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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 | |