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Instructional Design Process Model

EOIR Technologies

The University of Tampa

Rachel Doss
EME 601

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PROCESS MODEL
EOIR Technologies

PURPOSE
The purpose of this analysis is to highlight the lack of an instructional
design system currently in place at EOIR Technologies. While there is a
Software Systems & Training Department in the organization, there is no
formal Instructional Design and Development Department to help train and
educate employees. Since there are many divisions in the organization, this
report will focus on developing an Instructional Design Process Model for
Intelligence Systems Development, which is under the Intelligence &
Combat Information division of EOIR Technologies.

INTRODUCTION
Electro Optic Infrared Technologies, or commonly known as EOIR
Technologies, was established in 1981 as a technology services company.
EOIR Technologies served agencies directly within the Department of
Defense, Department of Homeland Security, and other segments of the
intelligence community. In 2009, EOIR Technologies gained CSP

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Technologies, which was a technology company that had over 15 years of

experience with developing software for the United Stated Army.
Now, EOIR Technologies operates out of ten locations in the United
States, with offices in Florida, New Jersey, Virginia, Maryland, and Ohio.
Employees also have opportunities to work in Hawaii, Afghanistan, South
Korea, and other oversees locations. EOIR Technologies provides services in
System Integration, Sensor Operations and Mission Specialists, Data and
Imagery Analysis, Engineering Services, Field Data Collections, Intelligence
Analysis, Program Management, Rapid Prototyping, Sensor Systems,
Software Development, Systems Engineering, and Advanced Training. To
help properly serve customers and meet business objectives, EOIR
Technologies has partnered with Hortonworks and Red Hat.
Since EOIR Technologies inception, the company has had a rapidly
growing consumer base. For over 30 years, the U.S. Armys Night Vision
and Electronic Sensors Directorate (NVESD) has been EOIR Technologies
biggest costumer. Along with NVESD, EOIR Technologies serves other
Army organizations such as the Intelligence and Information Warfare
Directorate (I2WD), Command and Control Directorate (C2D), PEO
Intelligence, Electronic Warfare and Sensors (IEW&S), PEO Solider,
National Ground Intelligence Center (NGIC), and the Intelligence and

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Security Command (INSCOM). With its expansion over the past few years,
EOIR Technologies now assists all branches of the Armed Forces, U.S.
Special Operations Command (USSOCOM), Marine Corps Systems
Command (MARCORSYSCOM), Naval Surface Warfare Center Dahlgren
Division (NSWC), National Geospatial-Intelligence Agency (NGA), Office
of Naval Intelligence (ONI), and National Maritime Intelligence Center
(NMIC). With such a vast and knowledgeable client base, EOIR
Technologies needs to make certain that employees are well educated,
trained, and professional at all times.

ORGANIZATIONAL STRUCTURE
EOIR Technologies consists of a Board of Directors, which includes
two Co-Chairmen, Dr. Mark Mykityshyn and Chris Melton. The remaining
four members include the CEO/President of EOIR Technologies, Dr. Joseph
Mackin, Bob Giordano, Mark Lister, and John Miller. Under the Board of
Directors, the Chief Operating Officer, Pete Cannito, works alongside Dr.
Joseph Mackin. The CEO and Chief Operating Office are responsible for
overseeing the work of the VP of the Strategic Innovative Office, the VP of
Finance & Support Operations, Sr. VP of Intelligence & Combat
Information, and the Sr. VP of Specialty Engineering, Prototyping, &

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Intelligence. For a more in-depth look at the organizational chart, below is

EOIRs management structure.

Figure 1. EOIR Technologies Management Structure.

(EOIR Technologies, 2013)

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When analyzing the organizational chart, under the division of Specialty

Engineering, Prototyping & Intelligence is Software Systems & Training,
which is directed by Jason Lepp. The Software Systems & Training,
however, is not an educational training for employees. This training refers to
a training service that EOIR Technologies provides to customers. These
training packages are used to provide instruction and training materials to
help students learn during a course. The training packages include an
interactive learning management system, which allows instructors to
monitor the progress of students during the course. The organizational chart
does not have a division that provides training and educational learning to
employees.

INTELLIGENCE SYSTEMS AND DEVELOPMENT

Since EOIR Technologies is such a large organization, the main focus
for this paper will focus on the Intelligence & Combat Information Division.
Within this division, Jamie Johnson is the Director of Intelligence Systems
and Development, and works out of the Toms River, New Jersey office.
Jamie Johnson is directly responsible for the software systems produced at
this office and the employees that work at this location. The office is
comprised of the Director, Jamie Johnson, who is also a Senior Software

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Developer, a Project Manager, Security Specialist, Systems Engineer, six

Software Developers ranging in experience level (Entry Level Senior
Level), and an intern (mostly responsible for software development). Each
employee is directly responsible for providing high quality work when
creating and building software systems for the United Stated Government.
They are also required to have an active security clearance or have the
ability to obtain one.

Director the Director must have a Masters Degree and years of

experience working in the organization, or years of experience
working in a related position. This individual is directly responsible
for the employees that work at the office location, current and future
clients of Intelligence Systems and Development, and working with
the VP of Mission Command.

Project Manager the Project Manager must have a Masters Degree

or a Bachelors Degree and years of experience as a Project Manager
or related position. This individual is responsible for directly working
with the clients, Director, Security Specialist, Systems Engineer,
Software Developers, and other individuals in directing the project(s)

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life cycle. The Project Manager organizes the project, sets short-term
and long-terms goals, makes schedules, sets budgets, and a number of
other important duties that are needed to complete the final project.

Security Specialist the Security Specialist must have a Masters

Degree in Security Systems or related field. This individual is
responsible for making sure systems and networks have the right
security to protect them against unwanted users.
Systems Engineer the Systems Engineer must have at least a
Bachelors Degree in Intelligence Systems or a related field, however,
a Masters Degree is preferred. The individual should have five years
or more experience in this field. The Systems Engineer is directly
responsible for the system design for the Intelligence and Information
Warfare Directorate. The individual is also responsible for providing
support to the systems engineering process, integration planning and
functional Gap analysis for the related system and its interfaces.

Software Developer(s) a Software Developer must have a

Bachelors Degree or Masters Degree in Computer Programming or a
related field. Software Developers range from Entry Level to Senior

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Level and is based on years of experience. Software Developers are

expected to work in teams and individually on creating, developing,
and implementing new software programs/systems. They are also
responsible for fixing and debugging existing software
programs/systems that are in use.

Intern the Intern should be working towards earning a Bachelors

Degree in Computer Programing or related field. This individual
assists the Director, Project Manager, and Software Developers in
developing new software programs/systems, and fixing and debugging
existing software programs/systems.

EDUCATION AND TRAINING PROCESS

Current Condition
In the Intelligence Systems and Development department at EOIR
Technologies, there is no single person or department responsible for
designing and developing education and training for new employees or
current employees. There is no model being used to help new employees
learn and get acclimated with their new position, or to help current
employees stay current with their field. At this time, new hires in the

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Intelligence Systems and Development department come into work on their

first day and spend about six to seven hours reading and filling out
paperwork relating to the privacy of the company, security clearances, health
insurance, 401k, etc. After the initial day on the job, the following days
consist of the individual diving right into the projects that the other office
members are working on. The new hire is not given any opportunity to sit
down with the Director or Project Manager to learn more about the
company, the department, existing software systems/projects, or projects that
are currently being developed. While the employees in this company have a
strong educational background and skill level, there still needs to be a new
hire orientation or learning/educational program that allows these
individuals to gain a better understanding on the company as a whole, as
well as background information on the clients and projects that are currently
being implemented. With no such knowledge, it is extremely difficult for an
outsider to be expected to learn the ins and outs of specific software systems,
programs, and projects.
In regards to current employees, the company does not provide any
additional learning opportunities for these employees to learn and stay
current in their field. EOIR Technologies expects employees to learn and
educate themselves during lunch hours or after the workday is over. This is a

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challenge in itself because employees may not be aware of what material

they should be learning, and if that material is directly related to their current
work.

Desired Condition
EOIR Technologies would benefit from creating a new position in the
company that will allow an Instructional Designer to design and develop
educational training for new hires and current employees in each of the
departments in the company. The Instructional Designer would work directly
with the department Directors to develop a specific Instructional Design
model to help create an effective and efficient educational training program
that will help educate new hires on the company, the department that they
are working under, and background information on the projects that are
existing or currently being developed. Current employees would be able to
receive training on new topics and make sure that they are maintaining their
skill level.
Since this paper is focusing on the Intelligence Systems and
Development department, the desired educational and training program for
this department would consist of:
New Employees

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The new hire would receive an e-mail or hand explaining their

new hire training program schedule for the first week of work.
First Day meet with the office Secretary to go over the initial
paper work that needs to be filled out. This paperwork consists
of information about the company as a whole, privacy of the
company, security clearances, health insurance plans, dental
plans, 401k, etc.
Second Day watch a video on security clearances and how to
make sure you are abiding by the companys privacy laws.
After the video, the will be a quick online quiz to make sure the
individual was paying attention and understands the rules.
When working with Government property, it is highly
important that employees understand the importance of these
laws. There will also be a questionnaire that will provide the
Instructional Designer feedback on the video and information.
Third Day The new employee will take part in an online
course that will assess their knowledge and skill level on their
new position. For example, for a Software Developer, this
course will test the individuals skills level on certain computer
programming languages, software programs, etc. This online
course will then give the department Director the ability to see

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the individuals skill level and develop a learning/educational

program that is directed to their needs.
Fourth Day The new hire will meet with the Director to go
over the results from the day before. This will give the new
employee an opportunity to ask questions and determine at
what skill level they should ultimately be ate. After this
meeting, the Project Manager will then meet with the individual
to go over background information on clients, existing projects,
and new projects. There will also be an online tutorial on the
projects to give the new hire a better understanding.
Fifth Day This would be the last day of training for the new
hire and allow them to get hands on experience with the
projects. Depending on the Director, the new hire will be given
small tasks to complete to make sure they understand the
software, or the Director may suggest working side by side with
another employee to gain knowledge.

Current Employees
The Instructional Designer will develop online courses that
current employees will be able to access to learn new

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material. For example, if a Software Developer has to learn

a new programming language, the Instructional Designer
will put together videos, tutorials, and practice questions to
make sure that the employees understand and can apply the
new material.
If security-breaching procedures need to be delivered to
employees, the Instructional Designer will be able to put
together a presentation via PowerPoint or Adobe Connect to
relay the information to the employees.
With this new learning and educational program in place, EOIR
Technologies will be able to provide new and existing employees the
opportunity to learn more about the company, the individual departments,
existing projects, new projects, and gain more knowledge on new materials.
This new program will also receive feedback from these employees on how
to make their work experience better.

RECOMMENDATIONS: NEW MODEL

Suggested Model for the Intelligence Systems Development Department

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Due to the current absence of an educational training program at

EOIR Technologies, there is no instructional design model in place. If the
company decided to hire an Instructional Designer to design and develop the
proposed educational learning program, then an instructional design model
should be used to improve instruction and provide the most beneficial
learning experience for current and future employees. The next section will
explain a proposed model that will be used to construct an online
educational learning course that will help current employees to stay up and
current in their field, and allow new employees to test their knowledge and
learn about the company.
After examining a few instructional design models, an Instructional
Designer will be able to create an educational learning course with the help
of the Bates Model. Tony Bates designed the Bates Model in 1995, and is a
Product-Oriented Model that focuses primarily on developing open and
distance learning. This model was also designed for learners who often are
working largely on their own schedules and perhaps independently
(Gustafson & Branch, 2002). This front-end system design has four phases:
course outline development, selection of media, development/production of
materials, and course delivery (Gustafson & Branch, 2002). One major
feature that is shown throughout the Bates model is the collaborative team

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efforts in the course development. In each of the four phases, Bates clearly
identifies the team roles and what actions need to be carried out. Team
collaboration is important when Directors, Project Managers, SMEs, and
other positions need to come together to develop a company program. Bates
also mentioned that this model is based on a systems approach, and uses
many elements of ADDIE. The five core elements of the ADDIE Model are
analyze, design develop, implement, and evaluate. When the analysis,
design, develop, and implement stages are finished, each phase is then
evaluated for proper feedback. Meanwhile, throughout the whole process,
revision is constantly taking place. Below is a diagram of the ADDIE Model.

Figure 2. ADDIE Model- Core elements of instructional development.

(Gustafson, K. L., & Powell, G. C., 2002).

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The next figure is a diagram of the 1995 Bates Model. The diagram shows
all four phases, along with required actions/issues team members should
address throughout each phase. Also, the Bates Model is summarized using
the acronym ACTIONS. ACTIONS stands for Access, Costs, Teaching and
learning, Interactivity and user-friendliness Organizational issues, Novelty,
and Speed. When looking at the diagram below, these components can be
seen throughout.

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Figure 3. 1995, Bates Model. (Gustafson, K. L., & Powell, G. C., 2002).
Changes to the Bates Model

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While the Bates Model is very useful in its current stage, each phase
does not possess all of the needed elements to one hundred percent satisfy
the design and development of the educational learning program at EOIR
Technologies. The following changes need to be made to the Bated Model:
The structure of the model should be changed from a stacked model to
a cyclical model.
Before phase one is carried out, a Needs Analysis needs to be done on
every department to determine the specific needs of each
division/department.
A Job/Task Analysis should be done in order for the Instructional
Designer to understand the positions and the necessary skills levels
that are needed.
Goals and objects of each department need to be determined in order
to make sure that the educational learning program is meeting the
goals of the company and the divisions.
The end of each phase should involve evaluation to ensure that proper
revisions are made.
Revision must occur throughout the whole model to improve the
educational learning program.
Phase 1: Analysis
The analysis phase will consist of a Needs Analysis and Job/Task
Analysis. A Needs Analysis will be conducted in each

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Division/Department of EOIR Technologies. The purpose of a Needs

Analysis is, to uncover, more precisely that performance analysis does
what the performance problem is, who it affects, and how it affects them,
and what results are to be achieved by training (Rothwell & Kazanas,
2008). This Needs Analysis will allow the Instructional Designer to
understand what that particular department is lacking, and how the
educational learning program will be designed to help that department
and the employees.
After the Needs Analysis, a Job/Task Analysis will be done. The goal
of the Job/Task Analysis will be for the Instructional Designer to
understand particular jobs in the company that he/she might not be
familiar with. This in-depth look at the position(s) will give the
Instructional Designer a chance to see what particular employees do and
what knowledge/skills/attitudes are needed for them to carry out their
job.

Phase 2: Course Outline Developed

As the Bates Model mentioned in the diagram, this phase will have
the Instructional Designer, Department Directors, and Project Managers

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working together to design a course outline specified for new hires and
current employees. Since there will be three team members working together
to design the course outlines, there will be specific duties that each
individual will be responsible for. The Instructional Designer will be able to
work with the Directors and Project Managers to ensure proper course
organization and learning objectives. The Directors and Project Managers
will be able to give insight on the goals and important topics that need to be
met in the course outline.

Phase 3: Selection of Media

The Selection of Media phase will allow the Instructional Designer,
Directors, Project Managers, and if needed, Subject Matter Experts and
Media Specialists to come together and decide what media will be the most
beneficial to the users. The media chosen will be based off of accessibility,
cost, user-friendliness, novelty, and speed. All of these factors must be
considered by all team members to ensure that the proper media is being
used.
Phase 4: Development/Production of Materials
During the Development/Production of Materials phase, the
Instructional Designer, Director, and Project Manager, along possible

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Subject Matter Experts, Graphic Designers, and Software Developers will

work together to actually design and develop the educational learning
program. This phase will produce a program designed for each department
that will help educate their employees to the best of its ability. Subject
Matter Experts can give their advice on what individuals should know and
focus on, Graphic Designers will be able to design a welcoming program
that users will want to interact with, and finally, Software Developers will be
able to code and build the actual program.

Phase 5: Course Delivery

The last phase, Course Delivery, will be getting the final product to
the different company locations. This phase also takes into account the
learner assessment and program evaluations to gain feedback on educational
learning program as a whole. The Instructional Designer, Directors, and
Project Managers will be able to work together to come up with a list of
questions that will help understand the effectiveness of the program.

Staffing
With the use of the revised Bates Model, EOIR Technologies would
have to hire new employees to implement the educational learning program.

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Depending on the company budget, two Instructional Designers should be

hired due to the size of the company, the number of departments, office
locations, and job positions. Additionally, having to conduct a Needs
Analysis and Job/Task Analysis is enough work for two Instructional
Designers. The company would also have to decide if hiring Subject Matter
Experts, Media Specialist, Graphic Designers, and Software Developers are
in their budget. These individuals would help the Instruction Designers
design and develop an effective and efficient product.

Validation
To guarantee that the revised Bates Model is working for the
educational learning program, there needs to be constant evaluation and
feedback. Feedback from Directors, Project Managers, new hires, and
current employees will give the Instructional Designer(s) insight into what is
actually working and what is not. If there is constant negative feedback or a
lack of knowledge increase in employees, then the company and the
Instructional Designer(s) need to reevaluate the model or possibly
implement a new model to be used.

CONCLUSION

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With the help of the new five-phase instructional design model, which
was based off of the 1995 Bates Model, EOIR Technologies will be able to
follow the step-by-step procedures resulting in a new educational learning
program/course. As stated, EOIR Technologies is lacking educational
training for new employees and current employees, and with the
implementation of an educational learning program/course employees will
feel more comfortable and confident when taking on a new job or project.
No matter how hard or easy a job may be, educational training allows
individuals to gain knowledge and skills to improve their performance and
overall work experience.
Although this model and educational learning program comes with
many benefits, there are also some negatives to take into account. Since
there is no educational learning program currently in place at the company,
there will be an extensive amount of work that needs to be done. Due to the
size of the company and the different divisions/departments in the company,
EOIR Technologies will have to hire two Instructional Designers, possibly a
Project Manager, Media Specialist, Subject Matter Experts, Graphic
Designers, and Software Developers. Hiring these employees to work on the
production of this program means that the company needs to set aside
additional funds to produce the end result. Also, due to the size of the

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company, the Needs and Job/Task Analysis may take a lot longer because
every division/department may not have the same educational training
concerns. The Instructional Designers may also have to conduct a number of
Job/Task Analyses to gain a better understanding of the positions that are in
place at the company. Both a Needs Analysis and Job/Task Analysis take
time and money to provide. Another potential hurdle that EOIR
Technologies may face is that of the established culture within the company.
As many corporate organizations have realized while implementing training
programs, one will often see push back and reluctancy from some of the
more senior staff. Finally, there is no guarantee that the recommended model
is going to be one hundred percent effective. Constant feedback and
revisions will have to be in place in order for the program to benefit the
company and its employers.
When examining the overall situation at EOIR Technologies, the
benefits of installing the educational learning program/course far outweigh
the drawbacks. Given the recommendations and proposed model, this
analysis serves as a viable solution for the EOIR Technologies educational
training program/course.

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Revised Bates Model

* Please
red arrows
constant
throughout

note, the
indicate
REVISION
the model.

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The black boxes are also missing the team member roles and
duties.

PHASE 1
Analysis

EVALUATION

PHASE 5
2
Course
Course
outline
developed
delivery

PHASE
PHASE 4
3
Development/
Selection of
production
media of
material

References
Fauser, M., Henry, K., & Norman, D. K.
(2006, February 4). Comparison

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of Alternative Instructional Design Models. David Norman. Retrieved

May 1, 2014, from https://deekayen.net/comparison-alternativeinstructional-design-models.
Gustafson, K. L., & Powell, G. C. (2002). Survey of instructional
development models (4th ed.). Syracuse, N.Y.: ERIC Clearinghouse on
Information Resources.
Principles of Instructional Design (). (). Chapter 2: Designing
Instructional Systems
Rothwell, W. J., & Kazanas, H. C. (2008). Mastering the instructional
design process: a systematic approach ( ed.). San Francisco: JosseyBass.
Welcome to EOIR Technologies. (2013, January 1). . Retrieved April 29,
2014, from http://eoir.com/