A Model for EAP Training Development

1. A Model for EAP Training Development Zhiyun Zhang IDE 632 — Instructional Design & Development II Instructor：Dr. Gerald S. Edmonds

2. 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 Introduction

3. Six Modules-EAP of Chinese Enterprises

4. 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 Purpose

5. 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 Context

6. 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. The Role of the Developer

7. Direct users • Head of EAP • Person in charge of other EAP modules • The management of the client company • Others Intended Audience

8. 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 Explanation of the Model

9. Kemp's Model

10. Rapid Prototyping Model

11. ADDIE Model

12. Model for EAP Training Development

13. 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 Analysis

14. 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

15. Maintenance • Ongoing technical and pedagogical support Implementation

16. Formative evaluation and revision continue throughout the process • Design review • One-to-one review • Expert review • Small group evaluation FormativeEvaluation

17. Summative evaluation

18. Project management • Team development • Communication • Coordination • Control Management

19. 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. References

20. Thank You