The Interactive Model Of Program Planning Rosemary Caffarella

Assumptions This model is based on seven assumptions which Dr. Caffarella derived from a variety of sources. These assumptions convey her personal belief system about the planning process…which means she gives you her environmental context for planning

Assumption #1 Focusing on Learning and Change Educational programs focus on what the participants actually learn and how this learning results in changes in participants, organizations, and/or societal issues.

Assumption #2 Recognizing the Nonsequential Nature of the Planning Process The development of educational programs is a complex interaction of institutional priorities, tasks, people, and events.

Assumption #3 Discerning the Importance of Context and Negotiation Program planning is contextual in nature; that is, people plan programs within a social, economic, cultural, and political climate.

Assumption #4 Attending to Preplanning and Last-Minute Changes Program planning involves both systematic, preplanned tasks and “on-your-feet” (sometimes last minute) decisions.

Assumption #5 Honoring and Taking into Account Diversity and Cultural Differences People who plan programs for adults are sensitive to diversity and cultural differences in their many forms.

Assumption #6 Accepting that Program Planners Work in Different Ways Designing educational programs is anything but an exacting practice as there is no single method of planning education and training programs that ensures success.

Assumption #7 Understanding that Program Planners are Learners Individuals, using one or more planning models as guides, can learn to be more effective program planners through practice.

Discerning The context Coordinating Facilities and On-site events Building a Solid base Of support Preparing Budgets and Marketing plans Identifying Program ideas Sorting and Prioritizing Program ideas Selecting formats, Schedules, and Staff needs Interactive Model of Program Planning Making Recommendations And communicating results Developing Program objectives Designing Instructional plans Formulating Evaluation plans Devising Transfer-of- Learning plans

Discerning the context Coordinating Facilities and On-site events Building a Solid base Of support Preparing Budgets and Marketing plans Identifying Program ideas Sorting and Prioritizing Program ideas Selecting formats, Schedules, and Staff needs Interactive Model of Program Planning Making Recommendations And communicating results Developing Program objectives Designing Instructional plans Formulating Evaluation plans Devising Transfer-of- Learning plans

Discerning the Context Be knowledgeable about people, the organization, and the environmental context Be well-informed about the power dynamics in planning Cultivate and/or enhance negotiation skills Ensure that beliefs and actions are ethical Know and be able to access sources of information about the context of planning situations

Building a solid base of support Discerning The context Coordinating Facilities and On-site events Building a solid base of support Preparing Budgets and Marketing plans Identifying Program ideas Sorting and Prioritizing Program ideas Selecting formats, Schedules, and Staff needs Interactive Model of Program Planning Making Recommendations And communicating results Developing Program objectives Designing Instructional plans Formulating Evaluation plans Devising Transfer-of- Learning plans

Building a Base of Support Ensure support from key constituent groups and stakeholders Cultivate continuous organizational support through good processes Promote an organizational culture in which formal, self-directed learning and continuous learning are valued Obtain and maintain support from the wider community Build & sustain collaborative partnerships

Identifying program ideas Discerning The context Coordinating Facilities and On-site events Building a Solid base Of support Preparing Budgets and Marketing plans Identifying program ideas Sorting and Prioritizing Program ideas Selecting formats, Schedules, and Staff needs Interactive Model of Program Planning Making Recommendations And communicating results Developing Program objectives Designing Instructional plans Formulating Evaluation plans Devising Transfer-of- Learning plans

Identifying Program Ideas Decide what sources to use in identifying ideas for education and training Generate ideas through a variety of techs Highly structured needs assessment not the only way Ensure you can defend a needs assessment if required/choose a model Consider contextual issues Be aware that you rarely can use all identified ideas

Sorting and prioritizing program ideas Discerning The context Coordinating Facilities and On-site events Building a Solid base Of support Preparing Budgets and Marketing plans Identifying Program ideas Sorting and prioritizing program ideas Selecting formats, Schedules, and Staff needs Interactive Model of Program Planning Making Recommendations And communicating results Developing Program objectives Designing Instructional plans Formulating Evaluation plans Devising Transfer-of- Learning plans

Sorting/Prioritizing Ideas Be knowledgeable about how ideas are prioritized/Interventions other than ed/tng Analyze and sort ideas into two piles –those needing ed/tng and those that don’t Select people to prioritize ideas Be well informed on qualitative & quantitative approaches Use systematic methods for prioritizing Be familiar with alternative interventions

Developing program objectives Discerning The context Coordinating Facilities and On-site events Building a Solid base Of support Preparing Budgets and Marketing plans Identifying Program ideas Sorting and Prioritizing Program ideas Selecting formats, Schedules, and Staff needs Interactive Model of Program Planning Making Recommendations And communicating results Developing program objectives Designing Instructional plans Formulating Evaluation plans Devising Transfer-of- Learning plans

Developing Program Objectives Write program objectives that reflect what will be learned, the resulting changes, or the operational aspects of the program Ensure that measurable and non-measurable outcomes are included Check to see if they are clearly written Use the objectives to check feasibility Negotiate changes in program objectives with all parties in planning process

Designing instructional plans Discerning The context Coordinating Facilities and On-site events Building a Solid base Of support Preparing Budgets and Marketing plans Identifying Program ideas Sorting and Prioritizing Program ideas Selecting formats, Schedules, and Staff needs Interactive Model of Program Planning Making Recommendations And communicating results Developing Program objectives Formulating Evaluation plans Designing instructional plans Devising Transfer-of- Learning plans

Designing Instructional Plans Match clear objectives to proposed learning outcomes Select and organize content based on “must learn” Choose the right instructional techniques Select/develop the necessary resources Choose an assessment component Use assessment in formative/summative Prepare clear/concise instructional plans Choose instructors who are competent and caring

Devising transfer-of- learning plans Discerning The context Coordinating Facilities and On-site events Building a Solid base Of support Preparing Budgets and Marketing plans Identifying Program ideas Sorting and Prioritizing Program ideas Selecting formats, Schedules, and Staff needs Interactive Model of Program Planning Making Recommendations And communicating results Developing Program objectives Designing Instructional plans Formulating Evaluation plans Devising transfer-of- learning plans

Transfer of Learning Plans Be knowledgeable Decide on before, during, and/or after Determine key players Teach all involved transfer of learning strategies and techniques Choose strategies that are the most useful Consider individualizing transfer of learning techniques to students Negotiate what is to be transferred

Formulating evaluation plans Discerning The context Coordinating Facilities and On-site events Building a Solid base Of support Preparing Budgets and Marketing plans Identifying Program ideas Sorting and Prioritizing Program ideas Selecting formats, Schedules, and Staff needs Interactive Model of Program Planning Making Recommendations And communicating results Developing Program objectives Designing Instructional plans Formulating evaluation plans Devising Transfer-of- Learning plans

Formulating Evaluation Plans Develop systematic evaluation procedures Use informal and unplanned evaluation opportunities Use formative and summative evaluation Specify the evaluation approach(es) Determine how data are to be collected Think through how data are to be analyzed Describe how judgments are made about the program

Making recommendations and communicating results Discerning The context Coordinating Facilities and On-site events Building a Solid base Of support Preparing Budgets and Marketing plans Identifying Program ideas Sorting and Prioritizing Program ideas Selecting formats, Schedules, and Staff needs Interactive Model of Program Planning Making recommendations and communicating results Developing Program objectives Designing Instructional plans Formulating Evaluation plans Devising Transfer-of- Learning plans

Recommendation/Communication Examine program success/failures, formulate recommendations Tell the story well through crafted reports Select the format for the report Time the release of the report when the audience is most likely to review it Follow up with appropriate individuals and groups

Selecting formats, schedules, and staff needs Discerning Coordinating The context Coordinating Facilities and On-site events Building a Solid base Of support Preparing Budgets and Marketing plans Identifying Program ideas Sorting and Prioritizing Program ideas Selecting formats, schedules, and staff needs Interactive Model of Program Planning Making Recommendations And communicating results Developing Program objectives Designing Instructional plans Formulating Evaluation plans Devising Transfer-of- Learning plans

Formats, Schedules & Staff Choose the most appropriate format or combination of formats Take into account the desire to build a community of learners Devise a program schedule Identify staff requirements Compare internal/external staff needs Make careful choices about instructors and/or facilitators

Preparing budgets and marketing plans Discerning The context Coordinating Facilities and On-site events Building a Solid base Of support Preparing budgets and marketing plans Identifying Program ideas Sorting and Prioritizing Program ideas Selecting formats, Schedules, and Staff needs Interactive Model of Program Planning Making Recommendations And communicating results Developing Program objectives Designing Instructional plans Formulating Evaluation plans Devising Transfer-of- Learning plans

Budgets and Marketing Estimate expenses for the program Determine how it will be financed/income Manage the budget/keep records Develop contingency plans Build and maintain program credibility Conduct a target audience analysis Use contextual information to frame marketing campaign Select/prepare promotional materials Prepare a targeted promotional campaign

Coordinating facilities and on-site events Discerning The context Building a Solid base Of support Preparing Budgets and Marketing plans Identifying Program ideas Sorting and Prioritizing Program ideas Selecting formats, Schedules, and Staff needs Interactive Model of Program Planning Making Recommendations And communicating results Developing Program objectives Designing Instructional plans Formulating Evaluation plans Devising Transfer-of- Learning plans

Facilities/On-site Events Obtain suitable facilities & arrange for instructional materials & equipment Meet ADA requirements Oversee on-site program arrangements Create a positive climate immediately Systematically monitor programs Gather data for program evaluations Recognition for participants Tie up all the loose ends when finished