Organization Development and Leadership

Certificate Program in Adult Learning and Training

Students who have earned a B.S / B.A. or M.A / M.S Degree in a discipline other than Organization Development and Leadership who do not want to complete the Master’s Degree in Organization Development and Leadership with a concentration in Adult Learning and Training can receive a certificate. All applicants for the Certificate in Adult Learning and Training must follow the Admission Procedure:

Those with a B.S./B.A.

A completed online application.
A $35.00 non-refundable application fee.
Official transcripts of all coursework from each undergraduate and graduate institution attended.
A letter of intention outlining the candidate’s professional goals and educational objectives for attending the program of their choice.
A current resume detailing professional work experience.
Two letters of recommendation.

Those with a M.A./ M.S.

A completed online application.
A $35.00 non-refundable application fee.
Official transcripts of all coursework from the graduate institution attended.
A letter of intention outlining the candidate’s professional goals and educational objectives for attending the program of their choice.
A current resume detailing professional work experience.
Two letters of recommendation.

To fulfill the requirements for the Certificate in Adult Learning and Training, students complete six courses / 18 credits: four from the foundation courses and two from the electives in the Master’s Degree Concentration in Adult Learning and Training. A letter requesting the Certificate in Adult Learning and Training is required when all six courses / 18 credits have been completed. All credits in the Certificate in Adult Learning and Training Program are transferable to the Master’s Degree Program in Adult Learning and Training.

Four Required Foundation Courses (CPALT)

 

ODL    600  Adult Learning: Theory and Application (TOD 4115) - 3 credits

Course introduces students to adult education theory that focuses on how adults learn, application of adult education theory, skills required in the delivery of adult learning programs and an introduction to group process. Students have an opportunity to develop a professional learning theory and model. Students also discover their learning style and how style impacts their ability to use their theory and model. Use of feedback as a tool for learning allows students to realize how to improve their facilitation approach. ALT Concentration Requirement

ODL    605  Performance Consulting (TOD 4135) - 3 credits

Course presents to the Organization Development and Leadership professional the practical tools necessary to measure and evaluate the effectiveness of learning and change programs. A specific technology is presented in a step-by-step approach, which links the collaborative consulting process with performance assessment. The course focuses on increasing students' ability to communicate and work with leaders in their organizations. ALT and OPD Concentration Requirement

ODL    610  Adult Learning Methods (TOD 4125) - 3 credits

Major delivery methods and techniques that foster adult learning are discussed and demonstrated. Key elements are discussed that allow students to effectively facilitate adult learning methods that enhance individual and group learning. Emphasis is placed on student participation that fosters experiential learning. Impact of communication style on delivery effectiveness is also discussed. Some methods include case studies, role-plays, small groups, games, simulations, questioning techniques and icebreakers. ALT Concentration  Requirement.  Prerequisite: ODL 600.

ODL    615  Learning Design and Implementation (TOD 4145) - 3 credits

Major steps in creating and designing adult education learning programs are discussed. Students develop a program that demonstrates their understanding of the key components of instructional design. Specific topics include collaborative relationships with customers/management, needs assessment, analyzing data, writing learning objectives, cost effectiveness of programs, selecting and sequencing content, developing learning materials and constructing evaluative instruments.

ALT Concentration Requirement.


 

Choose Two Electives (CPALT)

 

ODL    640  Organization Development, Training and Talent Management in Modern Organizations (TOD 5235) - 3 credits

An overview course that focuses on the emerging trends and implications for talent management organization development, and training within organizations, in consulting, and in organizational change.  Alignment between individual's goals and those of organizations, positioning training, and positioning yourself for a leadership position are topics that could be covered.

ODL    642  The Art of Facilitation (TOD 5265) - 3 credits

Adult learning, as it relates to training/organization development, involves a combination of facilitation and presentation skills. Course focuses on strategies that increase students' ability to interact with individuals and groups in these areas. Impromptu and planned presentations are audio taped and videotaped for students to receive constructive feedback. Facilitation techniques include managing question-and-answer sessions, dealing with resistive participants, and getting stalled sessions/groups going.

ODL    644  Leadership Development: Methods for Training (TOD 5285) - 3 credits

The success of an organization greatly depends on how well individuals work with people. Course examines how training fits within an organization, what competencies are critical, and best to effect long-term learning and behavioral change. Course focuses on creating a training strategy by using needs assessment methods and consulting with organizational leaders.

ODL   646  Career Development (ORG 7025) - 3 credits

Course provides students with an experiential understanding of the process of career development.  Through a primarily experiential approach, where students craft their own career vision, students have an opportunity to engage key concepts in the field of career development.. In addition, topics such as assessment, gender, choice, interventions and career management are experienced and discussed.

ODL    648  Conflict and Negotiation (TOD 5205) - 3 Credits
The course involves students in a process that includes research, conflict analysis and communication. Modeled in part upon the Harvard Negotiation Project's Getting to Yes methodology, the course also involves newly emerging practices that challenge the notion of argument and encourages exchange between disputing parties. The focus of the course is to help students hear and understand one another's stories who are embroiled in a conflict.

ODL    665  Leading Teams (TOD 5255) - 3 credits

Course focuses on working within groups to explain the major concepts in group dynamics and learning skills/techniques to work with groups in a training environment. Areas of discussion include advantages and disadvantages of problem solving in groups, identifying constructive and destructive group behavior, mechanics of participation, function of group norms in group process, influence and power in groups, stages of group maturity, and roles taken by group members.

ODL    680  Coaching and Mentoring Skills (TOD 5245) - 3 credits

Interactive course focuses on increasing the student's ability to communicate and influence leaders, peers, participants, and clients. Specific topic areas include giving and receiving feedback, identifying and understanding communication style preferences, learning how to listen for the "real issues," coaching and influencing skills and corporate mentoring programs.  Required 625 or 680 OPD

ODL    690   Creative Problem Solving (TOD 5215) - 3 credits

Creative problem solving is an essential skill for people working in complex organizations.  Creative thinkers reflect on the assumptions underlying actions and consider new ways of looking at and living in the world.  They use methods  to identify new alternatives. This course is a comprehensive guide for making worthwhile, influential and  creative contributions at work. Students have an opportunity to identify and overcome personal and organizational barriers to develop breakthrough thinking.