The Role of Mentoring,” by Michael Stephens

Practical examination of organizational development models in human resource management. Designed for training and development organizational leaders who are focused on continually improving human and organizational performance.

Course Textbook

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Goetsch, D. L. (2010). Establishing a safety-first corporate culture in your organization: An integrated approach for safety professionals and safety committees. Upper Saddle River, NJ: Prentice Hall.

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Explain how training and development activities affect the typical organization.
2. Explain the importance of strategic training in today’s organization.
3. Identify the forces that create a need for training and development in an organization.
4. Explain the various learning theories and the process of designing a training or development program.
5. Describe the forces that influence the transfer of training to the workplace.
6. Explain the processes used to evaluate the effectiveness of training programs.
7. Conduct a needs assessment and describe the various traditional methods for delivering training and development programs.
8. Describe the methods for delivering technology-based and E-learning programs and the impact that these programs have on the training and development field.
9. Explain what constitutes a successful employee development program.
10. Describe the various components of an employee development program.
11. Describe the special issues affecting both training and employee development.
12. Explain the importance of having a career management program in today’s organization.
13. Describe those issues that challenge the success of a career management program.
14. Describe the dynamics that are helping to shape the future of training and development

Credits

Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Unit Learning Outcomes: Each unit contains Unit Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. Suggested Readings are provided in the unit study guides to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.  
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit. Assessments are composed of written response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units III, IV, and VII. Specific information and instructions regarding the Unit Assignments are provided below. Grading rubrics are included with the Unit III, IV, and VII Assignments. Specific information about accessing these rubrics is provided below.
9. Final Exam (Proctored): Students are to complete a Final Exam in Unit VIII. All Final Exams are proctored— see below for additional information. You are permitted four (4) hours to complete this exam, in the presence of your approved proctor. This is an open book exam. Only course textbooks and a calculator, if necessary, are allowed when taking proctored exams.
10. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.
11. Student Break Room: This communication forum allows for casual conversation with your classmates.

CSU Online Library

There is a virtual library with resources, including both journals and ebooks, to support your program and your course at Columbia Southern University. eResources are accessible 24 hours a day/7 days a week from the CSU Online Library gateway page. To access the library, log into myCSU, and then click on CSU Online Library. Resources are organized in the library by title, but if you click on Research Guides, you will find eResources arranged by subject.

The Library Reference service is available 7 days a week; you can reach CSU’s virtual librarians by e-mailing t. These professional librarians will be glad to help you develop your research plan or to assist you in any way in finding relevant, appropriate, and timely information.

Librarian responses may occur within minutes or hours, but it will never take more than 24 hours for a librarian to send a response to the e-mail address you have provided. Replies to reference requests may include customized keyword search strategies, links to videos, research guides, screen captures, attachments, a phone call, live screen sharing, meeting room appointments, and other forms of instruction.

Unit Assignments

Unit III Article Critique

Locate the article “The Role of Mentoring,” by Michael Stephens in the ABI/INFORM database of the CSU Online Library.

Write a critique of the article, including the following information:

• Summarize the author’s main points.
• Determine if the article supports the mentoring concepts as presented in the text.
• Describe any flaws you find in the author’s reasoning or procedures.
• Tell whether you agree/disagree with the author’s conclusions, and why.
• Answer the following: Can mentoring via social media be effective?

Your critique must be in APA format, including all references and in-text citations, and at least two pages in length (not including cover page or references).

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Unit IV PowerPoint Presentation

Confined Space 29 CFR 1910.146 Permit Required Confined Spaces Appendix C and Appendix F

Using the four-step teaching method, create a Power Point training slide show for confined spaces. Include a minimum of

15 slides, not including references and cover slide. Your presentation should be 20 minutes in length; thus, the expectation is that you will include approximately two minutes of narrative/talking points for each slide. Please note that citations are required in presentations just as they are in manuscripts. In-text citations and the reference page may appear in smaller font, but still must be readable. All references from throughout your presentation must be included on a separate reference slide. All sources should be referenced and cited using proper APA format.

Your presentation must illustrate all four steps:

1. Preparation (your narrative for each slide should be in the notes section)
2. Presentation (the slide show with narratives in the notes)
3. Application (assessment for participants)
4. Evaluation (two to three questions for feedback)

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Unit VII Research Paper

Research the pros and cons of using safety incentives and recognition programs. Base your research and response on the following criteria:

• What is a safety incentive/rewards/recognition program?
• Is there a degree of peer pressure involved? How?
• Could safety incentives/rewards/recognition breed underreporting of accidents by the workforce?
• Why does OSHA VPP stress the importance of not only employee engagement but a sound incentive/recognition/rewards program?
• Do you believe safety incentives/rewards/recognition are vital to a safety-first corporate culture?

Your paper must be at least four pages in length, not counting the title and reference pages. Use proper APA format for citing sources and references. Title and reference pages are not included in the page count.

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

APA Guidelines

The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers and projects. Students should always carefully read and follow assignment directions and review the associated grading rubric when available. Students can find CSU’s Citation Guide in the myCSU Student Portal by clicking on the “Citation Resources” link in the “Learning Resources” area. This document includes examples and sample papers and provides information on how to contact the CSU Success Center.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities.

Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments).

The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions.

The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit

Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the

Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.”

Again, it is vitally important for you to become familiar with these rubrics because their application to your Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.