Transcript Understanding and Respecting Aboriginal Culture

Program Planning
Presented by:
Saskatchewan Literacy Network
March 2007
Evaluation
Implementation
Design & Planning
What makes a good program?
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Think about a good experience in a program
in which you have participated.
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What are some of the things that made it a
positive experience?
What is program planning?
A process that involves:
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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…
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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…
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A shared vision
Long-term commitment
Leadership
Resources
Support
Realistic assessment of
current situation
Questioning
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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:
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Brainstorm a list of people/organizations who
currently support the work you do.
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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 map
Participants
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:
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Applying techniques
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Guidelines
Suggestions
Checklists
How to’s
Steps
How about:
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Posing questions
Thinking about the
political and ethical
factors involved with
planning.
Your task: Why this vision? Why are we
going there?
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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.
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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
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Goal
To increase business and
industry’s awareness of
literacy.
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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
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How will we get there?
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Activities
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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
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Your task: Identifying activities,
timeframes and resources
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Choose one of your objectives.
Brainstorm activities for that objective.
Identify a timeframe or timeline for the
objective.
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
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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 longterm results of the program or project (ie. Number of
participants who went on to further education or
employment).
SMART outcomes and impacts
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Specific
Measurable
Action-oriented
Realistic
Timed
Your task: Identifying your intended
results
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Use the objective you worked on during the
last task.
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List all the potential results
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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?
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When will you collect data?
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Where will you collect the
data?
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From whom will you collect?
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Who will do the collecting?
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What type of data will you
collect?
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How will you use and
communicate the results?
When do you collect data?
Two types of evaluation
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Formative
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Focuses on collecting
information to
improve a program
Helps to “form” the
program
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Summative
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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?
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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?
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Participants
Community members
Program facilitators
Others?
Evaluation techniques
Observations
Interviews
Written Questionnaires
Tests
Product reviews
Performance reviews
Organizational or Community Portfolios
records
Self-assessment
Focus group
Cost-benefit analysis
Other?
How will we communicate the results?
Written report
Executive
summary
Series of short
reports
Oral
sharing/reports
Case study
report
Brochure
Electronic
sharing
Presentation
Other?
How will the results be used?
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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:
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NWT Literacy Council
 www.nwt.literacy.ca
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Planning Programs for Adult Learners (2002)
 Rosemary Caffarella
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Planning Educational Programs (2000)
 Thomas Sork
 In the Handbook of Adult and Continuing Education
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Logic Model Development Guide (2001)
 W.K. Kellogg Foundation
 www.wkkf.org
Reading the word…
Reading the world.