Program Planning Models

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Program Planning Models

• AEE 521
• Fall 2006

Developed by Dr. Deborah Boone Revised by Dr.
Lisa Guion
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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.

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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.

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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.

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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)

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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

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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

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Why Models are not used

• Time Pressures
• Organizational Climate
• Lack of Knowledge About Models
• Belief That Models are Too Confining

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Boones 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

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Importance of Processual Tasks

• Unique to Boones 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.

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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

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Boones Conceptual Programming Model
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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)

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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.

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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

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Using evaluation findings for

• program revisions
• organization renewal
• accounting to the publics, the organization,
  funding sources, governance body
• advance the profession (model program)

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Some Guiding Principles for My Program Planning
Work Based on Boones 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)

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Discussion

• What are some general principles for planning
  your community-based program(s) that you can take
  from Boones Conceptual Programming Model?

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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.