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Figures, Exhibits, and Exercises | |
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Foreword | |
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Preface | |
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The Author | |
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Acknowledgments | |
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Planning Programs for Adults: What's It All About? | |
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What Programs for Adults Look Like | |
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Planners of Education and Training Programs | |
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Sponsors of Education and Training Programs | |
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Purposes of Education and Training Programs | |
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Change as a Primary Outcome of Education and Training Programs | |
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How Education and Training Programs Are Planned | |
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Program Planning Models | |
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Chapter Highlights | |
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Application Exercises | |
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The Interactive Model of Program Planning | |
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Description of the Interactive Model of Program Planning | |
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Tasks Within Each Component of the Model | |
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Assumptions on Which the Model Is Grounded | |
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Sources for the Model | |
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Who Finds the Interactive Model Useful? | |
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Chapter Highlights | |
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Application Exercises | |
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Using the Interactive Model of Program Planning | |
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Identifying Personal Beliefs Related to Program Planning | |
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Setting Upfront Parameters | |
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Determining Which Components of the Model to Use and When | |
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Increased Use of Technology in the Planning Process | |
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Making Ethical Decisions in Program Planning | |
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Chapter Highlights | |
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Application Exercises | |
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Discerning the Context | |
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Facets of the Planning Context | |
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Common Issues When Using Contextual Knowledge | |
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Obtaining Information About the Planning Context | |
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Chapter Highlights | |
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Application Exercises | |
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Building a Solid Base of Support | |
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Ensuring People Support | |
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Building Organizational Support | |
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Obtaining and Maintaining Support of the Wider Community | |
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Chapter Highlights | |
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Application Exercises | |
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Identifying Program Ideas | |
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Knowing What You Want to Accomplish | |
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Sources of Ideas for Education and Training Programs | |
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Generating New Program Ideas | |
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Conducting a Highly Structured Needs Assessment | |
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Contextual Issues in Identifying Program Ideas | |
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What to Do with Identified Program Ideas | |
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Chapter Highlights | |
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Application Exercises | |
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Sorting and Prioritizing Program Ideas | |
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Priority Ideas and Alternative Interventions | |
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Analyzing and Sorting Program Ideas | |
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Selecting People for the Prioritizing Process | |
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Systematic Processes for Determining Priorities | |
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Alternative Interventions | |
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Chapter Highlights | |
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Application Exercises | |
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Developing Program Objectives | |
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Defining Program Objectives | |
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Constructing Program Objectives | |
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Using Objectives as Checkpoints | |
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Chapter Highlights | |
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Application Exercise | |
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Designing Instructional Plans | |
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Developing Learning Objectives | |
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Selecting and Organizing Content | |
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Selecting Instructional Techniques | |
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Selecting Instructional Resources | |
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Preparing for Instructional Assessment | |
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Sample Instructional Plan | |
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Making the Instructional Plan Work | |
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Chapter Highlights | |
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Application Exercises | |
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Devising Transfer-of-Learning Plans | |
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What Is the Transfer of Learning? | |
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What Learning-Transfer Plans Are Based Upon | |
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The Importance of Planning for Learning Transfer | |
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Factors Influencing the Transfer of Learning | |
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A Framework for Planning Learning Transfer | |
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Transfer-of-Learning Techniques | |
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Challenges Program Planners Face in the Process | |
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Chapter Highlights | |
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Application Exercises | |
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Formulating Evaluation Plans | |
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Program Evaluation Defined | |
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The Heart of Program Evaluation | |
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Connecting Evaluation to Other Components of the Interactive Model | |
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Planning for Systematic Program Evaluation | |
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Informal and Unplanned Evaluation Opportunities | |
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Approaches to Program Evaluation | |
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Collecting Evaluation Data | |
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Data Analysis | |
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Making Judgments About the Program | |
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Chapter Highlights | |
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Application Exercises | |
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Making Recommendations and Communicating Results | |
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Examining Program Successes and Failures | |
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Formulating Recommendations | |
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Preparing Reports on Results of Education and Training Programs | |
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Communicating the Report to Key Individuals and Groups | |
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Following Up | |
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Chapter Highlights | |
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Application Exercises | |
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Selecting Formats, Schedules, and Staff Needs | |
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Determining Program Formats | |
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Building Learning Communities | |
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Scheduling the Program | |
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Identifying Program Staff | |
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Chapter Highlights | |
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Application Exercises | |
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Preparing Budgets and Marketing Plans | |
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Preparing Program Budgets | |
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Marketing the Program | |
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The Product, Price, Place, and Promotion | |
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Chapter Highlights | |
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Application Exercises | |
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Coordinating Facilities and On-Site Events | |
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Obtaining Suitable Facilities | |
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On-Site Coordination | |
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Chapter Highlights | |
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Application Exercises | |
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Revisiting the Interactive Model of Program Planning | |
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Reviewing the Model | |
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Tasks Within Each Component of the Interactive Model | |
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Closing Reflections | |
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References | |