departments of institutions/organizations.
2. Individuals who are currently employed as training and development specialists in human resource departments of public and private organizations. These individuals seek for specialized, practical education in training and development area in order to perform their professional duties in a more systematic and productive manner. They carry out needs assessment, plan training activities, assess training programs and outputs, do follow up studies and help the organization draw out a plan for future training events to improve the human resource potential. With the skills and experiences offered in the program, they gain greater strength in performing activities related to training and development.
3. Individuals who are responsible for human resource training in public and private schools/institutions. In recent years, the increasing number of public and private schools, universities and other institutions in our country employ professionals responsible for human resource education activities such as carrying out assessment on teachers’ training needs, preparing training programs for staff, assessing training activities, performance evaluation. These positions demand different kinds of people who have professional knowledge and expertise in various dimensions of education including administration, leadership, training, etc. In addition, individuals who are working in the Inservice Education Department of the the Ministry of Education require specialized training in various dimensions of needs assessment, program development, evaluation, measurement and evaluation, leadership, etc. in order to identify and meet the training needs of respective teacher groups.
Program
Description
The
program deals with human resource development in education from both a strategic
and operational point of view. From
a strategic point of view, the courses are designed to support and reinforce
human resources education strategies and objectives.
The coursework provides students with essential knowledge and skills on
various dimensions of organizations and training programs, and perspectives with
working with individuals in educational organizations.
From an operational point of view, the coursework equips students with
skills in designing and implementing the procedures and processes to optimize
the organizational and institutional functions.
The
program establishes a balance between academic emphasis and workplace relevance
to prepare individuals by sharpening their understanding of human resources
concepts and enhancing their training and development skills.
All courses emphasize active learning and application of
knowledge and skills through small scale fieldwork, experiential
exercises, discussions, case studies, group
activities, and establishing relations to real life problems. The program assists students in the process of planning, needs
assessment, staff and program development, implementing training activities,
evaluating training programs and projects, collecting and analyzing data
relevant to human resources. In
addition, program participants have the opportunity to develop specific skills
in certain areas related to training and development through the elective
courses offered in the program. The
required and elective courses in the program were designed to respond to both
common and varied needs of the students with different backgrounds.
One of the unique aspects of the proposed program is its emphasis on field practice through an internship. The benefit of this approach may be twofold: On the one hand, participants sharpen their skills and knowledge through a hands-on experience in real organizational settings like human resource departments of organizations. On the other hand, such an internship scheme strengthens the ties between our faculty and public and private organizations which leads to further collaborative activities in the future.
Another distinct feature of the proposed program is its interdisciplinary orientation where teamwork and communication skills are emphasized. As it is evident from the content of the program, it is founded on the spirit of effective collaboration among at least three different disciplinary orientations in the field of education: administration, curriculum development, and guidance and counseling. In addition, course contributions from the field of educational technology (as mentioned in the Coursework section) enrich the program scope.
Coursework
1.
HRDE 505 Inquiry Methods
(3-0)3
2.
HRDE 510 Educational
Organizations and Design (3-0)3
3. HRDE
515 Designing Training
Programs (3-0)3
4. HRDE
520 Training Strategies
and Techniques (3-0)3
5.
HRDE 525 Assessment of
Training Programs (3-0)3
6. HRDE
530 Performance
Evaluation (3-0)3
7. HRDE
589 Term Project/Internship
(NC)
HRDE
800-899 Special Studies (NC
HRDE
900-999 Special Topics (NC
1. HRDE
550 Interpersonal Relations (3-0)3
2. HRDE
552 Career
Development Counseling (3-0)3
3. HRDE
554 Total
Quality Management in Education (3-0)3
4.
HRDE 556 Strategic Planning
in Education (3-0)3
5. HRDE 558 WEB-Based Training: Design and Implementation Strategies (3-0)3
6. HRDE
560 Needs
Assessment (3-0)3
7. HRDE
562 Organizational
Psychology (3-0)3
8. HRDE 564
Adult Education (3-0)3
9. HRDE
566 Educational
Leadership and Change (3-0)3
10.
HRDE 568
Computer Mediated Learning in Network Environment (3-0)3
11.
HRDE
570
Leadership and Planning
in Instructional Technology (3-0)3
12.
HRDE 572
Conflict Management in Human
Resource Education (3-0)3
13. HRDE 574 Special Topics in Human Resource Education (3-0)3
14.
HRDE 576
Trends and Issues in Human
Resource Education (3-0)3
15.
HRDE 578
Supervision in Human Resources
Education (3-0)3
The
program is administered by the Department of Educational Sciences in the Faculty
of Education. Currently there are
only master’s and doctoral programs in educational sciences in the department
reflecting the department’s primary focus on graduate level programs.
The specific aspects of the administration of the proposed program are
provided below.
1. Admission: A bachelor’s degree is required. Admission
to the program will be based on the following criteria as LES score, CGPA of
undergraduate degree, and other additional indicators such as reference letters,
statement of purpose, etc. Students
are required to meet the regular English language requirements for master’s
degree programs to start taking courses in the program.
2. Advisory System: An advisor is assigned to each student within the first semester of the
program to assist the student in course selection and carrying out the
internship activity. Having an
advisor is essential for the student in selection of courses appropriate to
his/her background and suitable for future interests.
3. Coursework: The program includes 10 three credit courses and an internship.
Out of these 10 courses, six are required and four are elective.
In addition to the electives listed above, other departmental and
non-departmental courses may be taken with the approval of the advisor. At
the beginning of each semester the courses offered by the department are
announced in the department and in the Social Sciences Institute.
Students should look for these announcements and determine possible
courses they may take during the relevant semester. Of course, the final decision about the courses to be taken
should always be made with the student’s advisor. The program (including internship) must be
completed in a total of 6 semesters.
4. Course Registration and Add-Drop: New
students need to fill out an information form (HRDE Student
Information Form) when they first register in the program.
In addition, the Social Sciences Institute requires new students to fill
out an information form (SBE Öğrenci Bilgi Fişi).
Copies of both forms are presented in the appendix of this handbook.
In these forms, students provide information about their background,
address and telephone numbers. This
information is important to keep track of student’s progress and to contact
the student when necessary. If the
information with regard to address and telephone number change any time,
students should immediately inform the department and the Institute about this
change so that our records are updated accordingly.
During
registration each semester, students need to pay attention to the following
procedures:
* Students must see their advisors first to determine the courses they
need to take.
* Once students register for courses they should inform their advisor,
so that their registration can be approved through Internet.
It is very important for the students to make sure their registration is
approved by their advisors, otherwise problems may occur during the semester
with regard to student’s status in courses.
* After an advisor is appointed to the student, he/she must register
(along with other courses they are taking) for his/her advisor’s Special
Studies or Special Topics course throughout the program of study.
* During add-drop period, students may add new courses and drop the
courses they previously registered with the permission of their advisors.
Again students need to make sure that their advisors approve
added-dropped courses, otherwise the previous registration will be valid
automatically.
5.
Term
Project/Internship:
All
students in the program go through an internship in their last semester of the
program for 20 work days to have first-hand experience in the worksettings and
work with professionals related his/her area of interest.
A total of 7 courses must be completed to register for the Internship.
Internship might be carried out in a public/private
institution/organization based on the student’s background and interest.
The decision on where the internship will be carried out is made by the
student and his/her advisor and approved by the program chair. Internship includes production of a major plan, program or
instrument for assessment in relation to the needs of the worksetting, and a
report covering activities in intership, and assessment of the experiences and
production of materials.
6. Graduation
requirements: In order to successfully complete the program, students must collect at
least 30 credits (18 of which should come from the six required courses listed
above), and complete an internship.
7.
Diploma: Students who complete the coursework and
internship are entitled to a non-thesis Master’s degree in “Human Resource Development in Education.”
8.
Transfer of Courses, and Transfer Between Programs:
Students can transfer up to two courses they have previously taken in other
non-thesis Master’s degree programs provided that the content of these courses
is in line with the purpose of the program.
All course transfer applications are subject to the approval of the
program chair upon the request of the student and his/her advisor.
Transfer between Non-thesis Human Resource Education Master’s Program
and Educational Sciences Master’s Program is not possible.
METU’
library has a reputable collection of books, journals and research reports,
CD-ROM collection, reference books, dissertation abstracts, etc.
Each year new books are purchased and the library records are updated
through a computerized network system. Make
sure to explore what the library offers to you in your area of study and how to
use the library productively. In
addition to METU library, the Bilkent Library, British Council Library, American
Library can be other great sources for your assignments and research.
Other universities (like Ankara, Hacettepe, Gazi) also have a good
collection of books and journals in the area of education. If you need to use
the resources in the department meeting room, please first consult with Research
Assistant Rahşan Siviş (Room EF 309).
The
Graduate Student Computer Lab in the second floor of the faculty is available to
students to use all sorts of software programs (for typing assignments,
producing transparencies, doing statistical analysis, etc.).
Although
the advisor has the major responsibility to assist the student in the coursework
and the completion of the project, other members of the department can also be
of great help to you. So don’t
hesitate to ask for help with regard to the courses you are taking and to the
project your are carrying out.
The program is offered mainly by
the faculty in the Department of Educational Sciences.
Two of the elective courses are offered by the faculty of the Department
of Computers and Instructional Technology. The following is the list of the
faculty members who contribute to the program.
Prof.
Dr. Füsun Akkök
Prof.
Dr. Meral Aksu
Prof.
Dr. Gül Aydın
Prof.
Dr. Fersun Paykoç
Prof.
Dr. Esin Tezer
Y. Doç. Dr. Ahmet Ok
Y.
Doç. Dr. Oya Yerin
Y.
Doç. Dr. Cennet Engin
Y. Doç. Dr.
Zeynep Sümer
Y. Doç. Dr. Ercan Kiraz
Dr.
Meral Boşgelmez
Y.
Doç. Dr. Soner Yıldırım (CEIT)
Y.
Doç. Dr. Zahide Yıldırım (CEIT)
Required Courses
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 (NC)
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.
Elective
Courses
HRDE 550 Interpersonal 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 Career 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
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
HRDE 578 Supervision in Human Resources Education (3-0)3
*
prepared
by Dr. Ali Yıldırım
For more information:
Tel: 312 210 4027 ya da 312 210 4029
Fax: 312 210 1254
e-mail: aliy@metu.edu.tr