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Program Planning Models

Planning Models. Boone (1985) defines model as:

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Program Planning Models

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    1. Program Planning Models AEE 521 Fall 2006

    2. Planning Models Boone (1985) defines model as: “a representation of a particular situation, for use in structuring an attack on new questions and old questions that still need satisfactory answers or solutions.”

    3. Planning Models Caffarella (1994) “states that program planning models consist of ideas about how programs should be put together and what ingredients are necessary to ensure successful outcomes.”

    4. Program Planning Models Program Planning models come in all shapes and sizes. Planning models can be very simplistic with steps 1-5 for example, or very complex, using highly developed flow charts or in-depth qualitative descriptions. Some models are linear, in these, the planner is expected to start at step one and follow each step in order until the process is completed. This may be helpful to newcomers, but soon loses its appeal because it does not represent the day to day working reality of most program planners.

    5. Program Planning Models An alternative to the linear approach is to conceptualize program planning as a process that consists of a set of interacting and dynamic elements or components. This non-sequential model allows program planners to address a number of the components simultaneously, to rearrange components to suit the demands of different situations. (Source: Cafferella, 2002)

    6. Usefulness of Planning Models Resources are used more efficiently Including people, time and money Daily work is made easier Provides a guide for continuing action Fosters teamwork Provides a means for clarifying roles/responsibilities

    7. Usefulness of Planning Models (Continued) More effective supervision and control Planner has a clear, detailed process outlined Development of better programs Models dictate proactive thinking

    8. Why Models are not used Time Pressures Organizational Climate Lack of Knowledge About Models Belief That Models are Too Confining

    9. Boone’s Conceptual Programming Model Consists of 3 interconnected and related subprocesses: 1) Planning, 2) Design and Implementation and 3) Evaluation and Accountability Each subprocess includes sequenced and action-driven processual tasks that should be completed

    10. Importance of Processual Tasks Unique to Boone’s Model Approach programming from a conceptual, process oriented point of view RATHER THAN a trial and error standpoint Actions (tasks) are conceptually driven Actions (tasks) are logical and are well thought out Actions (tasks) based on theory, proven best practices, empirically tested models, etc.

    11. Subprocesses Planning The organization and its renewal process Linking the organization to its publics Design and implementation Designing the planned program Implementing the planned program Evaluation and Accountability Formative/process and summative evaluation Accountability

    12. Boone’s Conceptual Programming Model

    13. Planning Planning encompasses several processes that influence the formation of a program: Plan program that help fulfill organizational mission Understand the culture, context, and structure of the organization that the program will operate in Commit to organizational renewal (using feedback to improve organizational effectiveness and relevancy)

    14. Design and Implementation Determining needs Identification of target audiences Development of program objectives Setting program priorities Includes selection and/or development of : Program content Delivery methods Resource materials Time line for implementation & evaluation Conducting program Etc.

    15. Evaluation Includes planning procedures to measure program success (outcomes) and impact. Determine how to measure short, midrange and long-term change in target learners (what will indicate that they learned) - OUTCOMES Determine how to measure changes in societal, economic or environmental conditions as a result of the program – IMPACTS Determine how to measure any changes in policy that may result Report outcomes and impacts to key stakeholders

    16. Using evaluation findings for: program revisions organization renewal accounting to the publics, the organization, funding sources, governance body advance the profession (model program)

    17. Some Guiding Principles for My Program Planning Work Based on Boone’s Programming Model Must have commitment at all levels of the organization. Must commit to organizational renewal. Study, analyze and prioritize target publics/learners Identify formal and informal leaders who will aid in identifying and assessing specific needs of target learners Different types of needs, focus on felt and expressed needs Translating expressed needs into outcome-based objectives then develop a planned program to achieve objectives (planned change)

    18. Discussion What are some general principles for planning your community-based program(s) that you can take from Boone’s Conceptual Programming Model?

    19. References Boone, D. (2005). Course Materials from Program Planning in Agricultural and Extension Education offered Fall, 2005, at North Carolina State University. Boone, J. B.; Safrit, R. D.; and Jones, J. (2002). Developing Programs in Adult Education: A conceptual Programming Model. Prospect Heights, IL: Waveland Press, Inc.

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