1. The Interactive Model Of Program Planning
Rosemary Caffarella

2. Assumptions
This model is based on seven assumptions which Dr. Caffarella derived from a variety of sources. These assumptions convey her personal belief system about the planning process…which means she gives you her environmental context for planning

3. Assumption #1 Focusing on Learning and Change
Educational programs focus on what the participants actually learn and how this learning results in changes in participants, organizations, and/or societal issues.

4. Assumption #2
Recognizing the Nonsequential Nature of the Planning Process
The development of educational programs is a complex interaction of institutional priorities, tasks, people, and events.

5. Assumption #3 Discerning the Importance of Context and Negotiation
Program planning is contextual in nature; that is, people plan programs within a social, economic, cultural, and political climate.

6. Assumption #4 Attending to Preplanning and Last-Minute Changes
Program planning involves both systematic, preplanned tasks and “on-your-feet” (sometimes last minute) decisions.

7. Assumption #5
Honoring and Taking into Account Diversity and Cultural Differences
People who plan programs for adults are sensitive to diversity and cultural differences in their many forms.

8. Assumption #6 Accepting that Program Planners Work in Different Ways
Designing educational programs is anything but an exacting practice as there is no single method of planning education and training programs that ensures success.

9. Assumption #7 Understanding that Program Planners are Learners
Individuals, using one or more planning models as guides, can learn to be more effective program planners through practice.

10. Discerning
The context
Coordinating
Facilities and
On-site events
Building a
Solid base
Of support
Preparing
Budgets and
Marketing
plans
Identifying
Program ideas
Sorting and
Prioritizing
Program ideas
Selecting formats,
Schedules, and
Staff needs
Interactive Model of
Program Planning
Making
Recommendations
And communicating
results
Developing
Program
objectives
Designing
Instructional
plans
Formulating
Evaluation
plans
Devising
Transfer-of-
Learning plans

11. Discerning the context Coordinating Facilities and On-site events
Building a
Solid base
Of support
Preparing
Budgets and
Marketing
plans
Identifying
Program ideas
Sorting and
Prioritizing
Program ideas
Selecting formats,
Schedules, and
Staff needs
Interactive Model of
Program Planning
Making
Recommendations
And communicating
results
Developing
Program
objectives
Designing
Instructional
plans
Formulating
Evaluation
plans
Devising
Transfer-of-
Learning plans

12. Discerning the Context
Be knowledgeable about people, the organization, and the environmental context
Be well-informed about the power dynamics in planning
Cultivate and/or enhance negotiation skills
Ensure that beliefs and actions are ethical
Know and be able to access sources of information about the context of planning situations

13. Building a solid base of support Discerning The context Coordinating
Facilities and
On-site events
Building a
solid base
of support
Preparing
Budgets and
Marketing
plans
Identifying
Program ideas
Sorting and
Prioritizing
Program ideas
Selecting formats,
Schedules, and
Staff needs
Interactive Model of
Program Planning
Making
Recommendations
And communicating
results
Developing
Program
objectives
Designing
Instructional
plans
Formulating
Evaluation
plans
Devising
Transfer-of-
Learning plans

14. Building a Base of Support
Ensure support from key constituent groups and stakeholders
Cultivate continuous organizational support through good processes
Promote an organizational culture in which formal, self-directed learning and continuous learning are valued
Obtain and maintain support from the wider community
Build & sustain collaborative partnerships

15. Identifying program ideas Discerning The context Coordinating
Facilities and
On-site events
Building a
Solid base
Of support
Preparing
Budgets and
Marketing
plans
Identifying
program ideas
Sorting and
Prioritizing
Program ideas
Selecting formats,
Schedules, and
Staff needs
Interactive Model of
Program Planning
Making
Recommendations
And communicating
results
Developing
Program
objectives
Designing
Instructional
plans
Formulating
Evaluation
plans
Devising
Transfer-of-
Learning plans

16. Identifying Program Ideas
Decide what sources to use in identifying ideas for education and training
Generate ideas through a variety of techs
Highly structured needs assessment not the only way
Ensure you can defend a needs assessment if required/choose a model
Consider contextual issues
Be aware that you rarely can use all identified ideas

17. Sorting and prioritizing program ideas Discerning The context
Coordinating
Facilities and
On-site events
Building a
Solid base
Of support
Preparing
Budgets and
Marketing
plans
Identifying
Program ideas
Sorting and
prioritizing
program ideas
Selecting formats,
Schedules, and
Staff needs
Interactive Model of
Program Planning
Making
Recommendations
And communicating
results
Developing
Program
objectives
Designing
Instructional
plans
Formulating
Evaluation
plans
Devising
Transfer-of-
Learning plans

18. Sorting/Prioritizing Ideas
Be knowledgeable about how ideas are prioritized/Interventions other than ed/tng
Analyze and sort ideas into two piles –those needing ed/tng and those that don’t
Select people to prioritize ideas
Be well informed on qualitative & quantitative approaches
Use systematic methods for prioritizing
Be familiar with alternative interventions

19. Developing program objectives Discerning The context Coordinating
Facilities and
On-site events
Building a
Solid base
Of support
Preparing
Budgets and
Marketing
plans
Identifying
Program ideas
Sorting and
Prioritizing
Program ideas
Selecting formats,
Schedules, and
Staff needs
Interactive Model of
Program Planning
Making
Recommendations
And communicating
results
Developing
program
objectives
Designing
Instructional
plans
Formulating
Evaluation
plans
Devising
Transfer-of-
Learning plans

20. Developing Program Objectives
Write program objectives that reflect what will be learned, the resulting changes, or the operational aspects of the program
Ensure that measurable and non-measurable outcomes are included
Check to see if they are clearly written
Use the objectives to check feasibility
Negotiate changes in program objectives with all parties in planning process

21. Designing instructional plans Discerning The context Coordinating
Facilities and
On-site events
Building a
Solid base
Of support
Preparing
Budgets and
Marketing
plans
Identifying
Program ideas
Sorting and
Prioritizing
Program ideas
Selecting formats,
Schedules, and
Staff needs
Interactive Model of
Program Planning
Making
Recommendations
And communicating
results
Developing
Program
objectives
Formulating
Evaluation
plans
Designing
instructional
plans
Devising
Transfer-of-
Learning plans

22. Designing Instructional Plans
Match clear objectives to proposed learning outcomes
Select and organize content based on “must learn”
Choose the right instructional techniques
Select/develop the necessary resources
Choose an assessment component
Use assessment in formative/summative
Prepare clear/concise instructional plans
Choose instructors who are competent and caring

23. Devising transfer-of- learning plans Discerning The context
Coordinating
Facilities and
On-site events
Building a
Solid base
Of support
Preparing
Budgets and
Marketing
plans
Identifying
Program ideas
Sorting and
Prioritizing
Program ideas
Selecting formats,
Schedules, and
Staff needs
Interactive Model of
Program Planning
Making
Recommendations
And communicating
results
Developing
Program
objectives
Designing
Instructional
plans
Formulating
Evaluation
plans
Devising
transfer-of-
learning plans

24. Transfer of Learning Plans
Be knowledgeable
Decide on before, during, and/or after
Determine key players
Teach all involved transfer of learning strategies and techniques
Choose strategies that are the most useful
Consider individualizing transfer of learning techniques to students
Negotiate what is to be transferred

25. Formulating evaluation plans Discerning The context Coordinating
Facilities and
On-site events
Building a
Solid base
Of support
Preparing
Budgets and
Marketing
plans
Identifying
Program ideas
Sorting and
Prioritizing
Program ideas
Selecting formats,
Schedules, and
Staff needs
Interactive Model of
Program Planning
Making
Recommendations
And communicating
results
Developing
Program
objectives
Designing
Instructional
plans
Formulating
evaluation
plans
Devising
Transfer-of-
Learning plans

26. Formulating Evaluation Plans
Develop systematic evaluation procedures
Use informal and unplanned evaluation opportunities
Use formative and summative evaluation
Specify the evaluation approach(es)
Determine how data are to be collected
Think through how data are to be analyzed
Describe how judgments are made about the program

27. Making recommendations and communicating results Discerning
The context
Coordinating
Facilities and
On-site events
Building a
Solid base
Of support
Preparing
Budgets and
Marketing
plans
Identifying
Program ideas
Sorting and
Prioritizing
Program ideas
Selecting formats,
Schedules, and
Staff needs
Interactive Model of
Program Planning
Making
recommendations
and communicating
results
Developing
Program
objectives
Designing
Instructional
plans
Formulating
Evaluation
plans
Devising
Transfer-of-
Learning plans

28. Recommendation/Communication
Examine program success/failures, formulate recommendations
Tell the story well through crafted reports
Select the format for the report
Time the release of the report when the audience is most likely to review it
Follow up with appropriate individuals and groups

29. Selecting formats, schedules, and staff needs Discerning Coordinating
The context
Coordinating
Facilities and
On-site events
Building a
Solid base
Of support
Preparing
Budgets and
Marketing
plans
Identifying
Program ideas
Sorting and
Prioritizing
Program ideas
Selecting formats,
schedules, and
staff needs
Interactive Model of
Program Planning
Making
Recommendations
And communicating
results
Developing
Program
objectives
Designing
Instructional
plans
Formulating
Evaluation
plans
Devising
Transfer-of-
Learning plans

30. Formats, Schedules & Staff
Choose the most appropriate format or combination of formats
Take into account the desire to build a community of learners
Devise a program schedule
Identify staff requirements
Compare internal/external staff needs
Make careful choices about instructors and/or facilitators

31. Preparing budgets and marketing plans Discerning The context
Coordinating
Facilities and
On-site events
Building a
Solid base
Of support
Preparing
budgets and
marketing
plans
Identifying
Program ideas
Sorting and
Prioritizing
Program ideas
Selecting formats,
Schedules, and
Staff needs
Interactive Model of
Program Planning
Making
Recommendations
And communicating
results
Developing
Program
objectives
Designing
Instructional
plans
Formulating
Evaluation
plans
Devising
Transfer-of-
Learning plans

32. Budgets and Marketing Estimate expenses for the program
Determine how it will be financed/income
Manage the budget/keep records
Develop contingency plans
Build and maintain program credibility
Conduct a target audience analysis
Use contextual information to frame marketing campaign
Select/prepare promotional materials
Prepare a targeted promotional campaign

33. Coordinating facilities and on-site events Discerning The context
Building a
Solid base
Of support
Preparing
Budgets and
Marketing
plans
Identifying
Program ideas
Sorting and
Prioritizing
Program ideas
Selecting formats,
Schedules, and
Staff needs
Interactive Model of
Program Planning
Making
Recommendations
And communicating
results
Developing
Program
objectives
Designing
Instructional
plans
Formulating
Evaluation
plans
Devising
Transfer-of-
Learning plans

34. Facilities/On-site Events
Obtain suitable facilities & arrange for instructional materials & equipment
Meet ADA requirements
Oversee on-site program arrangements
Create a positive climate immediately
Systematically monitor programs
Gather data for program evaluations
Recognition for participants
Tie up all the loose ends when finished