TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI 2

VIỆN NGHIÊN CỨU SƯ PHẠM

LỚP BỒI DƯỠNG NGHIỆP VỤ SƯ PHẠM GIẢNG VIÊN ĐẠI HỌC- CAO ĐẲNG
KHÓA NVSP K1.23 LIÊN VIỆT

Chuyên Đề: Phát Triển Chương Trình Và Tổ Chức Trong Quá Trình Đào Tạo

Họ và tên: Nguyễn Thị Thủy Tiên

Ngày sinh: 19/10/1995
 Nơi sinh: Vũng Tàu
SBD:

Đề tài: Anh (chị) hãy phân tích các bước phát triển chương trình giáo dục đại học. Từ đó,
xây dựng đề cương chi tiết của một môn học mà anh (chị) phụ trách giảng dạy.
Bước 1. Phân tích bối cảnh và nhu cầu đào tạo: CTĐT phải phù hợp với thể chế chính trị,
trình độ phát triển kinh tế – xã hội, khoa học – công nghệ, truyền thống văn hoá, yêu cầu
chuyên môn và nhu cầu nhân lực của thị trường lao động để làm cơ sở thiết kế.
Bước 2. Xác định mục đích chung và mục tiêu cụ thể:Tức là xác định“cái đích hướng
tới” của quá trình giáo dục – đào tạo nhằm hình thành và phát triển nhân cách con người,
những đức tính nghề nghiệp.
Bước 3. Thiết kế CTĐT: Tức là quá trình xây dựng nội dung, kế hoạch đào tạo, các yêu
cầu và điều kiện bảo đảm nhằm thực hiện CTĐT.
Bước 4. Thực thi CTĐT: Đưa CTĐT vào thử nghiệm và thực hiện.
Bước 5. Đánh giá CTĐT: Việc đánh giá chương trình cần được thực hiện trên cơ sở kết
quả thử nghiệm và lấy ý kiến rộng rãi các nhà khoa học, chuyên gia giáo dục, đội ngũ
giảng viên, sinh viên hoặc phụ huynh sinh viên và người sử dụng lao động.
Phát triển CTĐT là một quy trình khép kín, không có bước kết thúc. Điều quan trọng là
mỗi bước phải được giám sát và đánh giá ngay từ đầu. Mỗi bước trong quy trình bao gồm
một số hoạt động. Trong quy trình phát triển CTĐT, các nhóm liên quan được đặt giữa
nhằm nhấn mạnh sự tham gia trong suốt quá trình phát triển CTĐT. Mỗi ngành học trong
mỗi bối cảnh khác nhau có các bên liên quan khác nhau. Tham gia vào phát triển CTĐT,
mỗi bên liên quan có những mối quan tâm khác nhau: Ví dụ GV, SV quan tâm nhiều hơn
tới công việc giảng dạy được thực hiện như thế nào; trong khi nhà quản lí đào tạo hay
đơn vị sử dụng nguồn nhân lực lại quan tâm nhiều tới kết quả đầu ra của sản phẩm đào
tạo – chất lượng SV. Tuy nhiên, mức độ tham gia của các bên liên quan trong từng giai
đoạn của quy trìnhcần được Nhóm công tác phát triển CTĐT và các nhóm liên quan xác
định. Các bên liên quan trong phát triển CTĐT là những nhóm người hay cá nhân có mối
quan tâm về đào tạo hoặc là những người hưởng lợi. Hiện nay, nhiều chuyên gia giáo dục
đề xuất, phát triển CTĐT cần có sự tham gia của 5 “nhà”: Giảng viên, nhà quản lí, sinh
viên, chủ doanh nghiệp và chuyên gia phát triển CTĐT. Có thể chia các bên liên quan
thành nhóm bên trong và nhóm bên ngoài. Nhóm bên trong bao gồm các bên liên quan
tham gia hoặc chịu ảnh hưởng trực tiếp của quá trình đào tạo và nằm trong đơn vị đào tạo
(như nhà quản lý, nhà giáo, sinh viên). Nhóm bên ngoài bao gồm các bên liên quan nằm
ngoài đơn vị đào tạo, không tham gia trực tiếp hoặc chịu ảnh hưởng trực tiếp của quá
trình đào tạo (như doanh nghiệp, người sử dụng lao động…).

1. Phân tích nhu cầu

Đây là công việc đầu tiên mà các nhà giáo dục cần làm khi thực hiện
phát triển chương trình một môn học/chuyên đề.
Trong thiết kế chương trình một môn học, việc phân tích nhu cầu nhằm
tới các đối tượng sau:
- Mối quan hệ giữa môn học với mục đích, mục tiêu của cả chương
trình giáo dục
- Những thông tin về người học.
- Tính hữu dụng của kiến thức môn học khi học lên hoặc khi đi vào
cuộc sống lao động nghề nghiệp
- Bối cảnh dạy học
- Những ưu tiên của cơ sở đào tạo
a. Mối quan hệ giữa môn học với mục đích, mục tiêu của cả
chương trình giáo dục
Khi thiết kế chương trình một môn học, việc quan trọng là phải
nghiên cứu mối quan hệ của nó với các môn học khác trong chương trình của
cả bậc học.
Để làm việc này giáo viên phải nghiên cứu chương trình môn học,
chuẩn kiến thức, kĩ năng của môn học, sách giáo khoa, tài liệu tham khảo các
loại. Đồng thời tìm hiểu các môn học gần (văn sử, địa, GDCD; toán, lí hóa,
sinh,…) có khả năng hỗ trợ học tốt môn học.
Quá trình nghiên cứu sẽ giúp giáo viên trả lới các câu hỏi sau:
- Để học tốt môn học người học cần những kiễn thức kĩ năng gì đã học
trước đó?
- Những nội dung nào của môn học có thể tích hợp với các môn khác
(liên môn)?
- Những nội dung nào của môn học có thể tích hợp với mục tiêu giáo
dục (mục tiêu thái độ)?
- Sau khi học xong môn học người học có thể có những kiên thức kĩ
năng, thái độ như thế nào?
- Người học có thể dùng những kiến thức kĩ năng ấy để làm gì khi học
lên hoặc đi vào cuộc sống lao động
Đề cương chi tiết môn học Quản trị nguồn nhân lực

A. PART ONE: GENERALLY

I. Credit hours:
Direct faculty-student contact: 55 hours

Saturday, 16 October, 2021:

Afternoon: 13:30 PM – 17:30 PM

Thursday, 21 October, 2021:

Evening: 18:30 PM – 21:30 PM

Saturday, 23 October, 2021:

Afternoon: 13:30 PM – 17:30 PM

Sunday, 24 October, 2021:

Afternoon: 13:30 PM – 17:30 PM

Thursday, 28 October, 2021:

Evening: 18:30 PM – 21:30 PM

Saturday, 30 October, 2021:

Afternoon: 13:30 PM – 17:30 PM

Sunday, 31 October, 2021:

Afternoon: 13:30 PM – 17:30 PM

Thursday, 4 November, 2021:

Evening: 18:30 PM – 21:30 PM
(mid-term test at the end of the day)
Thursday, 18 November, 2021:
Evening: 18:30 PM – 21:30 PM - Presentation

And online tutor sessions via zoom meeting

Student time: (125 hours)
Pre-class reading of text: 45 hours
Assess and read Internet links as per Moodle: 25 hours
Prepare for the final assessment: 7 hours
Written report: 32hours
Presentation: 16 hours

II. Required Texts:

Jeffrey A, Mello. Strategic Human Resource Management. Cengage Learning.
4th Edition, 2015. ISBN 9789814617123

III.Description:
A 3 credit course advanced seminar dealing with personnel issues and problems.
Students will develop a philosophy of human resource practice based on current
compliance expectations in America. (Why do executives develop HR policies and
practices in the way that they do?). Topics include American employment laws
and regulations; HR planning which includes job analysis, descriptions and
specifications; recruitment, screening and selection processes; orientation, training
and development; performance expectations and appraisal; base compensation,
incentives and benefits; unions, employee relationships, discipline, and other
specialized topics. This course emphasizes applications, cases, and independent
research.
PREREQUISITES: BSAD 515 or permission of instructor.

IV.Objectives:
1. To develop a philosophy and identify the functions, activities, and
critical skills needed to manage the human resources contained within
the organization.
2. To identify which employment laws apply to and impact the organization,
and to know what actions to take to properly comply with each requirement.
3. To explore the current literature and to evaluate the appropriateness of
the HR practices in use today, given the changes and emerging trends we
now see in the workplace.
4. To build and demonstrate skill in applying some common HR techniques
to work- related situations by completing short exercises and simulations.
5. To develop and sharpen analytical and problem-solving skills
through the evaluation and discussion of HR cases and critical
incidents.

Course Requirements: Lectures, independent assignments, oral presentations,

case analyses and discussions, simulations, skill exercises and two examinations
will comprise the various methods of instruction and personal learning used in
this class. A thorough understanding of the behavioral theories used in human
resource management is assumed (BSAD 515 is a prerequisite).

With the exception of written work done in class, all assignments should be neatly
printed and turned in promptly when due. All assignments are to be prepared
independently unless instructed otherwise. Late work is normally NOT
ACCEPTED! Irregular class attendance (if absences exceed 10%), or any evidence
of academic dishonesty can result in involuntary termination from the class (see
2014-2015 AU Bulletin, p. 30). If you qualify under the Americans with Disabilities
Act for accommodation, notify the instructor immediately, so that referrals and
special assistance can be arranged.
Cases: Several short cases or critical incidents will be discussed in class during the
term. Students should be prepared to participate in the case discussions if called
upon to do so. Students may be asked to prepare a brief, printed outline of the
highlights of the case (using the guide below), and will turn this into the instructor at
the end of the class period. Normally cases will be assigned one day before they are
due.

Your case outline should include:

1. Identification of the root and symptomatic problems in the case (...separated,
discussed and justified).
2. A clear statement of the problem(s) that must be addressed NOW... with a brief
justification for each.
3. The criteria you will use to evaluate your options (...what positive
outcomes must be accomplished?).
4. A list of possible alternatives for addressing each problem (...at least 2-3
choices for each problem).
5. A recommendation for each problem, and a strong justification or rationale
for it (use your criteria).
6. An implementation plan, detailing how to proceed and how to avoid
negative side effects (...who does what by when to make sure this problem gets
solved successfully?).

B. PART TWO: RULES & ROLES

I. CLASS PARTICIPATION:
The instructor reserves the right to adjust the student’s final grade up or down based
upon the student’s attendance record, performance on homework and in-class
exercises, evaluation by group members, and contribution to the learning experience
of his/her classmates. Such a contribution could be enhanced by such behavior as
engagement in class discussion, involvement in group work, participation in class
performances on group exercises, making substantive comments to discussion of
issues addressed in class, volunteering answers to questions posed by the instructor,
etc. A positive, inquiring attitude by the student is an important prerequisite to their
own education as well as for enhancing the learning experience for the class as a
whole.

II. ATTENDANCE EXPECTATION:

Barring unforeseen circumstances, students are expected to attend all scheduled
classes. Class will begin on time and attendance will be taken at the beginning of
class. Students who are tardy will be marked as such, and are subject to university
policy that states that “three tardies are equal to one absence” and that “whenever the
number of absences exceeds 20% (10% for graduate classes) of the total course
appointments, the teacher may give a failing grade.” Whenever circumstances permit,
students who must miss class as a result of exigent circumstances should inform the
instructor before class of the reason for their absence.

III. ACADEMIC HONESTY:

Andrews University expects students to demonstrate the ability to think clearly and
exhibit personal moral integrity in every sphere of life. Honesty in all academic
matters is a vital component of personal integrity. Breaches in academic integrity
principles are taken seriously by the University. Acts of academic dishonesty as
described in the University Bulletin are subject to incremental
disciplinary penalties with redemptive intent. Such acts are tracked in the office of
the Vice President for Academic Administration. Repeated and/or serious offenses
will be referred to the Committee on Academic Integrity for further
recommendations on penalties. Go to http://www.indiana.edu/~istd/ for instructions
on how to avoid plagiarism.
POLICY ON COMPUTERS, CELL PHONES AND PDAs IN THE
CLASSROOM: Computers, cell phones, and personal digital assistants (PDAs) are
to be turned off and stored during class time unless and until your instructor
instructs you to use them. If you are expecting an important, unavoidable phone call
during class time you must make arrangements with the instructor in advance of the
class.

IV. METHODS OF INSTRUCTION

The learning-teaching experience for this on-line three semester credit course
will include the following approaches:
1. Reading assignments;
2. Group written/presentation assignments;
3. Video presentations;
4. Quizzes;
5. Cases discussions;
6. Individual Assessment:

V. ASSIGNMENTS AND COURSE REQUIREMENTS

1. Assignments contents:
Skill Exercises and Assignments: Students may be asked to write or critique a job
description, validate a test, critique an application form, develop a job evaluation
manual, revise a performance appraisal instrument, design a wage survey, evaluate
an attitude survey, or engage in some other experiential activity like interviewing a
real HR professional. These assignments are only announced during class (not listed
in the syllabus), so stay in touch with the instructor if you are absent for any reason.

Topical Assignments and Reports: Each student will be assigned a few HR topics
to independently research. Each assignment will require a written report and a brief
oral presentation to the class. In addition, the oral presenter will provide each
member of the class a one-page handout of the highlights of the investigation.
Written reports must also provide a bibliography or complete listing of all sources
consulted, including internet sites.

Academic Honesty Policy & Procedures

See the following link: http://bulletin.andrews.edu/content.php?
catoid=10&navoid=796 under Student Responsibilities
In harmony with the mission statement, Andrews University expects that students
will demonstrate the ability to think clearly for themselves and exhibit personal and
moral integrity in every sphere of life. Thus, students are expected to display
honesty in all academic matters. Academic dishonesty includes (but is not limited to)
the following acts:
● Falsifying official documents;
● Plagiarizing, which includes copying others' published work, and/ or failing to
give credit properly to other authors and creators;
● Misusing copyrighted material and/or violating licensing agreements (actions that
may result in legal action in addition to disciplinary action taken by the University);
● Using media from any source or medium, including the Internet (e.g., print, visual
images, music) with the intent to mislead, deceive or defraud;
● Presenting another's work as one's own (e.g., placement exams, homework
assignments);
● Using materials during a quiz or examination other than those specifically
allowed by the teacher or program;
● Stealing, accepting, or studying from stolen quizzes or examination
materials;
● Copying from another student during a regular or take-home test or
quiz;
● Assisting another in acts of academic dishonesty (e.g., falsifying
attendance records, providing unauthorized course materials).
Andrews University takes seriously all acts of academic dishonesty. Such acts as
described above are subject to incremental discipline for multiple offenses and
severe penalties for some offenses. These acts are tracked in the office of the
Provost. Repeated and/or flagrant offenses will be referred to the Committee on
Academic Integrity for recommendations on further penalties.

Consequences may include denial of admission, revocation of admission, warning

from a teacher with or without formal documentation, warning from a chair or
academic dean with formal documentation, receipt of a reduced or failing grade
with or without notation of the reason on the transcript, suspension or dismissal
from the course, suspension or dismissal from the program, expulsion from the
university, or degree cancellation.
Disciplinary action may be retroactive if academic dishonesty becomes apparent
after the student leaves the course, program or university.
Departments and faculty members may publish additional, perhaps more
stringent, penalties for academic dishonesty in specific programs or courses.
Copyright © 2012 by Andrews University
All rights reserved. No part of these course materials may be reproduced, stored in
a retrieval system, or transmitted by any form or by any means-electronic,
mechanical, photocopying, recording, or otherwise-except as may be expressly
permitted by the applicable copyright statutes or in writing by Andrews
University.

Class Attendance, Late Work, Make Up Work:

Students are expected to attend all classes and to be on time. Coming to class late or
leaving before the end of class will be regarded as a tardy. Three tardies equals one
unexcused absence. Being late by more than 15 minutes, or leaving class more than
15 minutes early will be counted as an absence. A student will be penalized by two
percent for each unexcused absence
Late work will not be accepted.
Make-up work or make-up tests are not permitted.
The instructor will use his own discretion in deciding whether an excuse is acceptable
or not. Participation points are NOT automatic. Students are expected to contribute
ideas, not to engage in private conversations, not to leave the classroom other than at
regularly scheduled breaks, and to return from scheduled breaks on time.

Academic Integrity:
Andrews University, as a Seventh-day Adventist institution, expects each student to
demonstrate the ability to think clearly and exhibit personal moral integrity in every
sphere of life. Honesty in all academic matters is a vital component of personal
integrity. The School’s code of academic integrity is designed to ensure that the
principles of academic honesty and integrity are upheld. All students
are expected to adhere to this code. Academic dishonesty is not tolerated. In this
course, academic dishonesty – including, but not limited to plagiarism, cheating
and/or assisting another student to plagiarize or cheat – will be reported to the
University Academic Integrity Council.
On the examinations you will be required to sign a statement indicating your
compliance with the code of academic integrity – i.e. you have neither received
nor given any unauthorized assistance on the examination.

Examination:
One mid-term examination, one individual final assessment. A group presentation
will be presented in groups along with a written report. The class will be divided in
groups in the first class period. 2. Grading
Your grade will be determined by using the following weighting:

Assessment plan

Assessment Tasks Weighting

Group Written Project 20%

Group Presentation 30%

Mid-term assessment 20%

Individual Final Assessment 30%

Total 100%

C. PART THREE: TENTATIVE COURSE SCHEDULE

Teaching and Assignment Schedule

Sessions/Da Chapters To Be Other

te Studied Assignments

1 Introduction to the Course

16 October An Investment Perspective of Human Resource

Management
(Chapter 1)

Strategic Human Resource Management:

Introduction

2 Social Responsibility and Human Resource Reading 1.1: The

Management (Chapter 2) India Way:
21 October
Lessons for the
U.S.

Reading 1.2:
Strategic Human
 Resource
Management as
Ethical
Stewardship.

Strategic Management (Chapter 3)

3 The Evolving/Strategic Reading 2.2: The Ethics of Human

Role of Human Resource Management
23 October
Resource
Management (Chapter
4)

Reading 2.3: How do Corporations

Embed Sustainability Across the
Organization?

Strategic Workforce Article 2.4. The Effects of Team

Planning (Chapter 5) Diversity on Team Outcomes: A Meta-
Analytic Review of Team Demography

Reading 5.2: The Annual HR Strategic

Planning Process: Design and facilitation
Lessons from corning Incorporated
Human Resource

4 Design and Redesign Reading 3.2: Bring Human Resources

 of Work Systems Back into Strategic Planning
24 October
(Chapter 6)
Reading 4.1: Distinctive Human
Resources are Firms’ core Competencies

Reading 4.2: Employee Engagement and

commitment

Reading 5.1: Diverse Succession

Planning: Lessons From the Industry
Leaders

5 Staffing (Chapter 8) Reading 6.1: Using Outsourcing for

Strategic Competitiveness in Small and
28
Medium – sized Firms
October
Training and Reading 9.1: Confronting the Bias
Development (Chapter Against On-Line Learning in
9) Management Education.

Reading 9.2: Becoming a Leader: Early

Career Challenges Faces by MBA
Graduates

6 Performance Reading 10.1: Effective Leadership

Management and Behavior: What we know and What
30 October
Feedback (Chapter 10) Questions Need More Attention.

Reading 10.2: Managing the Life Cycle

of Virtual Teams

7 Compensation Reading 11.1: Exposing Pay Secrecy

(Chapter 11)
 Reading 11.2: The development of a
31 October
Pay–for Performance Appraisal System
for Municipal Agencies: A case Study

Employee Separation Reading 13.1: Retaining Talent:

and Retention Replacing Misconceptions with
Management Evidence-Based Strategies

References
https://lib.vinhuni.edu.vn/DATA/62/upload/493/documents/2016/03/file5.pdf

Nguyễn Vũ Bích Hiền (2012), Các xu hướng phát triển chương trình đào tạo theo quan
điểm lấy người học làm trung tâm, Tạp chí khoa học, 57, 148-155.

https://www.studocu.com/vn/document/hcmc-university-of-technology/anh-van-giao-
tiep/trinh-bay-giai-thich-cac-buoc-cua-chu-trinh-phat-trien-chuong-trinh-mot/28710844