EDUC 240

Introduction to Training and Development

Section EC -
Winter 2025
This syllabus is subject to change and any changes will be posted in the Announcements
section of your eConcordia portal.

Disclaimer: In the event of extraordinary circumstances beyond the University's control,

the content and/or evaluation scheme in this course is subject to change.

Instructional Team
The instructor for this course is: Kamran Shaikh

Instructor Contact Information: educ240@[Link]

This email address allows you to contact the Professor directly with any general inquiries. If you
have any questions or concerns about the course, or if there is a delay in hearing back from your
TA, please do not hesitate to use this email.

Teaching Assistants (TAs): Names and contact information will become available via the
Contact Page on the course website

Note: Please email your TA with any questions or concerns you have, or if you require further
feedback. Also, allow for a 24 hour response time during the week (Monday-Friday). Teaching
Assistants check their messages once over the 48 hour weekend period and are not available
on statutory or university holidays.
Eight Important Points about this Course
In this course outline
1. What does this course cover?
2. What should you learn in this course?
3. How does this course work?
4. What textbook does this course use?
5. What guidelines do you need to follow in this course?
6. What is the schedule for this course?
7. What are the graded assignments for this course?
8. What about changes to this course outline?

Point 1. What does this course cover?

From the Catalog: This course provides an overview of the design and development of training
in organizations by introducing students to theoretical and practical concepts. Topics explored
include the organizational and personal benefits of training, different modes of delivery including
e-learning (an instructional systems design approach to training development), the transfer of
learned skills to the workplace environment, the evaluation of training, the management of the
development process, and trends and successful practices in the field.

Instructor’s statement: This course introduces you to the field of Training and Development, a
field focused on ensuring the long-term employability of the workforce by helping workers
develop the skills, knowledge, and attitudes they need to remain employable. Regardless of
whether you are considering a career in Training and Development, planning to collaborate on a
Training and Development project or manage workers who need to develop their skills, or
participating in training and development in your future career, employability plays a key role in
your future work.

When exploring the field of Training and Development, this course specifically explores:

▪ Why Training and Development is important to individuals, organizations, and society

▪ The products and services offered by Training and Development groups
▪ The various roles that professionals in the field assume, including those who work outside of
Training and Development but play a central role in the success of the work.
▪ The processes, guiding concepts, and technologies used in the work.
▪ The means of assessing Training and development Programs and services (that is, how
does one determine whether training has achieved its goals)
▪ The client-centered nature of work in Training and Development
▪ The business context of Training and Development
▪ Your future in the field, whether you are considering Training and Development as a career
option, planning to collaborate on Training and Development projects, manage workers who
need to develop their skills and knowledge, or participate in Training and Development (or
any combination of these).
Your instructional team hopes that the skills developed in this course help you plan your future
career and benefit you in that work.

______________________________________________________________________

2. What should you learn in this course?

After taking this course, you should be able to describe the role of Training and Development in
helping workers maintain their employability and the practices that Training and Development
professionals follow to ensure this.

In support of this main objective, you should be able to:

▪ Define the term, training and development, and contrast it with education.
▪ Describe the work of Training and Development professionals.
▪ Describe the work contexts of Training and Development professionals.
▪ Describe how Training and Development professionals prepare programs.
▪ Describe the learning philosophies and science that guide the development of training and
development programs.
▪ Describe how training and development professionals employ technology in their work.
▪ Describe how training and development efforts are evaluated.
▪ Describe how client considerations affect the work of training and development
professionals.
▪ Describe the business issues that affect training and development work.
▪ Describe career options in Training and Development.
______________________________________________________________________

3. How does this course work?

1. First, this course is taught entirely online.

Most of the course is self-paced. That is, you take course at your own pace. But note that
each lesson is only open for certain period of time. So, if you don’t plan your time
accordingly, you could miss the lesson.

▪ Live virtual sessions—sessions in which students and instructors are online at the same
time—accompany several of the lessons. These sessions are scheduled before the
deadline for a major learning assessment. If you cannot make these sessions, note that
they will be recorded, and you can view the recording at your convenience. The majority
of these sessions occur just before the learning assessments, so you can ask questions
and receive clarifications as you prepare for them.
▪ During Lesson 10, a guest speaker visits in the live virtual classroom so you can meet
someone who works with Training and Development in the “real” world.

2. Second, each lesson follows this sequence:

 Start here Watch a welcome video, which provides a preview of the lesson and
its importance within the course.

Then Read-Me-First! Guide, an MS Word file that directs you through the
lesson, step-by-step.

Next Watch an introductory video, which provides additional information

about the lesson and places it within the broader context of the
course. The conclusion of the video directs you to an opening
activity.

Then To put the course material in context, the opening activity of each
lesson places you in a work context as a temporary administrator in
a Training and Development group. You receive a work assignment
that is intended to familiarize you with the content of the lesson and
find out what you might already know about the subject.

Then Learn about the topic in depth, such as the products and services
offered by Training and Development groups, the philosophy and
science that underlies the design of Training and Development
programs, and the client-focused nature of the work. You do this
through a sequence of readings, instructional videos, and activities.

Next Engage in an activity, such as reviewing a training catalog, reading

an article, or taking a brief training program to get see some of the
content “in action.”

Then Return to the opening activity. You’ll have an opportunity to revise

your responses, then have the instructor share their thoughts about
the activity and how to respond to it.

Close By reflecting on the lesson.

After Lessons 3, 7, and 10, you then complete a learning

assessment that provides an opportunity for you to show off what
you’ve learned.

3. Note that the workload for this course is determined by the number of credits (in this
case, three).

For those students taking this course as an elective, that plays no role in establishing the
amount of work expected for this or any other course in the university.

Each credit is associated with an expected amount of work in the course, as established by the
university. That is used to determine how much work to assign.
Therefore, the work expected of a 3-credit elective course should be the same as any other 3-
credit course, including ones required for a major.

____________________________________________________________________

4. What textbook and other resources do this course use?

Required Carliner, S. and Driscoll, M. (In preparation.) An Overview of Training

Texts and Development: Why Training Matters. Minneapolis, MN: Lakewood
Media.

Available through Amazon in print and Kindle formats.

[Link]
Matters/dp/109904538X

Also note that a printed copy of the book is available on reserve at the
library

Other Lesson 10 links you to a number of resources to continue learning about

Useful Training and Development.
Resources

_____________________________________________________________________

5. What guidelines do you need to follow in this course?

In this list of a. Complete all lessons on schedule.

guidelines
b. Submit all work on time.

c. Actively participate in online discussion forums.

d. Inform me or the Teaching Assistant of your special learning needs.

e. Contact your teaching assistant when you have questions, need

clarifications, or seek a second opinion

f. Do not share any assignments with anyone except as authorized

by this course.

g. For grading policies

a. Complete all Although you can take lessons at your own pace, you are expected to
lessons on start and complete them within a certain time frame.
schedule.
To successfully complete the course, you need to follow the schedule.

That’s because of the next guideline.

b. Submit all No late assignments will be accepted.

work on
time. Yes, you read that correctly: No late assignments will be
accepted.

Put in other words, late assignments will be a zero (0).

And no, no make-up work exists.

To prepare you for the real-world realities of training and development

professionals, they have deadlines to meet and risk losing their jobs
when they miss those deadlines. So this course, too, has a firm policy
on deadlines to prepare you for those types of workplaces.

Note: Accommodation will be made (a) if you have a medical

emergency or (b) family medical leave situation (such as child
in the hospital or the death of a parent).

But in my experience, students typically contact the professor

before the deadline in such instances.

c. Actively The evidence is unequivocal; students who actively participate in

participate online courses are more likely to successfully complete the course.
in online
discussion That’s because each class lesson is designed to provide you with
valuable insights into the everyday practice of training and
forums.
development. Overlooking or skipping quickly through a lesson, you
might miss important material in this lesson: material that will be
central to following later lessons.
d. Inform me or Your teaching team can provide, on a flexible and individualized basis,
the reasonable accommodations to students who have disabilities and
Teaching issues that may affect their ability to participate in course activities or
Assistant of to meet course requirements.
your special
learning But the teaching team does not know how to meet these needs if you
needs. do not tell us about them.

So, if you have a disability or other special learning need, I encourage

you to contact me or the Teaching Assistant by the end of the second
week of class to discuss your needs and how they might be
accommodated.
 (If you have registered a disability with the Access Centre,
although the university will eventually provide us with
information, it usually does not arrive until the middle of the
term. So your telling us now helps a lot.)

e. Contact Perhaps you have a question about some class material but feel
your uncomfortable asking it in class it or the question does not occur to
teaching you until afterwards. Or perhaps you are working on a class
assignment and have a question about getting started or want a
assistant
second opinion to assess whether you're appropriately approaching
when you the project.
have
questions, In such instances, contact your Teaching Assistant. One of their jobs
need is to support your learning experience. The Teaching Assistant can
clarifica- answer questions by email or schedule a live virtual session with you.
tions, or
seek a
second
opinion

f. Do not share Note that all course materials are copyright.

any
assignments If you use the copy of the textbook on reserve online, note that you
with anyone may only use it online. The book cannot be downloaded.
except as
In addition, you will also need to be signed in with your Concordia
authorized
email account to use the online reserve copy of the textbook.
by this
course. Also note that you are not allowed to share your course assignments
with anyone unless specifically directed to.

That is, you may not share graded assignments or your responses to
course activities with current and future students, much less third party
services like CourseHero.

Because of this warning in the course outline, if you were to share

your graded assignments or responses to course activities without
authorization from the instructor who created this course, you risk
being charged in two ways: (1) Under the Academic Code, which
could result in a statement on your transcript for others to see (even if
you have already graduated) and (2) As a copyright violation, which
could carry financial penalties.

Sharing course materials without authorization is a serious issue and

will be treated as such.
g. For grading See section 7-a.
policies

______________________________________________________________________

6. What is the schedule for this course?

Assignments (in addition to the

activities described in the Read-
Lesson Main Objective Me-First! Guide) Week

1 Define the term, Weeks 1 and 2

training and
development, and Try a brief training course and
contrast it with reflect on the experience.
education.

2 Describe the work Visit an online training catalog. Week 3

of Training and
Development
professionals.

3 Describe the work Learning Assessment 1. Week 4

contexts of
Training and Live Virtual Session
Development (See the course
professionals. agenda below for the
exact date and time
and Zoom link.)

(See the course

agenda below for the
exact date and time
of the Learning
Assessment)

4 Describe how Consider the development effort Week 5

Training and needed for a development program
Development
professionals
prepare programs.
5 Describe the Read-and-comment on a research Weeks 5 and 6
learning article (includes reading
philosophies and week).
science that guide
the development of
training and
development
programs.

6 Describe how Experience a training technology Week 7 and 8

training and and reflect
development Live virtual session
professionals (See the course
employ technology agenda below for the
in their work. exact date and time
and Zoom link.)

7 Describe how Learning Assessment 2 Week 9

training and
development efforts (See the course
are evaluated. agenda below for the
exact date and time
of the Learning
Assessment)

8 Describe how client Read-and-reflect on a case study Week 10

considerations
affect the work of
training and
development
professionals.

9 Describe the Price-comparison activity Week 11

business issues
that affect training
and development
work.

10 Describe career Learning Assessment 3 Week 12

options in Training
and Development. Live virtual session
 (See the course
agenda below for the
exact date and time
and Zoom link.)

(See the course

agenda below for the
exact date and time
of the Learning
Assessment)

______________________________________________________________________

7a. Before I learn about the assignments themselves, what are the
grading policies for this course?

In this list of a. Will late assignments be accepted.

policies
b. Do assignments need to be submitted in a particular way?

c. May I submit assignments in French?

d. What are the grading criteria?

e. What is academic integrity and how does it affect my

assignments?

f. How should questions about grades be handled?

a. Will late No.

assignment
s be No late assignments will be accepted.
accepted. As mentioned earlier in this course outline, late assignments will be
a 0.

And no, no make-up work exists.

Note: If a unique personal circumstance arises that you feel

warrants special consideration, contact your instructor or
Teaching Assistant immediately.
b. Do assign- Where? At the designated link on the course website.
ments need (Online)
to be
submit-ted File types Please type or copy and paste your text directly into
in a particu- the submission box
lar way?

c. May I Yes. This is a right assured to you by the policies of this university.
submit
assign-
ments in
French?

d. What are Your work will be evaluated according to professional standards.

the grading Generally:
criteria?
A The assignment can be published (or used) as is, with little
or no additional revision. The designated audience should
be able to accomplish the intended goals with the project.
B The assignment can be published (or used), but requires
some revision. The logic might need to be strengthened
(perhaps the content needs to be reorganized to flow
more smoothly or perhaps some additional information or
evidence is needed to strengthen a claim or argument
made). With these minor revisions the designated
audience should be able to accomplish the intended
goals.
C The assignment requires significant revision before it
would be suitable for publication or use. Passages might
need to be rewritten or extensively reorganized; or the
assignment might contain extensive grammatical, stylistic,
or typographical errors. The designated audience probably
cannot accomplish the intended goals without the
suggested revisions.
F The assignment is not usable or adaptable. With near
certainty, the designated audience can not accomplish the
intended goals.

Note: Assignments are only given letter grades. Grade books are
supposed to only reflect that.

However, the instructional team records marks in numbers so that

grades can be easily calculated. For simplification and to reduce
errors when entering grades into the system, these number are
recorded as:

59 and below F

60-62 D-
 63-67 D
68-69 D+

70-72 C-
73-77 D
78-79 C+

80-82 B-
83-87 B
88-89 B+

90-92 A-
93-97 A
98-100 A+

Important note: This does not mean this course is harder or

easier than ones that use a different grading scale. It simply
means that marks are recorded in such a way that several
hundred grades are easiest to transfer to the Student
Information System with the fewest number of errors. When
the same digits always mean a (+) or (-), that significantly
reduces entry errors.
e. What is Your teaching team assumes that the work you submit--exams,
academic papers, projects, and drafts of each of these—are your own work.
integrity Representing someone else's work (including material found on the
and how Internet) as your own-is called plagiarism, and it is a form of stealing,
does it whether you lift an entire document or just parts of it; whether all of
affect my the work really belongs to someone else or just part of it.
assign-
ments? Plagiarism violates copyright laws, the ethical guidelines for Training
and Development Professionals (such as those of the Institute for
Performance and Learning and the Association for Talent
Development) and the policies of this university. In accordance with
University regulations, all plagiarized work will be reported to
students’ deans for further action.

Plagiarism includes information lifted from web sites. Like printed

material, the authors of this content are entitled to credit for their
work. If material is taken directly from the web, it must be cited as a
direct quotation. If material is paraphrased, it still must be cited.

Special note about Generative Artificial Intelligence (AI):

As just mentioned, the Code of Conduct of university expects
students to submit original work. Because generative AI like
ChatGPT has the ability to prepare work for the student—and
therefore compromises its originality—students may only use
it in this course when formally authorized by the instructor.
 Furthermore, when doing so, students must indicate that they
used generative AI, the tool used, and how it was used.

Software to assess the likelihood of plagiarism: Software

exists to assess the likelihood of plagiarism and your
instructional team reserves the right to use this software with
any assignment. If you have questions about how to cite
material from the web, please ask a member of your teaching
team.

For more information about academic integrity at

Concordia--including a “quiz” so you can determine for
yourself how well you understand the issue—visit
[Link]

(Note that several faculty in the Department of Education

have coordinated the discussions of academic integrity in
their syllabi. So you might notice similarities across courses.)
f. How should Because discussions about grades are not appropriate for e-mail, if
questions you have a question or concern about a grade, please schedule an
about appointment with the instructor to discuss the issue.
grades be
handled?

7-b. So now, what are the graded assignments?

To assess your
mastery of this Complete this
objective assignment What the assessment asks you to do Weight

Define the term, Experience a brief Experience a brief training course and 4%* *
training and training sequence reflect to see the work of Training and
development, and Development specialists and reflect on
contrast it with the experience Details in the Read-Me-
education. First! Guide.

Describe the work Review training catalogs to see the range 4%* *
of Training and of products and services offered by
Development Visit training catalogs Training and Development groups. Details
professionals. in the Read-Me-First! Guide.
▪ Define the Learning Assessment Two-part exam administered online: 25%
term, training 1
and Objective questions (multiple choice, fill-
development, in-the-blank, matching)
and contrast it
with education. About 40 to 50% of Open questions
▪ Describe the the questions will be
work of
objective (such as
Training and
Development multiple choice,
professionals. matching, true/false)
▪ Describe the and the remainder
work contexts will be open (short-
of Training and and long response).
Development
professionals.

Describe how Review a development program to 4%* *

Training and consider the work effort involved in
Development Visit development preparing it Details in the Read-Me-First!
professionals programs. Guide.
prepare programs.

Describe the Article assignment to Read a research or theory article and 4%* *
learning learn more about the respond to questions about it. Details in
philosophies and guiding philosophies the Read-Me-First! Guide.
science that guide and science
the development of
training and
development
programs.

Describe how Experience a training Practice using one of the technologies 4%* *
training and technology and that training and development
development reflect professionals use. Details in the Read-
professionals Me-First! Guide.
employ technology
in their work.

▪ Describe how Learning Assessment Two-part exam administered online: 30%

Training and 2
Development Objective questions (multiple choice, fill-
professionals in-the-blank, matching)
prepare
programs. About 40 to 50% of Open questions
▪ Describe the the questions will be
learning
objective (such as
philosophies
and science multiple choice,
that guide the matching, true/false)
development of and the remainder
 training and will be open (short-
development and long response).
▪ programs.
▪ Describe how
training and
development
professionals
employ
technology in
their work.
▪ Describe how
training and
development
efforts are
evaluated.
Describe how client Read-and-reflect to Read a case study and respond to 4%* *
considerations see how training questions about it. Details in the Read-
affect the work of professionals Me-First! Guide.
training and address real-world
development challenges
professionals.

Describe the Price-comparison to Find out how much training products and 4%* *
business issues see how business services cost.
that affect training issues affect Training
and development and Development Details in the Read-Me-First! Guide.
work. workers

▪ Describe how Learning Assessment Two-part exam administered online: 25%

client 3
considerations Objective questions (multiple choice, fill-
affect the work in-the-blank, matching)
of training and
development About 40 to 50% of Open questions
professionals. the questions will be
▪ Describe the
objective (such as
business
issues that multiple choice,
affect training matching, true/false)
and and the remainder
development will be open (short-
work. and long response).
▪ Describe
career options
in Training and
Development.
108%*

* For assignments other than the Learning Assessment, the lowest two scores are dropped. No
extra credit is provided above 100%.

** Assignments received after the deadline receive a zero (0).

______________________________________________________________________

8. What about changes to this course outline?

Depending on class progress, your teaching team reserves the right to change this syllabus as
follows:

▪ Schedule of events and assignments

▪ Clarifications to assignments
Important Information
Topic Link
Academic Integrity Academic Integrity
Concordia Educational
Technology Guidelines for
Educational Technology Guidelines
Faculty and Students (the
“Guidelines”)
Access Centre for Students with Disabilities ACSD
Concordia Library Citation & Style Guides How to cite...
Course Communication Tools Communication
eConcordia Policies Policies
Final Exams Information Final Exams
Helpdesk/Support FAQ
Refunds Refunds
Technical Requirements Technical Requirements
Tips for Studying Online Studying Tips
Tips on how to reach online learning goals (learning
How to Succeed @ eConcordia
modules)
How to install and use Zoom Zoom Information

Academic Integrity

It is integral to your registration in this course, that you abide by the university’s code of conduct,
and maintain your academic integrity. Please carefully review this section on academic integrity
on Concordia website: [Link]

Your academic Code of Conduct makes it very clear that plagiarism, as well as any other form of
academic dishonesty, is entirely unacceptable. The Code defines plagiarism as “the presentation
of the work of another person as one’s own or without proper acknowledgement” (CU
Undergraduate Calendar; the Code goes on to state other offences). This could be material
copied word for word from books, journals, internet sites, professor’s course notes, etc. It could
be material that is paraphrased but closely resembles the original source. It could be the work of
a fellow student, for example, an answer on a quiz, data for a lab report, a paper or assignment
completed by another student. It might be a paper purchased through one of the many available
sources. Plagiarism does not refer to words alone - it can also refer to copying images, graphs,
tables, and ideas. “Presentation” is not limited to written work. It also includes oral presentations,
computer assignments and artistic works. If you translate the work of another person into French
or English and do not cite the source, this is also plagiarism. If you cite your own work without
the correct citation, this too is plagiarism.
Accessibility
Your instructor is available to discuss appropriate accommodations that you may require as a
student with a disability. Please contact your instructor as soon as possible if you require any
accommodations. You should register with the Access Centre for Students with Disabilities in
order to benefit from their services.

Territorial Acknowledgement
We would like to acknowledge that Concordia University is located on unceded Indigenous
lands. The Kanien’kehá:ka Nation is recognized as the custodians of the lands and waters on
which we gather today. Tiohtiá:ke/Montreal is historically known as a gathering place for many
First Nations. Today, it is home to a diverse population of Indigenous and other peoples. We
respect the continued connections with the past, present and future in our ongoing relationships
with Indigenous and other peoples within the Montreal community.
Course Website
Your eConcordia account will be valid until the end of the term for which you are registered.

Your account will allow you to access the online course material, which includes videos,
notes, graded course components, and more resources from the course website for the
duration.
 EDUC 240 - Introduction to Training and
Development
Agenda -
Winter 2025
Week 1: January 13 - January 19

Review the course outline and navigate the course website

Lesson 1: Introduction to Training and Development

January 13 Classes Begin

Week 2: January 20 - January 26

Lesson 1: Introduction to Training and Development

January 26 Lesson 1 Activity Due

Week 3: January 27 - February 2

Lesson 2: The Products and Services of Training and Development

January 27 Deadline to add winter-term courses

January 27 Deadline for withdrawal with tuition refund (DNE) from winter-term courses
February 2 Lesson 2 Activity Due
Week 4: February 3 - February 9
Lesson 3: The Roles That Training and Development Professionals Assume and
the Organizations in Which They Work
Live Virtual Session: February 5, 2025
17:00 Zoom
Link: [Link]
February 5 [Link]/j/3607015164?pwd=jGFEWIaWHe4WToe7B56c4ckASs7po1.1&omn=810
83956869
Meeting ID: 360 701 5164
Passcode: EDUC240VS
February 7 Learning Assessment 1: Opens 9AM
February 8 Learning Assessment 1: Closes 12PM (noon)
Week 5: February 10 - February 16
 Lesson 4: How Training and Development Professionals Prepare and Deliver
Programs
February
Lesson 4 Activity Due
16
Week 6: February 17 - February 23
Lesson 5: Concepts That Guide the Work of Training and Development
Professionals
Mid-Term Break: February 24 - March 2
February
Reading week begins
24
Last day to submit required documentation to register with the Access Centre
February
for Students with Disabilities and request exam accommodations for the Winter
27
2025 final examination period
February
President's Holiday - University Closed
28
March 02 Reading week ends
March 02 Lesson 5 Activity Due
Week 7: March 3 - March 9
Lesson 6: The Technologies Used by Training and Development Professionals
in Their Work
Week 8: March 10 - March 16
Lesson 6: The Technologies Used by Training and Development Professionals
in Their Work
Live virtual session March 12 at 17:00
Zoom
Link: [Link]
March 12 [Link]/j/3607015164?pwd=jGFEWIaWHe4WToe7B56c4ckASs7po1.1&omn=810
83956869
Meeting ID: 360 701 5164
Passcode: EDUC240VS
March 16 Lesson 6 Activity Due
Week 9: March 17 - March 23

Lesson 7: Assessing the Effectiveness of Training Products and Services

March 21 Learning Assessment 2: Opens 9AM

March 22 Learning Assessment 2: Closes 12PM
 Week 10: March 24 - March 30

Lesson 8: The Client-Centered Nature of Training and Development

March 30 Lesson 8 Graded Activity: Read-and-reflect due

Week 11: March 31 – April 6

Lesson 9: About the Business of Training

April 05 Lesson 9 Activity Due

April 05 Last day for instructor-scheduled tests or examinations
Week 12: April 7 - April 13
Lesson 10: Issues and Career Opportunities in Training
Live virtual session Wednesday, April 9, 2025
17:00– 18:00 pm (with guest speaker TBD) Zoom
Link: [Link]
[Link]/j/3607015164?pwd=jGFEWIaWHe4WToe7B56c4ckASs7po1.1&omn=810
April 9
83956869

Meeting ID: 360 701 5164

Passcode: EDUC240VS
April 11 Learning Assessment 3: Opens 9AM
April 11 Learning Assessment 3: Closes 12PM (noon)
April 12 Last day of classes, winter term
April 12 Last day for academic withdrawal (DISC) from winter-term courses
Examinations Period: April 15 - May 4
April 18 University Closed
April 19 University Closed
April 20 University Closed
April 21 University Closed