a model for eap training development zhiyun zhang ide 632 — instructional design & development...
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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
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