the interactive model of program planning rosemary caffarella

The Interactive Model The Interactive Model OfOf

Program PlanningProgram Planning

Rosemary Caffarella

AssumptionsAssumptions

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

Assumption #1Assumption #1

Focusing on Learning and ChangeFocusing on Learning and Change Educational programs focus on what the Educational programs focus on what the

participants actually learn and how this participants actually learn and how this learning results in changes in participants, learning results in changes in participants, organizations, and/or societal issues.organizations, and/or societal issues.


Recognizing the Nonsequential Nature of Recognizing the Nonsequential Nature of the Planning Processthe Planning Process The development of educational programs is The development of educational programs is

a complex interaction of institutional priorities, a complex interaction of institutional priorities, tasks, people, and events.tasks, people, and events.


Discerning the Importance of Context and Discerning the Importance of Context and NegotiationNegotiation Program planning is contextual in nature; that Program planning is contextual in nature; that

is, people plan programs within a social, is, people plan programs within a social, economic, cultural, and political climate.economic, cultural, and political climate.


Attending to Preplanning and Last-Minute Attending to Preplanning and Last-Minute ChangesChanges Program planning involves both systematic, Program planning involves both systematic,

preplanned tasks and “on-your-feet” preplanned tasks and “on-your-feet” (sometimes last minute) decisions.(sometimes last minute) decisions.


Honoring and Taking into Account Honoring and Taking into Account Diversity and Cultural DifferencesDiversity and Cultural Differences People who plan programs for adults are People who plan programs for adults are

sensitive to diversity and cultural differences sensitive to diversity and cultural differences in their many forms.in their many forms.


Accepting that Program Planners Work in Accepting that Program Planners Work in Different WaysDifferent Ways Designing educational programs is anything Designing educational programs is anything

but an exacting practice as there is no single but an exacting practice as there is no single method of planning education and training method of planning education and training programs that ensures success.programs that ensures success.


Understanding that Program Planners are Understanding that Program Planners are LearnersLearners Individuals, using one or more planning Individuals, using one or more planning

models as guides, can learn to be more models as guides, can learn to be more effective program planners through practice.effective program planners through practice.

Interactive Model of

Program Planning

CoordinatingFacilities and On-site events

DiscerningThe context Building a

Solid baseOf support

IdentifyingProgram ideas

Sorting andPrioritizingProgram ideas

DevelopingProgramobjectives

DesigningInstructionalplansDevising

Transfer-of-Learning plans

FormulatingEvaluationplans

MakingRecommendationsAnd communicatingresults

Selecting formats,Schedules, andStaff needs

PreparingBudgets andMarketingplans


Program Planning


Discerningthe context Building a











Discerning the ContextDiscerning the Context

Be knowledgeable about people, the Be knowledgeable about people, the organization, and the environmental organization, and the environmental contextcontext

Be well-informed about the power Be well-informed about the power dynamics in planningdynamics in planning

Cultivate and/or enhance negotiation skillsCultivate and/or enhance negotiation skills Ensure that beliefs and actions are ethicalEnsure that beliefs and actions are ethical Know and be able to access sources of Know and be able to access sources of

information about the context of planning information about the context of planning situationssituations


Program Planning


DiscerningThe context

Building asolid baseof support










Building a Base of SupportBuilding a Base of Support Ensure support from key constituent Ensure support from key constituent

groups and stakeholdersgroups and stakeholders Cultivate continuous organizational Cultivate continuous organizational

support through good processessupport through good processes Promote an organizational culture in which Promote an organizational culture in which

formal, self-directed learning and formal, self-directed learning and continuous learning are valuedcontinuous learning are valued

Obtain and maintain support from the Obtain and maintain support from the wider communitywider community

Build & sustain collaborative partnershipsBuild & sustain collaborative partnerships


Program Planning




Identifyingprogram ideas









Identifying Program IdeasIdentifying Program Ideas Decide what sources to use in identifying Decide what sources to use in identifying

ideas for education and trainingideas for education and training Generate ideas through a variety of techsGenerate ideas through a variety of techs Highly structured needs assessment not Highly structured needs assessment not

the only waythe only way Ensure you can defend a needs Ensure you can defend a needs

assessment if required/choose a modelassessment if required/choose a model Consider contextual issuesConsider contextual issues Be aware that you rarely can use all Be aware that you rarely can use all

identified ideasidentified ideas


Program Planning





Sorting andprioritizingprogram ideas








Sorting/Prioritizing IdeasSorting/Prioritizing Ideas

Be knowledgeable about how ideas are Be knowledgeable about how ideas are prioritized/Interventions other than ed/tngprioritized/Interventions other than ed/tng

Analyze and sort ideas into two piles –Analyze and sort ideas into two piles –those needing ed/tng and those that don’tthose needing ed/tng and those that don’t

Select people to prioritize ideasSelect people to prioritize ideas Be well informed on qualitative & Be well informed on qualitative &

quantitative approachesquantitative approaches Use systematic methods for prioritizingUse systematic methods for prioritizing Be familiar with alternative interventionsBe familiar with alternative interventions


Program Planning






Developingprogramobjectives







Developing Program ObjectivesDeveloping Program Objectives

Write program objectives that reflect what Write program objectives that reflect what will be learned, the resulting changes, or will be learned, the resulting changes, or the operational aspects of the programthe operational aspects of the program

Ensure that measurable and non-Ensure that measurable and non-measurable outcomes are includedmeasurable outcomes are included

Check to see if they are clearly writtenCheck to see if they are clearly written Use the objectives to check feasibilityUse the objectives to check feasibility Negotiate changes in program objectives Negotiate changes in program objectives

with all parties in planning processwith all parties in planning process


Program Planning







Designinginstructionalplans

DevisingTransfer-of-Learning plans





Designing Instructional PlansDesigning Instructional Plans Match clear objectives to proposed learning Match clear objectives to proposed learning

outcomesoutcomes Select and organize content based on “must Select and organize content based on “must

learn”learn” Choose the right instructional techniquesChoose the right instructional techniques Select/develop the necessary resourcesSelect/develop the necessary resources Choose an assessment componentChoose an assessment component Use assessment in formative/summativeUse assessment in formative/summative Prepare clear/concise instructional plansPrepare clear/concise instructional plans Choose instructors who are competent and Choose instructors who are competent and

caringcaring


Program Planning







DesigningInstructionalplans

Devisingtransfer-of-learning plans





Transfer of Learning PlansTransfer of Learning Plans Be knowledgeableBe knowledgeable Decide on before, during, and/or afterDecide on before, during, and/or after Determine key playersDetermine key players Teach all involved transfer of learning Teach all involved transfer of learning

strategies and techniquesstrategies and techniques Choose strategies that are the most usefulChoose strategies that are the most useful Consider individualizing transfer of Consider individualizing transfer of

learning techniques to studentslearning techniques to students Negotiate what is to be transferredNegotiate what is to be transferred


Program Planning









Formulatingevaluationplans




Formulating Evaluation PlansFormulating Evaluation Plans

Develop systematic evaluation proceduresDevelop systematic evaluation procedures Use informal and unplanned evaluation Use informal and unplanned evaluation

opportunitiesopportunities Use formative and summative evaluationUse formative and summative evaluation Specify the evaluation approach(es)Specify the evaluation approach(es) Determine how data are to be collectedDetermine how data are to be collected Think through how data are to be analyzedThink through how data are to be analyzed Describe how judgments are made about Describe how judgments are made about

the programthe program


Program Planning










Makingrecommendationsand communicatingresults



Recommendation/CommunicationRecommendation/Communication

Examine program success/failures, Examine program success/failures, formulate recommendationsformulate recommendations

Tell the story well through crafted reportsTell the story well through crafted reports Select the format for the reportSelect the format for the report Time the release of the report when the Time the release of the report when the

audience is most likely to review itaudience is most likely to review it Follow up with appropriate individuals and Follow up with appropriate individuals and

groupsgroups


Program Planning











Selecting formats,schedules, andstaff needs


Formats, Schedules & StaffFormats, Schedules & Staff

Choose the most appropriate format or Choose the most appropriate format or combination of formatscombination of formats

Take into account the desire to build a Take into account the desire to build a community of learnerscommunity of learners

Devise a program scheduleDevise a program schedule Identify staff requirementsIdentify staff requirements Compare internal/external staff needsCompare internal/external staff needs Make careful choices about instructors Make careful choices about instructors

and/or facilitatorsand/or facilitators


Program Planning












Preparingbudgets andmarketingplans

Budgets and MarketingBudgets and Marketing Estimate expenses for the programEstimate expenses for the program Determine how it will be financed/incomeDetermine how it will be financed/income Manage the budget/keep recordsManage the budget/keep records Develop contingency plansDevelop contingency plans Build and maintain program credibilityBuild and maintain program credibility Conduct a target audience analysisConduct a target audience analysis Use contextual information to frame Use contextual information to frame

marketing campaignmarketing campaign Select/prepare promotional materialsSelect/prepare promotional materials Prepare a targeted promotional campaignPrepare a targeted promotional campaign


Program Planning

Coordinatingfacilities and on-site events












Facilities/On-site EventsFacilities/On-site Events Obtain suitable facilities & arrange for Obtain suitable facilities & arrange for

instructional materials & equipmentinstructional materials & equipment Meet ADA requirementsMeet ADA requirements Oversee on-site program arrangementsOversee on-site program arrangements Create a positive climate immediatelyCreate a positive climate immediately Systematically monitor programsSystematically monitor programs Gather data for program evaluationsGather data for program evaluations Recognition for participantsRecognition for participants Tie up all the loose ends when finishedTie up all the loose ends when finished

the interactive model of program planning rosemary caffarella

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