Human Resources
ITE 605 Syllabus


ITE 605 Developing Occupational Curriculum
Resources for Evaluation & Performance
ITE 675 Leadership of HR
HRD Internship
ITE 670 Systematic Instructional Design
CIMT 610 Research in Education
CIMT 543 Production of Instructional Materials
ITE 335 Technology & International Development
ITE 695

Indiana State University

Industrial Technology Education Department

ITE 605 - Developing Performance Based Occupational Curriculum

Course Syllabus - Spring 2003




Instructor:        Robert T. Nora                                   Office:             TC 219D

Phone:            (812) 237-3623                                 FAX:               (812) 237-2655

E-mail:   Classroom:    TC 111



Text (required):       Lucia, Anntoinette D. & Lepsinger, Richard. The Art and Science of Competency Models, Jossey-Bass Publishers.


Text (optional):       Dubois, David D. The Executives Guide To Competency-Based Performance Improvement, HRD Press, Inc.





This course is designed to help you learn to design effective instruction for use in occupational education programs. Whether you are planning to become a classroom teacher, or work in industry, hopefully you will find the activities in this course beneficial. By completing the reading assignments, participating in the discussions and doing the written assignments you will experience the aspects necessary for curriculum development.


This course is being offered in a structured, modular approach, as advocated by your textbook and as you will be encouraged to develop for your courses. We will talk about this approach in class, extensively. From your perspective, it simply means that you will have a complete list of what you need to do to complete the course, at the very beginning of the course. You will also be able to proceed at your own rate in completing the materials as long as you finish them by the end of the class.


Course Objectives:


When you complete this course you will be able to complete the following:


1.      Explain how you decided what you were going to teach in a given course.


A.     This will include giving specific sources for your information and justifying the use of each source.

B. You will also list, describe and use the common curriculum resources.

C. Finally you will develop the content for an occupational curriculum.


1.      Write performance objectives for an occupational curriculum.


2.      Write a course of study that is based on performance criteria.


3.      Develop occupational teaching units.


4.      Construct valid and reliable test items.


5.      Design an instructional system.


6.      Use your instructional system with at least three students.


7.      Report the results of the use of your instructional system and make the necessary changes.


Course Content Areas


I.    Developing A Training Program

        Curriculum Outline

        Performance Objectives

        Feedback and Evaluation

        Training Program Application to HR Systems


II     Training Administration

        Training Proposals

        Change Agents

        Classroom Management


III    Building Competencies

        Identifying Appropriate Competencies

        Linking Competencies


IV   Compentency-Based Learning

        Learning Theories

        Learning Styles

        Behavioral Approach

        Cognitive Approach

        Humanist Approach

        Workplace Motivation






Learning Activities


A variety of learning activities will be used in this course. The lecture/discussions and textbook readings will be the primary sources of information. Feedback to the instructor will be by class activities that require the student to write or discuss in class, plus several written assignments. Always bring the textbook, plus writing materials, to class. The major written assignments that will need to be turned in are described later in this syllabus.


My goal is to help you discover the fun of teaching. It is usually more fun if you are well prepared and know what, and how you want the students to learn.





You will complete all assignments as listed below, then combine and refine these into a complete course by the end of the term. Each of these will be graded, subjectively and be returned to you. Each paper will be eligible for full credit if submitted by the due date. Ten percent (5%) will be deducted for all overdue assignments. Complete instructions for doing each assignment will be given in class. The grading scale for the course is:


A = 93% - 100%        B+=88% - 92%          B =87% - 84%           C+=83% 81%

C =80% - 71%           D+ =70% - 67%        D =66% - 63%           F = 629% or less.




Assignment Summary Descriptions


Assignment #1 (50 points) - HRD Interview  


Identify and interview a Human Resource Development or Organization Development Professional. Write about their experiences and your under standing of the profession.




Assignment #2 (50 points) - What I Plan to Teach and How I Decided


Deciding what you will teach, knowing for sure you are teaching the most essential elements of your subject, is one of the most important aspects of occupational education. In this Learning Package you will be asked to do the following:


A.     Develop an Annotated Bibliography for your training topic. An annotated bibliography is a list of books, articles, documents, etc. related to a specific subject area. Each review consists of two portions: the citation and the summary. Your annotated bibliography will have as a minimum of five pages and at least six citations/summaries.

B.     Develop a Curriculum that describes your course. This should include all the related technical classes and any general education classes.

C.    Develop a job description for the skill or job

D.    List at least 10 DUTIES that are part of the job.

E.     Pick five of the Duties and develop Tasks for each of these duties. Then develop the steps necessary to do each task.


Assignment #3 (50 points) - Performance Objectives


Once you have defined the duties, tasks and steps within a job you need to convert these into statements that tell the student what they will need to be able to do, specifically, to complete the course. These are called performance objectives. You will write performance objectives for the course you are preparing.


Assignment #4 (50 points) - Will I know if the Students Learn?


The teacher needs feedback from the students, on an individual basis, about how well they can perform the job that is being taught. This evaluation process can be involved or simple, but it should be reliable and valid, two concepts we will investigate in this section. You will write a variety of types of questions, and try them with students to see if you know how to measure student's abilities and learning.


Assignment #5 (150 points) - How THEY WILL Learn


The actual learning activities that the students do are the meat of your course. Your creativity in making the activities clear and interesting, as well as appropriate for the topic, is the challenge of every teacher. You will bring your ideas together in Learning Packages for your course. You will be asked to have at least three people complete your learning packages. Arrange for this "teaching" early so you have some feedback on how your instruction worked.


Assignment #6 (50 points) Training Program Applications


            Select either option A or B to accomplish this assignment.


         Creating Web Pages: One of the most exciting methods for deploying information is the Internet. This assignment will have you convert your learning package into web pages. You will be asked to demonstrate to the class how the learner will migrate though your material.



         Linking Your Program to HR Systems: Use one of the concepts presented in chapters five through eight to apply the competencies in your training program to an HR system. As an example, you can use the information presented in chapter five to develop a Behavior-Based Interviewing instrument.





        Student Homepage Update (15 Points)


From the homepage, access Student Tools. Then click on Edit Your Homepage. At this site, as a minimum you are to: 1) document some information about yourself that you wont mind sharing with the class, 2) upload a picture of yourself, family, favorite scene, etc., and 3) provide at least one link (use your workplace as a website link if there is one).


        Two Case Studies (25 points each)


The two cases will be available for your analysis in a few weeks. After reviewing the case, there will be a few questions for you to answer. Submit your findings to me by the due date. Please check the class schedule for the due dates. Your response to me should be no more than two pages.



Class Schedule

ITE 605 Spring 2003





Assignment Due



Jan 13


Preview of Assignment #1




Jan 20

No Classes - Holiday



Jan 27

Preview of Assignment #2



Feb 3

Seminar: Chapter 1

Seminar: Evaluating Organizational Training



Feb 10

Seminar: Chapter 2

Preview of Assignment #3

Seminar: Creating A Curriculum Plan



Feb 17

Seminar: Chapter 3

Seminar: Training Proposals



Feb 24

Seminar: Chapter 4

Preview of Assignment #4



Mar 3

Seminar: Chapter 5

Seminar: Evaluating Tidbits



Mar 10

Seminar: Chapter 6

Preview of Assignment #5



Mar 17

No Classes - Spring Break



Mar 24

Seminar: Designing and Developing Competency-Based Learning Interventions

Case Study 1


Mar 31

Seminar: Change Agents

Seminar: Learning Strategies



Apr 7

Seminar: Chapter 4

Seminar on HRD as Change Agent

Case Study 2


Apr 14

Seminar: Training Administration

Preview of Assignment #6



Apr 21

Training Program Presentations



Apr 28

Training Program Presentations



May 5

Training Program Applications



May 9

Last due date to receive partial credit for any remaining assignments