Week 12: Final Blog Post/Reflection

This is the final blog post required for the Program Planning Course.  Boy does time fly!  So for this week, we are to reflect on what we have learned from this course.

There are a number of things that I will take away from this course.  First is that there are many forms of education – formal and informal.  I never really considered informal education as real learning because it is done outside of the classroom.  Now having almost completed this course (the final assignment still being outstanding), I’d like to change my tune.  In fact, incorporating informal learning into a program could really supplement the learning process.  For instance, to be perfectly honest I was skeptical on how the blog assignments would work in this course (I thought they would be an inconvenience).  Now I find them to be quite helpful, as I have been able to pick up concepts and ideas that I either have overlooked or not thought of.  It also challenges me to reconsider my point of view.  This takes me to another interesting point that has come up in the blog discussions which is the use of technology in education and the planning of it.  If the proper resources are in place, technology is quite a powerful tool to spread education and to allow it into our lives with very little disruption.  It can also used to legitimately market the program (Facebook, Twitter etc).  Thirdly, Caffarella (2002) suggests that as planners we must wear a number of hats.  You could be a one-man team and be involved in all aspects of the program (depending on the situation) or be part of a multi-person team.   But whatever hat we wear we must realize that planning is not a solo process.  Many people are involved either directly or indirectly in it and have different reasons for investing in the program.  A successful program is one that takes into the consideration the needs of others.  Therefore, the planner must be able to cope with the power struggles among these individuals.  In other words, they must have impeccable people skills.  And lastly, I have gained an appreciation for how programs are planned.  Being new to this field and having been only on the receiving end of a program, I never really considered the impact I as a learner made in the planning process.  I think this is something most people do not consider or realize because much of the courses we take in life (especially those in a formal educational institution), are focused on giving you information that you need to know.  It always seemed one-sided.  I think now I won’t be so quick to judge the program/courses I take in the future.  Furthermore, I should evaluate the program from different angles – from the perspective of the other stakeholders.  May be I was being a little one-sided with my judgments in the past.  I believe that the knowledge I have gained from this course can be easily translated to any planning process.

I’d like to end by using an analogy to represent the planning process.  I would equate planning a program to a road trip – there are there are a variety maps to choose from (different planning models), you have to consider the many avenues to your destination (no correct route – Caffarella’s 12 different components of a program), some roads may be more challenging than others (needs assessment vs. marketing), and you have the opportunity to back track if you get lost or to choose a different route (evaluations).

Good luck everyone on the final assignment!  It was great learning with you!

Week 11: Evaluations

Hi All:

So the topic for this week’s lessons is program evaluations.  Below are my answers to the learning objectives outlined in the lesson plan.  Also, good luck on the assignment everyone!

• Describe Donald Kirkpatrick’s Four-Level Model of Evaluation

Program evaluations are “defined as a process used to determine whether the design and delivery of a program were effective and whether the proposed outcomes were met” (Caffarella, 2002).  One means of evaluating a program or training opportunity is to use Donald Kirkpatrick’s Four-Level Model of Evaluation.  According to our class notes, this model asks the following questions of a program:

Level 1 – Did they like it? (Which is most commonly asked)

Level 2 -  Did they learn it? (More important the level 1 in determining how effective the training program was)

Level 3 – Did they use it? (More important the level 1 in determining how effective the training program was)

Level 4 – Was it worth it?

A program is deemed successful if the evaluator is able to answer, “yes” to these questions.   To obtain information from the target audience (participants, their supervisors/manager etc.) one might use written questionnaires, tests, performance/product reviews, focus groups, and cost-benefit analysis (Caffarella, 2002).  Furthermore, this model provides the opportunity to evaluate whether the needs of the stakeholder’s has been considered.  For instance, levels 1 and 2 appear to centre on the learner while the managers/organization are the focus of levels 3 and 4.  And so, this model provides a comprehensive assessment of the workshop/program or training opportunity.  However, it is up to the planner to decide on how this model may be used. It can be completely from the learner’s point of view if the other stakeholders are ignored.

 

• Compare some of the pros and cons of formal and informal testing

Some of the advantages of formal testing include:

• Concrete information that could be translated into figures.  This can be used to monitor progress (individual, organization, society).
• Can be performed immediately after the workshop has taken place (for formative and summative evaluations)
• Relatively easy to administer

 

Some of the disadvantages of formal testing are:

• May be subjective, as the questions may be from the point of view of the instructor
• May not be able to obtain new ideas due to the fact that only certain specific questions are being asked
• Costly

 

Some of advantages of informal testing are:

• This could be a more detailed assessment because participants are able to explain themselves
• More information may obtained than originally planned/sought
• Participants may be more likely or are happier to participate (they are not under pressure)
• Can determine if transfer-of-learning has actually occurred (observations by the manager at the workplace)

 

Some of the disadvantages of informal testing are:

• It may be too subjective (learner point of view or assessor) and not an adequate representation of the sum of the participants
• May not be used to adequately track the progress of organization/society.

• Justify the inclusion of Kirkpatrick’s levels two and three in an evaluation strategy

According to our class notes “contemporary adult learning and evaluation theorists are saying that unless the learning is meaningful, ie. useful for something specific outside the classroom, we have not fully accomplished our goal as program planners and educators … namely, to create change.”  This belief is taken into account in Kirkpatrick’s model in levels 3 and 4:

 

• Did they use it?
• Was it worth it?

 

Although somewhat difficult to evaluate, it is important to assess.  This is because it pertains to the needs of the other stakeholders – managers, supervisors, funding agencies, the organization, and society.  These stakeholders have invested resources into the workshop (this could be monetary – loss of productivity because employees are attending the program) and want to see a return on this investment.  And so, if workers are not able to use what they have learnt in the workplace, then the organization may not see any use for the learning opportunity.  In other words, unless the organization is able to directly benefit from the workshop/training opportunity, it is not considered successful (that is, to the eyes of the organization) even though the individual has gained from it.  This of course is part of the power struggles that are involved in planning a workshop.

 

• Explain the importance of integrating evaluation activities throughout the program planning process

Evaluation techniques can be integrated into the delivery of the workshop in order to gauge the progress of the program as it occurs (formative evaluation).  This allows the instructor or planner to make adjustments to the course while it is still in progress.  In doing so, a program may be saved from taking a down turn.  However, evaluation activities should be performed throughout the planning process.  Because these assessments stem from the program and learner objectives, they may act as check points to determine whether the proposed workshop is consistent with the program’s intent.  I think it would be disastrous to post-pone the evaluations until the program has occurred (summative evaluation), as mistakes could have been caught earlier in the planning process.

 

Week 10: Budgeting and Logistics

 

“In the past, education and training program for adults have been equated primarily with face-to-face learning in groups” (Cafarella, 2002).  With new technology, I believe that online learning is becoming an attractive format for instruction delivery for reasons described below.  From a learner perspective, it almost seems ideal for adult education as it provides them the opportunity to learn, and decide on when and where to do it.  This is particularly important for individuals in remote communities, as their travel expenses would be quite high.  Cost of travel on the participant could deter them from enrolling in the course.  Furthermore, it would allow them to really incorporate education in their lives without having to do much rearranging.  Meaning, participants could still work full-time, care for their families, or even go on vacation (I know this for a fact!).

From a planner’s point-of-view, several factors have to be considered when deciding on whether online delivery is appropriate.  According to Cafarella (2002), these factors are:

• Background of participants
• Cost
• Context
• Program outcomes
• Resources – equipment/technology
• Program content
• Expertise and availability of instructors

 

Now, if we think about the cost of the program, at first glance, those that are delivered online appear to be relatively inexpensive compared to their face-to-face counterparts.  For instance, travel expenses for both participants and instructors, and the cost of the venue would not be an issue.  Furthermore, the cost of printing materials would be minimal as we could go paperless.  However, this assumption may not be entirely correct.   One reason is that not everyone has access to a computer or is computer savvy.  To have to purchase a computer or travel somewhere to get access to one would only add to the participant’s costs.  Again, this could turn one off from enrolling into the program.  Also, if the proper resources/technology were not already in place, the cost to develop or purchase them would also be quite high.  And who would brunt the cost?  Furthermore, not all programs can be delivered online.  If hands-on experience is needed, then online education may not be the way to go.  I once went to a job interview where I was asked if I could perform certain lab skills.  At that time I did not have real-life experience, but used those techniques in computer simulations… I did not get the job!  Thus, one must decide if online instruction really meets the program’s outcomes and contents.  And finally, one would require that the instructors have expertise in online education.  All in all, planners have to be very careful when choosing online education as an instructional format.  It does appear to be the wave of the future in education; however, the costs may outweigh the benefits!

Week 9: Marketing

Ok folks, the topic of this week’s lesson is marketing.  Much of this has been covered indirectly in the previous sections i.e. the needs assessment and generating program ideas.  Here are some of the questions that were posed in this week’s folder.  Enjoy!

Look at the strategies that Cafarella mentions for being Customer- and Participant-Oriented (page 318). Which of these are strategies used by your employer? 

According to Cafarella (2002), the strategies for being Customer- and Participant-Oriented are:

1. Track all requests
2. Monitor websites/listservs of similar audience served by my organization
3. Make contacts – in person, via phone, web
4. Form focus groups – former and potential participants
5. Generate a task force – designing/advising/conducting marketing endeavors.
6. Organize forums.

What a college might use to be students-oriented:

• Track all requests – from existing courses/programs
• Monitor websites
• Task force
• Focus groups
• Forums

Think back to the question you were asked at the beginning of this module about the link between evaluation and marketing.  Can you see how being aware of “customers” (learners) can help develop marketing strategies that motivate people to take training?

This chapter links marketing with the other aspects of program planning – needs assessment/knowing your audience/stakeholders, budget, developing program ideas/objectives.

You need to design your marketing strategy such that it is appealing to the target audience.  Proper marketing can make or break the intended program.  And of course, this will determine the success of the program.  One should ask: Are they (the potential participants) Aware of your product? Are they Interested or do they Desire your product and therefore want to take Action?  According to our course notes, some marketers feel that the A-I-D-A sequence is essential to making the sell.   Cafarella (2002) also makes the following suggestions to make your marketing campaign more participant-friendly:

• Keep your audience’s needs, interests, and context in mind
• Keep it simple
• Use few words as possible
• Make sure images match the text
• Use present tense
• Use personal pronouns and images – “speak” to the audience
• Don’t use jargon
• Emphasize benefits
• Convey enthusiasm

Furthermore, your target audience needs to feel involved in the program.  Essentially, are you interested in the bottom line or in the learner’s needs?  This takes us to the next section – Doing a Target Audience Analysis (page 319) and Context Analysis (page 321).

Compare Doing a Target Audience Analysis (page 319) and Context Analysis (page 321) to organizational and environmental needs assessments.

The Target Audience/Context Analysis and Organizational/Environmental Needs Assessments may be considered one in the same as they all seek to obtain information on the characteristics of the potential audience (those who will be taking the program or are indirectly involved in program).  Cafarella (2002) suggests that the primary source of this information may come from the needs assessments, but may be incomplete.  Therefore, more in depth analysis may be required i.e. a target audience/context analysis.

On pages 323 – 325, Cafarella lists common promotional materials and strategies. Do any of these suit the workshop plan you are developing? If you had a budget of only $500 for promotion, what would you choose to do?

Because my 2-day workshop is geared towards graduate students, the promotional materials I would use are:

• Emails
• Brochures
• Posters
• Fliers
• Website – advertise on departmental websites

I have seen these used before at the U of M to advertise for upcoming programs/courses.  Furthermore, they would fit within the $500 budget.  Now, even if I had $5000 budget I still utilize the same tools as above.  I believe we should make sure our marketing campaign is consistent with the program we are trying to sell.  All bells and whistles of marketing may not be required and so resources could be allocated elsewhere to improve the program.  According to our course notes “[t]he ideas still need to match the purpose of the course however, and be reasonable for the larger context. To spend a large amount on advertising a course for marginalized communities would seem contradictory and hypocritical.”

To give an example of how some potential learner groups have special considerations that arise not only in programming but also in marketing, think of the special considerations that you need to keep when mind when marketing to the following populations:

Elderly

Be considerate of size of text, use images, consider the ways of marketing – fliers instead of social media

Second-language speakers

Obviously, mind the language or have a translation; where to advertise – newspaper vs. web; use images

Single moms

Type of images important (family vs. single parent images), when to advertise (what are their hours of employment?)

The well-heeled

Where to advertise (web vs. fliers)

People with lower levels of written literacy

Language, use images, advertise on radio vs. print

People without access to computers

Where to advertise – radio, tv, fliers, brochures

For a great review of this week’s lesson, go to http://jsaunders113.wordpress.com/!

Week 8: Instructional Plans

Program planner, Instructional designer and Facilitator

Program planners do exactly what their title suggests – plan programs.  They appear to do a lot of the legwork such as the needs assessment, creating learner group profiles, sorting and prioritizing ideas based on the needs of the other stakeholders, and determining the objectives (program and learner).  The instructional designer on the other hand, appears to have a more specialized role in the program planning process.  They generate the instructional plans for the program by determining what activities the participants will be involved in that will promote/aid their learning, what equipment is needed to perform this task, where to allocate funds, and how the program will be assessed.  The instructor will use this information to create a specific lesson plan.  They are responsible for carrying out the activities of the day and according to Iwona’s blog, instructors “would adapt and adjust the more general activities of the instructional plan accordingly.”  According to our notes, depending on the situation, these positions can be performed by a single person or by 3 separate individuals.  I like to think that the job of the planner is make the designer’s life a lot easier by providing all the background information necessary to carry out the program.  The designer will provide the same sort of assistance to the instructor.

 

Eight components of an instructional plan:

1. Program Name, Time, Date, Location, General Format
2. Learning Objectives
3. Assessment
4. Activities
5. Purpose of Activities/Topics
6. Resources for the instructor and participants, including room arrangement
7. Budgetary
8. Transfer of learning and other consideration

 

Describe a process for creating instructional plans

This week, we were to generate our first instructional plans.  The first step in doing so is to review your program goals and objectives.  Next is to generate 3-5 learner objectives using Bloom’s taxonomy (this will vary depending on the length of your program) and a list of activities (approximately 6) that correspond with the objectives.  According to Caffarella (2002), the activity should be consistent with the type of learning objective.  For instance, a lecture would be suitable for objectives pertaining to the acquisition of knowledge.  Using your instructional plan template (a good outline is key to having a well organized plan), consider and complete the following: assessments, resources (staffing, equipment, budget), and the transfer of learning.  Also, think about the flow of your program – what are your opening and closing activities, how do you bring the participants back at the “transition timeslots” (before and after the major breaks) etc.  In the end, review your plan and make any changes you deem necessary.  Ask yourself if the activities match your learning objectives and are these objectives consistent with the ones for the program.  Also, imagine yourself as the participant.  It is always good to put yourself in their shoes since they will be evaluating your work!

List and apply two criteria to an instructional plan to determine its likely effectiveness

• Transfer of learning – ex. Ask supervisors if workers are more efficient
• Pre-test and Post-test to determine if there participants show an improvement (gain of knowledge) at the end of the workshop/course.

Week 7: Sorting and Prioritizing Ideas

The topics discussed in this week’s lesson plan are:

• Sorting and prioritizing program ideas
• Differentiating between program goal and objectives
• Determining program and lesson objectives.

 

So, it seems as though the theme of this week’s lesson is clarity – hopefully you’ll see why.

 

According to Cafarella, education or training may not always be the best way to respond to ideas, needs, problems, or opportunities.  Rather, alternative interventions may be required.  For instance, providing instruction manuals to workers on how to use a piece of equipment may be more feasible than a workshop.  As a planner, one must be able to decide on what ideas need to be acted upon and how (i.e. education/training or alternative means).  This may be accomplished by forming a network/committee that will a) prioritize the ideas and b) support the decisions made.  With respect to the former, quantitative (assigning value to certain ideas – more mathematical/scientific) and qualitative (using descriptors – “most important, important, least important etc.) methods may aid in sorting through these ideas.  Depending on what the situation calls for, they may be used separately or in combination.  In either case, clear criteria for decision-making must be established.

 

Once a decision on instituting a program has been made, the goals and objectives must be established.  These terms are often used interchangeably.  However, program goals are general statements about the purpose of the program while the objectives are clear and concise statements about the outcome.  Objectives may focus on the participants or on the program operation, be clearly worded in order to be understood by all parties, and may be used as an internal check on the efficacy of the program i.e. a means of evaluating the program.  Furthermore, they are negotiated among the stakeholders and will ultimately translate into the learning objectives.

 

Learning objectives are even more focused statements that are set in the context of program objectives and focuses on the participants.  Essentially, they describe what the participants will get out of the program.  These outcomes can be 1) knowledge acquisition 2) enhance cognitive skills 3) application 4) analysis and 5) a change in attitudes or beliefs.  These objectives are useful in that they provide focus, guidelines, evaluation, and directions for the independent learner.  However, much like above, these they must be clearly stated.  It is helpful to use the following formula:

 

The participants will be able to (action verb) (context).

 

For example, the participants will be able to apply the 5 outcomes of learning objectives to the program planning process.

 

According to the class notes “good learning objectives will a) address things that you discovered before the program started – in the needs assessment phase, b) identify some of the activities you’ll need to include during the program, and c) help you assess effectiveness after the program. It may even help you market or “sell” the program because you can articulate exactly what you intend the program to achieve.”

Week 6: Organizational and Environmental Needs Assessment

15 Key questions to ask about an organization to determine its training needs:

1. What is the purpose of the organization?
2. What are its goals?
3. Why has it been established?
4. How large is the organization?
5. How long has the organization been operational?
6. Who is in charge of the organization?
7. Who are involved in running the organization?
8. Is there a hierarchy?
9. Does the organization work in collaboration with other agencies?
10. Who are its participants?
11. What are the strengths of the organization?
12. What are its weaknesses?
13. Where does the organization obtain funding for projects?
14. Why is this organization unique?
15. How important is learning/education/training to the organization?

Critical information that the planner would need to know:

Who has the power in decision-making?

• Obtain information by talking to staff/administrators, sit in on meetings, read description of organization online (organization website)

Are there issues pertaining to funding i.e. impending funding cuts?

• Talk to staff/administrators, sit in on meetings, speak with funding agency, as well as read up on current issues ex. Recession

What is the political climate among the administrators and participants?

• Talk to staff and past participants, review program evaluations (are there complaints against the staff)

Why is the program required?

• Talk to administration and review current events

Who might be opposed to the program? And why?

• Talk to administration – are there certain departments/people that might not want this program launched, sit in on board meetings, read current events

Is this the first of the program?  If not, how has the turn out been?

• Organization’s website/documents, speak with staff

Questions that I felt were the most important to ask as they directly impact training:

What is the purpose of the organization?

What are its goals?

Why has it been established?

Who is in charge of the organization?

Who are involved in running the organization?

Is there a hierarchy?

Who are its participants?

What are the strengths of the organization?

What are its weaknesses?

Where does the organization obtain funding for projects?

How important is learning/education/training to the organization?

Who has the power in decision-making?

Are there issues pertaining to funding i.e. impending funding cuts?

What is the political climate among the administrators and participants?

Why is the program required?

Who might be opposed to the program? And why?

Is this the first of the program?  If not, how has the turn out been?

Where might I find information on the following:

• According to Cafarella, methods of finding information include: written documents, people, gatherings/meetings, professional/trade associations, and technology

What is the purpose of the organization?

• Website, organization’s documents

What are its goals?

• Website, documents

Why has it been established?

• Website, documents

Who is in charge of the organization?

• Website, people (administration), meetings, conferences, documents (newsletters)

Who are involved in running the organization?

• People (administration), meetings

Is there a hierarchy?

• People (administration/staff), meetings

Who are its participants?

• Website, people (administration), meetings, documents (newsletters), participants (ex. students)

What are the strengths of the organization?

• Websites, documents (organization’s reports/evaluations), meetings, people (staff)

What are its weaknesses?

• People (staff/administration), documents (reports/evaluations/news), meetings

Where does the organization obtain funding for projects?

• Documents (news, reports/grants), People (staff, funding agency),

How important is learning/education/training to the organization?

• Website, People (staff, participants), Documents (news, newsletters)

Who has the power in decision-making?

• People (staff), meetings, documents (reports), website

Are there issues pertaining to funding i.e. impending funding cuts?

• Documents (news, grants, reports), People (administration), board meetings

What is the political climate among the administrators and participants?

• People (staff, participants), Documents (formal complaints), meetings

Why is the program required?

• People (administration, participants), Meetings

Who might be opposed to the program? And why?

• People (administration), meetings, documents (news)

Is this the first of the program?  If not, how has the turn out been?

• People (administration), meetings, documents (news)

I would rank the top three means of obtaining information as: Meetings (board meetings), written documents (organization’s reports and news), and people (participants and staff).

Key individuals that I would include from the organization would be for information gathering: for example, the organization is an educational institution

• President of University, Faculty/Department Heads (Administrators/Managers), Instructors (Staff Members), Student Organization/Representative (ex. Student Union – speak on behalf of the participants)

According to Cafarella, tools for obtaining information include:

• Survey, Observations, Interviews, Group Sessions, Job/Task Analysis, Tests, Printed Material, Performance and Product Reviews, Social Indicators, Conversations
• I believe the top three methods of determining the training needs of the organizations are Printed Materials (reports), Interviews (staff/admin), Performance and Product Reviews

First, think about the main purpose of the organization. Who else has a similar purpose? What sector does the organization belong to?

• If the organization in question is a university, its purpose would be to provide post-secondary and post-graduate education.  Other universities that would have the same purpose while community colleges would have a similar purpose – education.  However, the latter would not offer post-graduate education.  The university belongs to the public sector.

Who are the organization’s partners and competitors, the connected network?

• Partners – government (provincial and federal – funding agencies), private donors, government organizations (ex. Hydro, major hospitals)
• Competitors – other universities (UofM vs. Uof W), colleges (RRC, Winnipeg Technical College)

Next, think about how the organization or community fits into the economic market, or socio-political landscape.

• Economic market – recession: decreases funding to university run programs.  New programs would create more jobs and a more competitive/knowledgeable workforce.
• Socio-political landscape – mandate is to make for a better society through education. However, with increasing tuition, fewer students are enrolling in programs.   As a result, the university cannot compete with similar institutions.  The governing body proposes a tuition freeze to make education more accessible; however, it is to the detriment of the university as there is not enough funds to maintain university facilities.  Furthermore, the government suggests that uni graduates who remain in the province will have their loans forgiven.  This may increase enrolment, as education would be essentially free if students do not leave the province.

Then analyze the landscape. What kinds of trends have been going on in that landscape in recent years? Are there new statistics about any of the issues? How might those trends shape what is expected or valued by the public?

• Trends in education? – which programs are being expanded and why ex. Because of the aging population, the nursing program increased enrollment as well as offered an accelerated program.  Now that the demand for nurses was decreased because more nurses graduated than there are jobs, the accelerated program has been eliminated.
• More nurses and physicians are needed in rural setting and so nursing programs have expanded in rural training facilities.  Furthermore, in order to attract physicians in rural areas, educational loans will be forgiven.
• Due to the recession, much of the funding to the sciences has been cut.  As a result, more graduates are finding themselves unemployed, choosing to relocate, applying for positions that are beneath their qualifications, or deciding to train in something else.  As a result, the community will lose its pool of scientists.
• Because of job saturation, Ph.Ds are having a harder time finding work over M.Sc. for the same position because companies would rather pay a M.Sc. less for the same work.
• Because of high tuition, more people are choosing to go community colleges over university.

 Which trends might be connected to the delivery of training within the organization?

• Trends pertaining to economy would be connected to the delivery of training – funding cuts would impact staffing, equipment, venue, participation turn out (if they have to pay for the program).
• Trends in job placement would impact the content, marketing (improving writing skills would make them more competitive).

Week 5: Learner Needs Assessment

Preflection:

1.     What is the difference between a learning “need” and a learning “want”? Think back to the last module about the difference between felt and ascribed needs, and make a list of five things you’d like to learn for your work and five things you need to learn.

• “need” = necessity.  The things I’d like to learn for my work:
  • how to perform dissections
  • how to set up the undergraduate wet lab
  • how to demonstrate the wet labs
  • how to deal with different personalities in a teaching centre
  • to understand Anatomy and Physiology course material

• “want” = out of interest
  • how to use web-based teaching programs
  • how to set up/administer other programs
  • how to evaluate wet labs using the internet
  • where and how to get to the other rural teaching facilities are
  • how to progress in the teaching world

• How often do training programs get based on what employees think they want and need to learn?
  • More often these programs are based on what they need to learn in order to advance the organization.  Rarely are they based on the learner’s wants unless it is to benefit the company.

• Where else do ideas for training programs usually come from?
  • Come from executives and managers of companies = they see the need to improve the workplace, to make workers more efficient, to turn a profit, to make the organization more competitive.
  • The community/”larger picture” = need to improve society ex. Ex-steel workers who need to be trained in another field in order to find work

2.     Now think about the most important things that someone would need to know about you as a learner in order to design the best possible program for you.

• I dislike group work that is face-to-face.  Internet group chats work best for me.
• I understand by application.
• I enjoy writing over presentations.

• Are these common things that should be known about most learners?

• Different learning styles are common among learners, but not necessarily addressed.

• Which of the things on your list would really affect your satisfaction with a workshop or program, if ignored? For example, perhaps you already have certain skills in a particular area, and you dislike wasting time with unnecessary repetition. Or, perhaps you’re not a particularly strong reader, and prefer hands-on learning.

 

• I would dislike a program if all that we did is group work.  I am ot particularly strong at voicing my opinions in a face-to-face situation and usually let the stronger personality take over.  Therefore, I would not really get much out of the situtation.

3.            Read Cafarella pg. 112 to 122 and answer the following:

• What are the advantages and disadvantages to defining educational needs as learning gaps? Give Cafarella’s four reasons why training “gap analysis” may be an ineffective way to identify program ideas.

Advantages:

• The term describes “what should be” or what individuals should aspire to – allows for the generation of programs that improve individual/organization/society
• Helps recognize a need/ideas in education and training

Disadvantages:

• There is a negative connotation associated with “learning gap.”  Suggests that there is a problem that must be fixed.
  • Suggests that the employee may be inadequate despite their feelings of adequate performance.
  • Educational planning is a reactive process not a proactive process.  They are seen as a method to fix a problem not to improve a situation (these may not necessarily be the same thing).

• b.       Choose four of the idea sources on page 117, one from each category, and give an example of a program that would respond to needs in that category. For example, an Alzheimer’s awareness-raising program would fall under “Responsibilities and tasks of adult life”.

People:

• Welcome program for immigrants that teaches them how to maneuver around the city, where to buy groceries, how to take public transport etc.

 

Responsibilities and tasks of adult life:

• First-time parenting program

Organization:

• How to incorporate a computer based patient record system in hospitals

Community:

• Setting up a Tele-health program in rural communities

What comes after identifying a general program idea?

• Determining the context and the needs assessment of the different participants.  “There is a need for some general research about the situation and about the potential learners” (Program Planning Course 2011).   This can be performed by generating a learner group profile.

Learner Group Profile:

4.  From this list above, I included personal background information and alluded to educational and employment background.  I did not include any information of prior knowledge in the subject.

Comparing Learner Groups:

From the website: http://www.health.state.mn.us/communityeng/needs/needs.html

5 means of obtaining information about your potential learning group are:

• Focus Groups
• Key Informant Interviews
• Community Forums and Public Hearings
• Surveys
• Community Resource Inventories

Those listed in Cafarella include:

• Surveys
• Interviews
• Observation
• Job Performance Analysis
• Community Forums
• Tests
• Job Reports
• Social Indicators
• Product reviews
• Conversations with colleagues, family, friends

Use of these techniques in combination or individual will depend on the context and funding.

5.     Using one technique from the website, which one would you use in the following examples:

 

To illustrate the point, imagine a fitness workshop being designed for each of the following general target audiences:

• New mothers living in a housing development at the edge of a city
  • Community Forum – first hand account from participants
  • Community Resource Inventories

• Stressed-out managers in a large, office-based workplace
  • Survey – less likely to take too much time out of work.  This is the fastest method of data acquisition
  • Focus group
• Football players training for the CFL
  • Interview key informants – ex. Coaches, they would represent the football players.  Large group to contact so easier to speak with a representative
  • Survey
• Recovering stroke victims
  • Interview key informants – ex. Doctors, physiotherapists – this group would know what is needed/required for the fitness program
  • Community Resource Inventory
• Seniors living in a downtown apartment block
  • Focus Group – different needs out of the program, these may be addressed, no official representation
  • Community Forum
• Unionized workers in a manufacturing plant that is experiencing an increase in back injuries
  • Interview key informants – ex. Union representative, large population.  An official representative is present so should take advantage of that fact
  • Community Forum
• Young immigrants studying at a downtown university
  • Community Resource Inventories – see what is provided at the university.  Wouldn’t have to worry about language barrier.  They many not have representation.
  • Focus Group

Week 4: Power and Ethics in Program Planning

For those in my class, my responses to the questions found in the Week 4 folder have been posted on the Discussion Board.  This week, I’ve decided to use my blog to do some reflecting on the power and ethics.

Based on this readings prescribed for this chapters, I was left with the idea that program planning is like a juggling act.  The planners are in control as they determine who sits (other jugglers) and what is discussed (needs and ideas) at the bargaining table.  They must not only carry their own needs, but must juggle those of the other power players.  According to our readings, there exist three sources of power – individual, organizational, and social.  These sources of power may hinder planning such as when beliefs clash or benefit the program by, for example, allowing for all voices to be heard including those not present at the time of discussions.  Moreover, the needs of each power source may not be separate, but may be ascribed to another.  For instance, an organization’s beliefs may be passed down to the person representing them.  Therefore, a planner must be posses the ability to understand the context and to negotiate ideas.  So, in essence, they are jugglers – they decide which balls will remain in the air.  To guide them through the negotiation process, they may use POINTS (Power and Influence Tactic Scale) to provide suggestions on how they should act.  And so, the program produced is a collaborative effort among the different players.

I can recall a time when I was trying to plan a science workshop for kids with several individuals, one of whom was experienced in planning while the rest of us were not.  During the meetings, I did not feel like my needs were met and we could not agree on how the program should be run.  Furthermore, one member thought that they were taking the initiative by setting everything up; however, failed to consult the rest of us.  The outcome was a disaster.  Looking back, I could have done a better job in voicing my opinions in a more tactful manner and negotiated more with the others involved.  Furthermore, because I felt that my opinions did not matter, I did not take into consideration the needs of the others.  I think this is hard to do – putting aside your needs/pride for the benefit of the program – and something a planner should be skillful at.  And so, to become a successful planner, one must put aside their ego!

Week 3: Discerning the Context

Here are my responses to the questions for Week 3.  I’ve decided to answer them in point form as I can be quite wordy sometimes.  Enjoy!

Examples of 5 educational or training programs:

1. Culinary arts program at RRC
2. How to use Office programs through community-run classes
3. Photography lessons at Winnipeg Art Gallery (WAG)
4. Radioactive handling training through EHSO
5. Food Handling Certification

Why were each of these programs launched:

1. Culinary arts – improve skills for participants for workplace
2. Office – same as above
3. Photography – interest
4. Radioactive training – safety, improve skills and thus the workplace
5. Food Handling – same as above

Who is involved in the planning phase:

1. Culinary arts – RRC president, board of directors, government and/or private funding agencies, Department instructor/representative, a professional in the culinary arts (consultant), marketing consultants.  RRC and the participant would benefit.
2. Office Suite classes – community organizer/manager, program planner, private funding?, computer instructor. The workplace would benefit as the employee would be more skilled.
3. Photography classes – Educational director at the WAG, art instructor, arts program designer/planner, private and government funding.  For individual development.
4. Radioactive training – Environmental Health and Safety Office, Government, University Dean, government funded, hosted by the university, individual and workplace development.
5. Food Handling – Government (ex. City of Winnipeg rep), food safety officer, workplace gains or individual (depending if the individual sought the course on their own ex. if they are opening up a small business).

• The third definition of stakeholder according to Merriam Webster.com is: one who is involved in or affected by a course of action.  (Therefore, one who is involved in the planning process or is affected by the planning process).
• In the Program Planning course the stakeholders would be:
  • The learners, the instructors, program coordinators, University and Departmental Deans, Instructors, Government (funding body)

Organize your 5 programs into the categories provided in Exhibit 1.2:

1. Culinary Arts – Independent Private and Public Educational Organization
2. Office Suite – Quasi-educational
3. Photography – Quasi-educational
4. Radioactive – Educational organization
5. Food Handling – Non-educational

Organize your programs into the “purposes” provided in Exhibit 1.3:

1. Culinary arts – prepare for workplace
2. Office – prepare for workplace
3. Photography – to assist in individual growth and development
4. Radioactive training – to assist organization in achieving desired results
5. Food Handling – to prepare for workplace/to assist organization in achieving desired results

What elements of the larger context should program planners consider before launching a program?

Planners should recognize the following aspects of the larger context:

• Economic
• Social – ex. Cultural awareness, diversity in the workplace
• Political – ex. Ask what is my/organization’s stance stance on a particular issue.  Within the organization, who are the power players in the planning process.

According to Carafella, context can be divided into three categories: people, organizations, and wider context.

• 5 ways in which people can have a negative impact on the program planning process:
  • Inviting only certain people to the bargaining table
  • Not recognizing the importance of each program planning experience (being complacent)
  • Not recognizing the different ways people plan
  • Being afraid to speak up in the planning process especially when you are new to the field or company
  • The learners were not being engaged (ex. employees didn’t want to attend the session so the program was a failure from the start).

Choose one of your programs and imagine the organizational context in which the program was offered:

1. The RRC is a community college based in Winnipeg and is the largest college within the province.  Furthermore, it must stay competitive with similar training institutions.
2. The purpose of the RRC is to provide education/skills training to the public.
3. Ultimately it would be the RRC president.
4. Pressures it experiences – funding issues (government and private), diverse population (culturally and socioeconomically sensitive), stay competitive with other colleges (depend on political/economic situation).
5. Fair bit of hierarchy in this establishment – President of RRC, Vice-President, Board of Directors, Head of each department, Instructor
6. The organization is very supportive of training.
7. Underlying values –

• To improve individual by providing skills training for job placement/advancement
• To improve workplace by providing training opportunities for staff
• To improve society being creating a skilled workforce
• To transfer education/theory into practice using hands-on experience (practicum)

List some of the “big picture” issues that are currently in the news in your country or region.  How might these issues affect educational programming? Would any of the programs you listed in the Preflection exercise be affected by issues taking place in the wider context?

• Cost of food, inflation, crime, health – cancer.
  • Food – develop programs to curb this problem (ex. becoming a home grower).  Reduce professional programs because less jobs.
  • Inflation – funding cuts to nonessential programs
  • Health – more funding would be placed towards cancer research or awareness.  More programs for cancer awareness, research, coping etc.
  • Crime – increased funding for police force, increase enrollment for law enforcement and law school
  • Culinary arts and food handling certification – less would enroll because cost of food would dip into their profit.  Less employees needed.
  • Inflation – reduced enrolment in “hobby” programs like photography
  • Radioactive training would still be maintained for cancer research.

 

What steps can a programmer take to research the context?

Programmers can find information on the context in which the program is to be planned through -

Formal means:

1. Written documents – ex. Organization’s descriptive material
2. People – ex. Program participants
3. Meetings and gatherings – ex. Committees
4. Profressional and trade associations – ex. Conferences
5. Technology-based sources – ex. Organization’s website

Informal means: mainly through interaction with people in a more social environment.  For example, having dinner with people “in the know.”

Using one of the examples of programs you’ve listed above (ex. Photography lessons at the WAG) how could a progammer:

1.     Learn about “people issues”?

Communication is key! So the programmer would have to speak with:

• The learners/participants
• The instructors
• The educational director for the WAG
• Speak with members
• Participate/sit in on a class/workshop

2.    Learn about organizational context?

• Find written documentation/internet about the history (culture) of the WAG i.e. their mission statement/objectives
• Reading annual reports
• Meet with instructors, directors, curators, artists, members
• Attend exhibits, benefits
• Join advisory boards
• Sit in on meetings
• Participate in classes/workshops

 

What might you find online about the wider context in which the program might have been offered?

According to the WAG website, “[t]he Winnipeg Art Gallery is a cultural advocate for understanding and experiencing art and artmaking, and their vital place in our lives, work and society.” Essentially, it is to encourage Manitoban artists and promote the enrichment of our lives and society through art.  “The WAG is a place— a creative, relevant, and accessible forum—where people of all ages and backgrounds gather to experience art and the cultural well-being of their communities. The WAG is the lens that enables people to see more of life and society through the experience of art and artistic innovation.”  This gives you a sense of why the arts program at the WAG was created.  When you perform a search of “Winnipeg and art” you find a number of links to non-profit art organizations and several articles about the bustling artistic scene in Winnipeg.  After scrolling through them, you get the sense that there is a true interest in the arts program in Winnipeg; thus, there is a need to sustain it.  Furthermore, I came across the article “City asked to boost funding for arts, culture” which gives you sense of the political/economic climate of the art scene.