Human Resources Development

Students in the HRD program are required to take a minimum thirty-six semester hours of course work.

CECP Core Courses (9 hours) - required
CECP 6010 Research methods
CECP 6070 Multicultural Counseling & Psychology (diversity)
CECP 6220 Psychoeducational Consultation

HRD Core (15 hours) - required
CECP 6400 Principles of HRD (replaces ED 6600)
CECP 6410 Fundamentals of Needs Analysis (replaces ED 6610)
CECP 6420 Evaluation of HRD (replaces ED 6620)
CECP 6430 Project Management in HRD (replaces ED 6630)

Capstone project (3 hours)
CECP 6860

Electives (12 hours)

Students will have the option of selecting elective courses in one of six practice are specialties listed below. The selection of specific courses is done in consultation with and approval of academic advisor.

CECP 6010 Research Methods (3 hrs)
The study of research designs and techniques utilized in counselor education, counseling psychology and human resources development. In this course students are expected to formulate and submit a research project in their area of specialization.

CECP 6070 Multicultural Counseling and Psychology (3 hrs)
This course is designed to help students develop the necessary knowledge, skills, and attitudes to effectively work with culturally different groups and individuals in a variety of settings.

CECP 6220 Psychoeducational Consultation (3 hrs)
A study of the process of consultation with emphasis upon concepts, methods, and tools used to assist individuals, small groups and organizations in a setting of professional consultation.

CECP 6400 Principles of HRD (3 hrs)
The course provides an overview of the human resource development (HRD) function in an organization. This includes the role of the HRD professional, the nature of HRD structure and function, and the planning and operation of HRD. Special emphasis in the course is devoted to analysis of the HRD function in any organization to identify those elements and characteristics of HRD associated with successful, state-of-the-art and worthwhile operations. The course is a prerequisite for all HRD concentration students.

CECP 6410 Fundamentals of Needs Analysis (3 hrs)
This course presents the theories, methods and tools used by HRD professionals to systematically assess the strategic and operational training and non-training needs of an organization. It includes introductions to performance analysis and training needs assessment, data gathering methods and tools and establishing priorities for HRD interventions.

CECP 6420 Evaluation of Human Resources Development Transfer and Impact (3 hrs)
This course addresses the concepts, methods, and used to assess the transfer of learning from classroom interventions to the workplace. Students will also learn methods and tools to evaluate the merit and worth of learning interventions.

CECP 6430 Project Management in Human Resources (3 hrs)
This course provides students with an understanding of project management concepts and tools to lead and manage HRD projects. They will be introduced to and practice particular project management skills, such as project definition, work flow analysis, dependency charting, budgeting, planning, etc. Emphasis in the course is on acquisition of practical skills and knowledge.

CECP 6860 Capstone Project (3 hrs)
In lieu of a Master’s thesis, students complete an advisor-approved project that is related to the student’s area of interest and professional practice. The project must reflect a synthesis of knowledge and skills learned through coursework and ability to apply them practically.

The Capstone Project in Human Resources Development is a practical development experience that results in the creation of a product, such as a research report, a needs assessment report, a curriculum design and/or an evaluation study report. The Capstone Project is typically completed as the last program requirement, as its product embodies the knowledge and skills developed during the program’s course work.

The Capstone Project must:

• Produce a tangible product
• Involves a minimum of 120 hours of effort
• Be relevant to the student’s professional development goals
• Synthesize content from across several courses taken in the program

The typical Capstone Project milestones are:

• Definition of the project topic and final product at least one month prior to the semester in which the Capstone Project is taken.
• A brief but comprehensive outline of the intended final product and a timeline of major project steps within two weeks of start of semester.
• Periodic updates on the progress of the project; typically every two weeks or according to a schedule agreed to by the student and Capstone Project instructor.
• Submission of draft of final product at least two weeks before end of semester.
• Submission of final product one week prior to end of semester.

Some examples of Capstone Projects

• A training guide for HRD professionals to assist them in the design and conduct of a training needs assessment.
• An evaluation report of a leadership development program.
• A self-study curriculum design to prepare managers to conduct effective performance reviews.
• A curriculum design and evaluation plan for educating managers in business law and ethics.
• A needs assessment for training of new supervisors in a health and human services agency

Registration for the Capstone Project is done by application. Application forms can be obtained from the Department of Counselor Education and Counseling Psychology or from any of the University’s Regional Centers. There are no formal class meetings; students arrange for project reviews with the assigned Capstone Project instructor. These reviews can take place at scheduled meetings, by phone or by electronic mail.

ASTD (American Society for Training & Development) is the world's largest association dedicated to workplace learning and performance professionals. ASTD's 70,000 members and associates come from more than 100 countries and thousands of organizations--multinational corporations, medium-sized and small businesses, government, academia, consulting firms, and product and service suppliers.

Founded in 1962, the International Society for Performance Improvement (ISPI) is the leading international association dedicated to improving productivity and performance in the workplace. ISPI represents more than 10,000 international and chapter members throughout the United States, Canada, and 40 other countries. ISPI's mission is to develop and recognize the proficiency of our members and advocate the use of Human Performance Technology. Assembling an Annual Conference & Expo and other educational events like the Institute, publishing books and periodicals, and supporting research are some of the ways ISPI works toward achieving this mission.

The Academy of Human Resource Development was formed to encourage systematic study of human resource development theories, processes, and practices; to disseminate information about HRD, to encourage the application of HRD research findings, and to provide opportunities for social interaction among individuals with scholarly and professional interests in HRD from multiple disciplines and from across the globe.

The Society for Human Resource Management (SHRM) is the world's largest association devoted to human resource management. Representing more than 190,000 individual members, the Society's mission is to serve the needs of HR professionals by providing the most essential and comprehensive resources available. As an influential voice, the Society's mission is also to advance the human resource profession to ensure that HR is recognized as an essential partner in developing and executing organizational strategy. Founded in 1948, SHRM currently has more than 500 affiliated chapters within the United States and members in more than 100 countries.

The National Career Development Association (NCDA) is a division of the American Counseling Association (ACA). The mission of NCDA is to promote the career development of all people over the life span. To achieve this mission, NCDA provides service to the public and professionals involved with or interested in career development, including professional development activities, publications, research, public information, professional standards, advocacy, and recognition for achievement and service.