Planning programs for adult learners : a practical guide for educators, trainers, and staff developers

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The ongoing education and training of adults has become a necessity in many professional areas. Yet the staff who set up and administer these programs often lack skills for the very task that is so critical to the success of their efforts--the planning of the programs themselves.

Drawing on the tremendous success of the first edition, Planning Programs for Adult Learners, Second Edition covers the development of adult education programs in clear, specific detail. This popular guide contains information on every area of program planning for adult learners, from understanding the purpose of educational programs to obtaining suitable facilities.

Thoroughly expanded and revised, the book contains a wealth of new material and examples, and features new information on incorporating technology into the development and practice of adult education programs. Educators and practitioners alike will find this guide to be an essential tool.

Figures, Exhibits, and Exercises	p. xi
Foreword	p. xvii
Preface	p. xix
The Author	p. xxv
Acknowledgments	p. xxvii
1 Planning Programs for Adults: What's It All About?	p. 1
What Programs for Adults Look Like	p. 2
Planners of Education and Training Programs	p. 3
Sponsors of Education and Training Programs	p. 8
Purposes of Education and Training Programs	p. 10
Change as a Primary Outcome of Education and Training Programs	p. 11
How Education and Training Programs Are Planned	p. 13
Program Planning Models	p. 15
Chapter Highlights	p. 16
Application Exercises	p. 17
2 The Interactive Model of Program Planning	p. 20
Description of the Interactive Model of Program Planning	p. 21
Tasks Within Each Component of the Model	p. 25
Assumptions on Which the Model Is Grounded	p. 25
Sources for the Model	p. 28
Who Finds the Interactive Model Useful?	p. 31
Chapter Highlights	p. 34
Application Exercises	p. 35
3 Using the Interactive Model of Program Planning	p. 37
Identifying Personal Beliefs Related to Program Planning	p. 38
Setting Upfront Parameters	p. 41
Determining Which Components of the Model to Use and When	p. 44
Increased Use of Technology in the Planning Process	p. 48
Making Ethical Decisions in Program Planning	p. 49
Chapter Highlights	p. 53
Application Exercises	p. 54
4 Discerning the Context	p. 58
Facets of the Planning Context	p. 59
Common Issues When Using Contextual Knowledge	p. 66
Obtaining Information About the Planning Context	p. 77
Chapter Highlights	p. 79
Application Exercises	p. 80
5 Building a Solid Base of Support	p. 83
Ensuring People Support	p. 84
Building Organizational Support	p. 92
Obtaining and Maintaining Support of the Wider Community	p. 98
Chapter Highlights	p. 107
Application Exercises	p. 108
6 Identifying Program Ideas	p. 112
Knowing What You Want to Accomplish	p. 113
Sources of Ideas for Education and Training Programs	p. 116
Generating New Program Ideas	p. 118
Conducting a Highly Structured Needs Assessment	p. 123
Contextual Issues in Identifying Program Ideas	p. 127
What to Do with Identified Program Ideas	p. 129
Chapter Highlights	p. 130
Application Exercises	p. 131
7 Sorting and Prioritizing Program Ideas	p. 133
Priority Ideas and Alternative Interventions	p. 134
Analyzing and Sorting Program Ideas	p. 137
Selecting People for the Prioritizing Process	p. 139
Systematic Processes for Determining Priorities	p. 141
Alternative Interventions	p. 148
Chapter Highlights	p. 152
Application Exercises	p. 152
8 Developing Program Objectives	p. 155
Defining Program Objectives	p. 156
Constructing Program Objectives	p. 159
Using Objectives as Checkpoints	p. 162
Chapter Highlights	p. 163
Application Exercise	p. 164
9 Designing Instructional Plans	p. 166
Developing Learning Objectives	p. 167
Selecting and Organizing Content	p. 172
Selecting Instructional Techniques	p. 174
Selecting Instructional Resources	p. 182
Preparing for Instructional Assessment	p. 186
Sample Instructional Plan	p. 193
Making the Instructional Plan Work	p. 195
Chapter Highlights	p. 197
Application Exercises	p. 198
10 Devising Transfer-of-Learning Plans	p. 203
What Is the Transfer of Learning?	p. 204
What Learning-Transfer Plans Are Based Upon	p. 207
The Importance of Planning for Learning Transfer	p. 209
Factors Influencing the Transfer of Learning	p. 210
A Framework for Planning Learning Transfer	p. 213
Transfer-of-Learning Techniques	p. 216
Challenges Program Planners Face in the Process	p. 218
Chapter Highlights	p. 220
Application Exercises	p. 221
11 Formulating Evaluation Plans	p. 224
Program Evaluation Defined	p. 225
The Heart of Program Evaluation	p. 227
Connecting Evaluation to Other Components of the Interactive Model	p. 227
Planning for Systematic Program Evaluation	p. 230
Informal and Unplanned Evaluation Opportunities	p. 236
Approaches to Program Evaluation	p. 238
Collecting Evaluation Data	p. 249
Data Analysis	p. 254
Making Judgments About the Program	p. 256
Chapter Highlights	p. 261
Application Exercises	p. 262
12 Making Recommendations and Communicating Results	p. 266
Examining Program Successes and Failures	p. 267
Formulating Recommendations	p. 270
Preparing Reports on Results of Education and Training Programs	p. 271
Communicating the Report to Key Individuals and Groups	p. 274
Following Up	p. 278
Chapter Highlights	p. 281
Application Exercises	p. 282
13 Selecting Formats, Schedules, and Staff Needs	p. 286
Determining Program Formats	p. 287
Building Learning Communities	p. 292
Scheduling the Program	p. 293
Identifying Program Staff	p. 296
Chapter Highlights	p. 301
Application Exercises	p. 301
14 Preparing Budgets and Marketing Plans	p. 304
Preparing Program Budgets	p. 305
Marketing the Program	p. 316
The Product, Price, Place, and Promotion	p. 321
Chapter Highlights	p. 328
Application Exercises	p. 330
15 Coordinating Facilities and On-Site Events	p. 338
Obtaining Suitable Facilities	p. 339
On-Site Coordination	p. 351
Chapter Highlights	p. 359
Application Exercises	p. 360
16 Revisiting the Interactive Model of Program Planning	p. 366
Reviewing the Model	p. 367
Tasks Within Each Component of the Interactive Model	p. 368
Closing Reflections	p. 374
References	p. 376

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