program planning presented by: saskatchewan literacy network march 2007
TRANSCRIPT
Program Planning
Presented by:
Saskatchewan Literacy Network
March 2007
Evaluation Implementation
Design & Planning
Think about a good experience in a program in which you have participated.
What are some of the things that made it a positive experience?
What makes a good program?
What is program planning?
A process that involves:
Assessing need and/or identifying ideas Researching an idea Building support and involvement Developing a program plan Developing an evaluation plan Finding resources and/or financial support Asking questions
Put another way…
Where are we? Where do we want to go? Why are we going there? Who are we working with? How will we get there? What do we need to make it happen? How will we know we’ve arrived?
Successful planning happens when there is… A shared vision Long-term commitment Leadership Resources Support Realistic assessment of
current situation Questioning
A desire to build on past successes
An inclusive, team approach
Strong commitment to the issue
Time to plan Time to evaluate
Planning bridges the current situation and our vision of the future.
First things first
Engaging others early in the process.
Your task:
Brainstorm a list of people/organizations who currently support the work you do.
Brainstorm another list of people who may be supporters or collaborators in the future.
Why is early community participation important?
“There is no power for change greater than a community discovering what it cares about.”
Wheatley, 2002
Where are we?
Assessing the current situation.
Your task: draw a community mapParticipants What is currently
happening?
Partners How is it happening?
Funders Strengths
Resources Interests
Context Needs
Where do we want to go?
Your vision
Building the Bridge: Program Planning
Why are we going there?
“Adult educators have spent the last fifty years trying to develop ever more sophisticated approaches to planning…We have suffered from a fixation on linear, tidy, and familiar models that treat a complex social process as unproblematic. It is time that we shifted focus from finding the perfect planning model to asking the right questions.” (Sork, 2000)
Planning is messy and creative!
The messy stage doesn’t last forever, although it can feel
like that.
But if we suppress the messiness at the beginning, it will find us later on,
and then it will be disruptive.
(Wheatley, 2002)
When you are planning…
In addition to:
Applying techniques Guidelines Suggestions Checklists How to’s Steps
How about:
Posing questions Thinking about the
political and ethical factors involved with planning.
Your task: Why this vision? Why are we going there?
What could happen? In whose interest? How do you know this is in their best
interest? Why is it important to move in this direction? Why should resources be put into it?
Who are we working with?
Go back to your list of people and organizations that are or could be supporters and collaborators.
Identify those who you will work with. At what point do you invite their involvement? What type of involvement are you inviting?
Where do we want to go?Translating your vision into goals and objectives.
Goals: “broad statements of purpose or intent for programs.”
Objectives: “provide clear statements of the anticipated results to be achieved through the program.”
Source: Caffarella, 2002
Examples
Goal
To increase business and industry’s awareness of literacy.
Objectives
To develop informational resources about workplace literacy.
To ____________
Your task: writing goals and objectives
Based on your community map and your vision, write:
One goal One to three objectives
How will we get there?
Activities Processes, tools, events and actions
that are part of implementation
Timeframe
What do we need to make it happen?Examples of resources:
Staff Staff Training
Supplies Facilities
Equipment Travel/transportation
Childcare Publicity
Your task: Identifying activities, timeframes and resources1. Choose one of your objectives.2. Brainstorm activities for that objective.3. Identify a timeframe or timeline for the
objective.4. List the resources (human, financial,
organizational, community) that you need to enable you to achieve your objective.
How will we know we’ve arrived?
“If you don’t know where you’re going, how are you gonna’ know when you get there?”
-- Yogi Berra
Your intended results or products Outputs: what is produced by a project or program.
Your objectives are usually achieved as outputs (ie. Number of people trained, number of calls to a hotline, number of books distributed, number of students enrolled).
Outcomes (short, 1-3 years): the results and consequences of implementing a program/project (ie. Number or percentage of participants who increase their literacy skills after participation in the program).
Impact or Long-term Outcome (4-10 years): the long-term results of the program or project (ie. Number of participants who went on to further education or employment).
SMART outcomes and impacts
Specific Measurable Action-oriented Realistic Timed
Your task: Identifying your intended results Use the objective you worked on during the
last task.
List all the potential results During Immediately afterwards Short term Long term
Evaluation
Provides information that helps you figure out how successful your program has been in achieving your objectives.
Who, When, Where and How? When will you collect data?
Where will you collect the data?
From whom will you collect?
Who will do the collecting?
What type of data will you collect?
How will you use and communicate the results?
When do you collect data?Two types of evaluation Formative
Focuses on collecting information to improve a program
Helps to “form” the program
Summative
Focuses on collecting information to prove how successful the program was
Helps to “summarize” the effectiveness of a program
Where will you collect the data?
Program site At the program In the community (specifically: ______)
Other?
Who will do the collecting?
Evaluating programs takes time. Consider who will be responsible for evaluating and set aside time for evaluating.
From whom will you collect data?
Participants Community members Program facilitators Others?
Evaluation techniques
Observations Interviews
Written Questionnaires Tests
Product reviews Performance reviews
Organizational or Community records
Portfolios
Self-assessment Focus group
Cost-benefit analysis Other?
How will we communicate the results?Written report Executive
summarySeries of short reports
Oral sharing/reports
Case study report
Brochure
Electronic sharing
Presentation Other?
How will the results be used?
To inform and gain support To influence decisions To document To demonstrate accountability To market
Questions?
Contact the Saskatchewan Literacy Network at:
Phone: (306) 651-7288
Toll-free: 1-888-511-2111
Email: [email protected]
Sources for this presentation: NWT Literacy Council
www.nwt.literacy.ca
Planning Programs for Adult Learners (2002) Rosemary Caffarella
Planning Educational Programs (2000) Thomas Sork In the Handbook of Adult and Continuing Education
Logic Model Development Guide (2001) W.K. Kellogg Foundation www.wkkf.org
Reading the word…
Reading the world.