AEE 595R

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AEE 595R Session II
Mitch Owen, Ed.D. Mitch_Owen_at_ncsu.edu
919-515-8448
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Session II Objectives

• Examination of Boones Model
• Planning
• Org Functions
• Org Structure
• Org Systems
• Org Culture
• Org Vision Strategic Planning

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House Cleaning

• Papers Due
• Roll Sign up
• Assignments
• Thanks to Our Snack Team

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Ground Rules

• One Speaks All Listen
• Respect confidential information
• Respect each Other
• Participant fully in your own way
• Seek to understand (we dont have to agree)
• Contribute and Enjoy the process
• 60 mile rule

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Course ChallengeScale of 1-10 (0-yuck 10-yes)

• How valuable do you plan to for the next 8
  months?
• How much risk are you planning to take?
• How participatory do you plan to be?
• To what extent are you invested in the well-being
  of the entire room?

I am the speaker and your are the audience..
There is something expected from both of us? This
is an experiment.. You honor the room by showing
up! Peter Block - 2003
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From the Readings Class

• Get in Groups of 4-5.
• Each person needs to share 3-4 major principles
  or concepts you feel applicable to your program
  efforts
• Come to a consensus on 3-4 you wish to share with
  the total group
• Choose a spokesperson
• Be prepared to give a 2 minute report.

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  Social Action Model

• Beal, Blount, Powers and Johnson (1966)

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Social Action Model

• The Social Action Model has 34 steps.
• Each odd-numbered step from 3-31 is evaluative
• Evaluation as ongoing and formative evaluation is
  conducted after each task

• Beal, et al (1966)

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Social Action Model

• Step 1 Analysis of existing social system
  either as an insider (farmer) or outsider
  (Extension Agent)
• Step 2 Convergence of Interest get people to
  focus on set of needs or an issue
• Step 3 Ongoing Evaluation Are we asking the
  right questions? Were objectives met? What next?

• Beal, et al (1966)

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Social Action Model (continued)

• Step 4 Study prior social situation If not
  already studied do it NOW! Has the problem been
  tackled before? Is prior action helping or
  hurting process now?
• Step 5 Evaluation Factor in all prior
  activities

• Beal, et al (1966)

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Social Action Model (continued)

• Step 6 Delineate Relevant Social Systems What
  social groups exist. What groups will you have to
  work with? Must recognize and involve all
  relevant systems.
• Step 7 Evaluation How to involve various
  groups, have you included all groups?

• Beal, et al (1966)

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Social Action Model (continued)

• Step 8 Contact with initiating sets
• May be group of people within the school or
  community who make things happen
• Step 9 Evaluation Who are the initiators
  and what do I want them to do?

• Beal, et al (1966)

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Social Action Model (continued)

• Step 10 Legitimate efforts with Key Leaders
  Can not get things done without approval of key
  leaders. They can respond in 3 ways
• Can not do
• Will help with project
• Will not help, but will not stand in the way
• Step 11 Evaluation how do you work with
  leaders and deal with those opposed?

• Beal, et al (1966)

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Social Action Model (continued)

• Step 12 Contact with diffusion sets People
  who control communication channels. Newspaper,
  radio, make your contacts
• Step 13 Evaluation who are the diffusion
  sets, how do you work with them?

• Beal, et al (1966)

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Social Action Model (continued)

• Step 14 Need definition by more general,
  relevant social systems. To have more specific
  need or issue recognized by the more general
  public.
• Step 15 Evaluation factor in all prior
  activities, has issue recognition spread to
  others?

• Beal, et al (1966)

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Social Action Model (continued)

• Step 16 Commitment to action Must generate
  commitment to action within an even larger
  audience. (Creating a sense of urgency!)
• Step 17 Evaluation Do you have resources to
  spread the word? What about public policy?

• Beal, et al (1966)

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Social Action Model (continued)

• Step 18 Formulation of Goals create a shared
  vision. Want everyone to have same vision of
  where you are going.
• Step 19 Evaluation
• Step 20 Decision on means of action. What
  should we do?
• Step 21 Evaluation

• Beal, et al (1966)

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Social Action Model (continued)

• Step 22 Plan of Action develop plan of
  action, steps and who will do what.
• Step 23 Evaluation
• Step 24 Mobilization of resources curriculum,
  resources, assistants, volunteers
• Step 25 Evaluation do you have right
  resources, how to use and implement

• Beal, et al (1966)

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Social Action Model (continued)

• Steps 26, 28, 30 Implementation of action steps
  (as many steps as needed).
• Steps 27, 29, 31 Ongoing evaluation of action
  steps Objectives met? What next?
• Step 33 Total program evaluation. Objectives
  met? What next? Continue, modify or terminate
  program?
• Step 34 Continuation Back to Step 1.

• Beal, et al (1966)

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Exercise
APPLYING BEAL TO YOUR WORK
For each step, we will describe what you would do
to insure clean water for all county citizens?
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Alan Knoxs summary on Programming

• Needs Assessment
• Contextual Analysis
• Objective Setting
• Learning Activities
• Program Evaluation
• Marketing

LEADERSHIP Defining Role Framing
Decisions Priority Setting Strategic Planning
Alan Knox (1991)
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Programming Process A comprehensive, systematic,
and proactive process, designed to facilitate
desirable changes in the behavior of adult
learners and the environment or system in which
they live, and encompassing, in a purposeful
manner, the total planned, collaborative efforts
of adult education organization, the adult
educator in the roles of change agent and
programmer, representatives of the learners, and
the learners themselves.
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Assumptions about Programming

• Directed toward a change in behavior of the
  individual learner, of learner groups, and of
  systems.
• Change Knowledge, Skills, and Attitudes.

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Assumptions about Programming

• Programming is a collaborative decision making
  process. This is done through a collaboration
  among the adult education organization, leaders
  of the target system, and members of the target
  system.
• Programming involves both the adult education
  organization and its learners in identifying,
  assessing, and analyzing the educational needs of
  the learners

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Assumptions about Programming

• Programming in Adult Education is a system with
  parts
• Planning
• Design and Implementation
• Evaluation and Accountability
• The parts of the system are interrelated,
  ordered, and link to form a collective whole.

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Assumptions about Programming

• Programming is a primary means by which the adult
  education organization may receive feedback

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Planned Program The master plan for behavioral
change toward which adult educators direct their
efforts. The planned program consists of (1) a
statement of broad-based educational needs, (2) a
statement of objectives keyed to those needs, (3)
specification of teaching strategies for
achieving the objectives, and (4) specification
of clear outcomes of the planned program.
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Assumptions about Planned Programs

• Consists of several universal components that
  exist at different levels and over different time
  spans.
• Description of needs
• Program objectives
• Description of educational strategies
• Description of Evaluation methods

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Assumptions about Planned Programs

• Should exist in two time dimensions
• A long-range program
• Many short-range plans of action

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Assumptions about Planned Programs

• Exists in a Hierarchical Order

Program
Action
Module
Action
Module
Teaching Method
Action
Module
Teaching Method
Action
Module
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Assumptions about Adult Educators

• Role Change Agent and Programmer
• You function within the context of an adult
  education organization (linking to colleagues,
  resources, etc).
• Who you are will influence the programming
  process (whats your style).

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Assumptions about Adult Educators

• Concepts serve as a foundation for your actions
• You make choices or decisions at every stage of
  the programming process
• You must be skillful in planning, designing,
  implementing, evaluating, and accounting for your
  program efforts.

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Planning
Design Implementation
Linking to Publics
Needs, Objectives Strategies Outcomes
The Organization
Action (Plan)
Evaluation and Accountability
Report to the People
Measurement of Outcomes
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Planning
Design Implementation
Linking to Publics
Needs, Objectives Strategies Outcomes
The Organization
Action (Plan)
Evaluation and Accountability
Report to the People
Measurement of Outcomes
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Planning
Design Implementation
Linking to Publics
Needs, Objectives Strategies Outcomes
The Organization
Action (Plan)
Evaluation and Accountability
Report to the People
Measurement of Outcomes
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Predictable Outcome and Planned Change in a
Defined Learner System
Programming
Planning Organization/Agency Target Learner
Systems Needs Assessment
Evaluation Accountability Assessment and
measurement of outcomes Cost/Benefit Accounts
for Results
Design Implementation Planned Program
Connected to Assessed Needs Sequenced
Actions Implemented Planned Program
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PLANNING
Linkage
Provider Adult Education Organization
Target Publics Learner Systems
Unitary System
Collaborative Needs Identification, Assessment
and Analysis
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PLANNING ASSUMPTIONS
Futures Oriented Proactive, not
reactive Sequential or Stepwise Inclusive and
Collaborative
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PLANNING
Functions of the Organization Mission Vision Valu
es Philosophy Goals Objectives
Understanding the Adult Education Organization
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PLANNING
Organizational Structure Division of
Responsibilities Interagency Relationships Hierarc
hal Levels Lines of Communication Expertise and
Resources
Understanding the Adult Education Organization
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PLANNING
Management Systems Personnel management Personal
Appraisal Staff Development Evaluation and
Accountability
Understanding the Adult Education Organization
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PLANNING
Non-Formal Characteristics Culture and
Norms Organizational Issues Individual
Relationships
Understanding the Adult Education Organization
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Jacqueline D. RoseboroCounty Extension
DirectorColumbus County
Perspectives from the Field
Understanding the Total County Program
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Exercise
Organizational Documents

• For each document answer the following questions?
• What is useful in these documents?
• What are the implications for your programs?
• What questions do these documents raise?

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PLANNING
Linking to Publics Scanning the external
environment Study, Analyze, and Map current and
emerging publics (stakeholders) Identify and Rank
target publics Engage the leaders in dialog and
discussion about felt needs Reach Consensus among
leaders on felt and unfelt needs
Targeting Learner Systems
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Group Problem Solving
This is our chance to help each other!

• Remember our Ground Rules
• Respect confidential information
• Respect each Other
• Participant fully in your own way
• Seek to understand (we dont have to agree)

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Group Problem Solving

• Get in Groups of 5s..
• Take 3 minutes silently for each person to think
  of the most difficult problem they are facing in
  their work?

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Group Problem Solving

• Go around the table with each individual sharing
  their situation in 1-2 minute reports.
• As a table, choose one that you wish to focus on
  as a group.
• Brainstorm ideas on how one might deal with the
  problem. Be prepared to report your solutions.

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Group Problem Solving

• Group reports.. And total class feedback!

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Social System
A set of interrelated units (individuals,
informal groups, organizations, and/or
subsystems) that are engaged in joint
problem-solving to accomplish a common goal.
Norms
Structure Authority
Opinion Leaders
Rogers (1962-95)
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Social Action Important Processes
Communication Decision Making Boundary
Maintenance System Linkage
Loomis Beegle (1975)