A Model for EAP Training DevelopmentZhiyun Zhang

IDE 632 — Instructional Design & Development II

Instructor：Dr. Gerald S. Edmonds

Introduction

Employee Assistance Program (EAP) An increasingly popular tool of organizational management

Introduced as a part of benefits to the employees

In order to benefit a large number of employees, one of the components of EAP in china is to improve mental health awareness and equip employees with knowledge and skills through training

Six Modules-EAP of Chinese Enterprises

EAP

Investigation

Planning

Promotion

Training

Counseling

Evaluation

Purpose

To assist in the instructional development process of EAP training

To provide structure, guidance and rationale for design and development of training

To visualizes the instructional design process for communication and negotiation between stakeholders

Context

In a business setting Assumptions：External EAP model EAP has been supported and funded Training is an innovation and planed change has been conducted in the module of promotion

The Role of the Developer

Instructional Designer: to conduct analysis, design, development and evaluation phases, consult with trainers in implementation phase.

Instructional Developer: to conduct development phase, work with technical specialists, consult with trainers in implementation phase.

Project Manager: to make project plan, recruit and develop team, coordinate between resources and efforts of the whole team, control project progress, and consult with client company.

Technical specialists: to provide support services in development and implementation phases.

Trainers (subject matter experts): to consult with team throughout the project, conduct the implementation phase.

Coordinators: to consult with team throughout the project, and coordinate between project and client company.

Intended Audience

Direct users Head of EAP Person in charge of other EAP modules The management of the client company Others

Explanation of the Model

Orientation : both descriptive and prescriptive

Knowledge Structure: declarative/both of procedural and declarative

Expertise Level: Intermediate to expert  Structure: Expert/Soft-System-Based/Expert/Intuitive-Based

Context: business Level: unit-level/lesson-level/module-level

Kemp's Model

Rapid Prototyping Model

ADDIE Model

Model for EAP Training Development

Analysis Training needs analysis (TNA)

Optimal performance, actual performance, feelings, causes and solutions

Problem definition

Techniques: extant data analysis, needs analysis

Learner analysis

Education level, learning style, prior knowledge or training, motivation, physical abilities, etc.

Environment analysis

learning environment and working environment

Resources technologies, policies, other characteristics

Content analysis

Prerequisite knowledge or skills, desired learning outcomes, and the content to be learned

Learning hierarchy analysis

Instruments:

records analysis, observation, survey, interviews and focus groups 

Learning objectives

ABCD format

Content sequencing

Instructional strategies

Method of delivery, instructional architecture, learning architecture, method of grouping for learning

Assessment approach

Assignment, test, self or peer review, participation

Prototyping

Development

Training materials

Support services

Content sequencing

Instructional strategies

Assessment approach

Training materials

Support services

Implementation

Maintenance

Ongoing technical and pedagogical support

FormativeEvaluation

Formative evaluation and revision continue throughout the process

Design review

One-to-one review

Expert review

Small group evaluation

Summative evaluation

Reaction Level1Evaluation sheets, interview（ content relevancy, media, clarity, comfort ）

Learning Level2On site activity, Mastery Test

Performance Level3

Self, peer, or supervisor review, survey

Results Level4Cost/benefit analysis, pre and post-training comparison

Management

Project management

Team development

Communication

Coordination

Control

References

Gustafson, K., & Branch, R. (2002). Survey of Instructional Development Models.Syracuse, NY. ERIC Clearinghouse on Information & Technology.

Rossett, A. (1987). Training Needs Assessment. Englewood Cliffs, NJ: Educational Technology Publications.

Thank You