MBA (TURKISH, THESIS) | |||||
Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ISL5951 | Training and Development | Spring | 3 | 0 | 3 | 8 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | Turkish |
Type of course: | Departmental Elective |
Course Level: | |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. BURÇAK VATANSEVER DURMAZ |
Course Lecturer(s): |
Prof. Dr. FAİK TUNÇ BOZBURA Prof. Dr. CANAN ÇETİN Dr. Öğr. Üyesi UMUT EROĞLU Assoc. Prof. DUYGU KIZILDAĞ Instructor MUHAMMED VEFA ARIKAN |
Recommended Optional Program Components: | None |
Course Objectives: | The purpose of this course, is to provide information about the functions of the education and development in the organizations. This function, includes the determination of the need analysis and development, control of the related activities and focuses all of the activities covers a wide range of its related areas. |
The students who have succeeded in this course; Students finishing this course successfully, - will have the ability to know the education and development functions of the organizations. - will have the ability to determine the training needs of the employees, design educational programs, retreats according to these needs, evaluation of the investments to the education and development; |
Introduction to the Human Resources Management Introduction to the concept of Education and Development Strategic Education and Development Requirement Designation Education and Development: Program Planning Transfer in Education Evaluation of the Education and Development Plan Labor Improvement Traditional Methods in Education and Development New Technologies in Education and Development Future of Education and Development Function Project Presentations. |
Week | Subject | Related Preparation |
1) | project presentations | project presentations |
1) | Introduction to Human resource Management | book |
2) | Inroduction to training and development | book |
3) | strategic training and development | book |
4) | need analysis | book |
5) | Learning - Designing training and development program | book |
6) | transfer of learning | book |
7) | midterm | . |
8) | Evaluation of training and development Plan | book |
9) | Employee development | book |
10) | Traditional training and development methods | book |
11) | The use of new technologies in training and development methods | book |
12) | The future of the training and development function | book |
13) | project presentations | project presentations |
14) | project presentations | project presentations |
15) | final | . |
Course Notes / Textbooks: | Raymond A. NOE, İnsan Kaynaklarının Eğitim ve Gelişimi, 1.Bası, (Çev. Canan ÇETİN), İstanbul: Beta Yayınları, 2007. Raymond A. NOE, Employee Training & Development, New York: Irwin/McGraw-Hill, 1999. |
References: | Training in Organizations, Needs Assesment, Development, and Evaluation Irwin L. Goldstein, Brooks & Cole pub. Monterey, California, 2001 Organizasyonlarda Etkili Öğrenme Stratejileri, Doç. Dr. Pınar Tınaz, MESS Yayın No: 334, 2000. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Project | 1 | % 20 |
Midterms | 1 | % 30 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
Total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 14 | 42 |
Application | 14 | 96 |
Study Hours Out of Class | 13 | 54 |
Midterms | 1 | 6 |
Final | 1 | 2 |
Total Workload | 200 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. | 5 |
2) | To be able to comprehend the interdisciplinary interaction with which the field is related. | 5 |
3) | To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. | 4 |
4) | To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines, | 4 |
5) | To be able to solve the problems encountered in the field by using research methods. | 4 |
6) | To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. | 4 |
7) | To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. | 4 |
8) | To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. | 5 |
9) | To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. | 3 |
10) | To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. | 5 |
11) | To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. | 5 |
12) | Being able to independently carry out a work that requires expertise in the field. | 5 |
13) | To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. | 4 |
14) | Ability to lead in environments that require solving problems related to the field | 5 |