A Model for EAP Training Development Zhiyun 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 InvestigationPlanningPromotionTrainingCounselingEvaluation

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

Implementation  Maintenance Ongoing technical and pedagogical support

Formative Evaluation  Formative evaluation and revision continue throughout the process Design review One-to-one review Expert review Small group evaluation

Summative evaluation Reaction Level1 Evaluation sheets, interview （ content relevancy, media, clarity, comfort ） Learning Level2 On site activity, Mastery Test Performance Level3 Self, peer, or supervisor review, survey Results Level4 Cost/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.

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