Planning Programs for Adult Learners E-Book

Sandra Ratcliff Daffron

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 1030

Veröffentlichungsjahr: 2021

Beschreibung

Strengthen your adult education program planning with this essential guide Planning Programs for Adult Learners: A Practical Guide, 4th Edition is an interactive, practical, and essential guide for anyone involved with planning programs for adult learners. Containing extensive updates, refinements, and revisions to this celebrated book, this edition prepares those charged with planning programs for adult learners across a wide variety of settings. * Spanning a variety of crucial subjects, this book will teach readers how to: * Plan, organize, and complete other administrative tasks with helpful templates and practical guides * Focus on challenges of displacement, climate change, economic dislocation, and inequality * Plan programs using current and emerging digital delivery tools and techniques including virtual and augmented reality Planning Programs for Adult Learners provides an international perspective and includes globally relevant examples and research that will inform and transform your program planning process. Perfect for adult educators and participants in continuing education programs for adults, the book will also be illuminating for graduate students in fields including education, nursing, human resource development, and more.

Leseprobe

Table of Contents

Cover

Title Page

Copyright

Figures and Exhibits

List of Figures

List of Exhibits

Preface

Overview of the Contents

Acknowledgments

Dedication

The Authors

Chapter 1: Planning Programs for AdultsWhat It's About Today, Tomorrow, and into the Future

Who Are the Planners of Education and Training Programs?

What Do Programs for Adults Look Like?

Where and When Are Programs for Adults Presented?

Why Present Programs to Adult Learners?

How Education and Training Programs Are Planned

Sources for the Model

Practitioners' Voices

Program Planning Experiences from the Field

Engaging with “Wicked Problems”

Chapter Highlights

Going Deeper

Chapter 2: Introducing the Interactive Model

Description of the Fourth Edition Interactive Model of Program Planning

Tasks Within Each Component of the Model

Assumptions on Which the Model Is Grounded

Understanding How to Use the Fourth Edition Interactive Model

Comparing the Fourth Edition Model with Other Models of Program Planning or Curriculum Development or Instructional Design: What Is the Proper Title?

Making Ethical Decisions in Program Planning

Framework for Ethical Decision‐Making

Ethical Decision‐Making in Practice

Chapter Highlights

Going Deeper

Chapter 3: Planning Programs in Difficult Times Using Technological Tools

The Challenges of Teaching and Training Virtually in Difficult Times

Asynchronous Versus Synchronous E‐Learning Programs and Other Definitions for Learning Online

E‐Learning Program Formats Before the Pandemic

Motivation Factors for Online Learning in the Workplace

Importance of Collaborative Learning for Successful E‐Learning Results

Choosing the E‐Learning Format—Basic Facts, Tips, and Ideas

Planning for Effective Virtual Meetings

Emergency Staff Training in Difficult Times

Emergency Program Planning Template

Chapter Highlights

Going Deeper

Chapter 4: Exploring the Foundations of Program Planning

Adult Learning Theories

Experiential Learning

Ways of Knowing and Learning with a Global Perspective

Cultural Differences

Political Influences in Program Planning

Chapter Highlights

Going Deeper

Chapter 5: Discerning the Context

Facets of the Planning Context

The Organization

The Wider Environment

Obtaining Knowledge About the Planning Context

Common Issues When Using Contextual Knowledge

Being Willing and Able to Negotiate Is Essential

Chapter Highlights

Going Deeper

Chapter 6: Building Support and Identifying Needs

Ensuring Support

Building Organizational Support

Obtaining and Maintaining Support of the Wider Community

Support Through Legally Constituted Boards

Support Through Partnerships

Identifying Relevant Ideas and Needs

Contextual Issues in Identifying Program Ideas and Needs

Chapter Highlights

Going Deeper

Chapter 7: Developing Program Goals and Objectives

Defining and Constructing Program Goals

Defining Program Objectives

Constructing Program Objectives

Using Objectives as Checkpoints

Chapter Highlights

Going Deeper

Chapter 8: Designing Instruction

The Process of Designing Instruction

Models and Examples of Instructional Design

Assessing the Needs

Choosing the Best Instructional Techniques and Creating a Plan

Lessons Learned from a Service‐Learning Project

Making the Instructional Design Plan Work

Conducting Instructional Assessments

Assessment to Provide Data for the Overall Program Evaluation

Preparing Instructional Plans—the Final Steps

Chapter Highlights

Going Deeper

Chapter 9: Transfer of Training: Adult Education and Workplace Learning

Defining Transfer of Training, Transfer of Learning, and Workplace Learning and Reviewing the Literature

Linking Transfer of Training Components to Other Planning Components

Lessons Learned About Transfer of Training in the Workplace

Models of Planning for Transfer of Learning

Overcoming Barriers and Determining Enhancers of Learning Transfer

A Framework for Planning Learning Transfer with Practical Techniques

Challenges Program Planners Face in Organizational Settings

Chapter Highlights

Going Deeper

Chapter 10: Formulating Program Evaluation Plans

Program Evaluation Defined

Connecting Evaluation to Other Components of the Interactive Model

The Mysteries of Program Evaluation

Systematic or Summative Program Evaluation

Formative or Informal Program Evaluation

Types of Program Evaluation

Collecting Evaluation Data

Data Analysis

Making Judgments About Training Programs

Chapter Highlights

Going Deeper

Chapter 11: Selecting Formats, Scheduling, and Staffing Programs

Determining Program Formats

Building Learning Communities

Scheduling the Program

Identifying the Roles of Program Staff

Deciding to Use External Staff

Chapter Highlights

Going Deeper

Chapter 12: Preparing and Managing Budgets

Gaining a Clear Picture of the Budgeting Process

Estimating Costs and Preparing Budgets

Managing Program Budgets

Increasing Income

Chapter Highlights

Going Deeper

Chapter 13: Marketing Programs

Where Do We Start?

Cultivating Relationships Online or Forming Organization Public Relationships

Selecting and Developing Social Media Tools

Creating and Using Websites

Updating Older Web Materials

Chapter Highlights

Going Deeper

Chapter 14: It's All in the Details

Choosing Program Dates and Locations

Investigating and Obtaining Suitable Facilities

Choosing Suitable Meeting Rooms

Arranging Meeting Rooms

Arranging for Instructional Audiovisual Equipment

Negotiating Contracts for Rental Facilities

Managing Conferences

Chapter Highlights

Going Deeper

Chapter 15: Using the Interactive Model and Looking to the Future

Using the Fourth Edition of the Interactive Model of Program Planning

Checklists of Tasks Within Each Component of the Interactive Model

Looking to the Future of Program Planning

The Future of K–12 and Higher Education

Global Changes

Closing Reflections

Going Deeper

References

Index

End User License Agreement

List of Tables

Chapter 2

EXHIBIT 2.1 Options for Actions and Possible Consequences

Chapter 3

EXHIBIT 3.1 Six Larger Themes for the Future

EXHIBIT 3.3 Tips for Collaborative Synchronous or Asynchronous E‐Learning

EXHIBIT 3.5 Tips for Success in Emergency Planning

Chapter 5

EXHIBIT 5.1 Examples of Sources of Data About the Planning Content

EXHIBIT 5.2 Strategies Planners Can Use When Major Conflicts Arise

EXHIBIT 5.3 Sampling of Negotiated Tasks and Items

Chapter 6

EXHIBIT 6.1 Activities for Supervisors to Support Education and Training Prog...

EXHIBIT 6.3 Ways to Build Structural Organizational Support

EXHIBIT 6.4 Strategies Staff Can Use to Work with or “Around” Supervisory Per...

Chapter 7

EXHIBIT 7.1 Sample Program Goals and Educational Program Objectives

EXHIBIT 7.2 Examples of Unintended and Intended Measurable and Nonmeasurable ...

EXHIBIT 7.3 Sample Learning Objectives

EXHIBIT 7.4 Examples of Action Words for Learning Outcomes

Chapter 8

EXHIBIT 8.1 Ten Major Factors to Consider When Choosing Instructional Techniq...

EXHIBIT 8.2 Examples of Techniques by Learning Outcomes

EXHIBIT 8.4 Lesson Plan Template

Chapter 9

EXHIBIT 9.1 Description of Factors

EXHIBIT 9.2 Framework for Transfer of Learning: People, Timing, and Strategie...

Chapter 10

EXHIBIT 10.2 Elements of a Systematic Evaluation

EXHIBIT 10.3 Problems in Systematic Evaluation

EXHIBIT 10.4a Notes for Preparing a Sample Participant Questionnaire—Formativ...

EXHIBIT 10.4b Sample Participant Questionnaire—Formative Evaluation

EXHIBIT 10.5 Techniques for Collecting Evaluation Data

EXHIBIT 10.6 Types of Data Collected

Chapter 11

EXHIBIT 11.1 Descriptions of Program Formats

EXHIBIT 11.3 Sample Program Schedules

EXHIBIT 11.4 Guidelines and Questions for Selecting External Staff Members

EXHIBIT 11.5 Ten Criteria to Consider When Selecting Instructional Staff Memb...

Chapter 12

EXHIBIT 12.1a Examples of the Most Often Used Budget Models

EXHIBIT 12.1b Descriptions of Key Budgetary Terms

EXHIBIT 12.1c Differences Among Budgeting Models

EXHIBIT 12.2 Phases of Developing and Managing a Contingency Plan

EXHIBIT 12.3 Cost Contingency Planning Strategies for Educational Programs

EXHIBIT 12.4 Sample Income Sources

EXHIBIT 12.5 Elements of the Case for Support

Chapter 13

EXHIBIT 13.2 Marketing Changes from First Edition to Present

EXHIBIT 13.4 Commonly Used Social Media Tools

Chapter 14

EXHIBIT 14.1 Checklist for Selecting Facilities

EXHIBIT 14.3 Conference Planning Timeline

EXHIBIT 14.4 Examples of Problems and Solutions That Might Occur Before the C...

EXHIBIT 14.5 Examples of Problems and Solutions That Might Occur During the C...

EXHIBIT 14.6 Examples of Problems and Solutions That Might Occur After the Co...

Chapter 15

EXHIBIT 15.2 A Checklist for Planning Programs

List of Illustrations

Chapter 2

FIGURE 2.1

Chapter 3

EXHIBIT 3.2

EXHIBIT 3.4

Chapter 9

FIGURE 9.1 Successful Transfer of Learning Model

Chapter 12

FIGURE 12.1 Donor Pyramid

Chapter 13

FIGURE 13.1 The Four Ps of Marketing

EXHIBIT 13.1 Example of an Infographic

EXHIBIT 13.3 Recent Sources for Creating or Updating Social Media Tools for M...

Chapter 14

FIGURE 14.1 Layouts for Setting Up Meeting Rooms

Chapter 15

FIGURE 15.1 The Interactive Model of Program Planning

Guide

Cover

Table of Contents

Begin Reading

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“This is a wonderful update of a true classic of our field, adding important contemporary issues and insights alongside a well-established and proven foundation. Sandra Daffron is an experienced and respected educator of adults and has positioned this powerful text to offer pragmatic value for practitioners and theoretical links for students of the field. An essential volume for anyone working alongside adult learners.”

Ralf St. Clair, Professor and Dean, Faculty of Education, University of Victoria, Canada

“This is the new edition many people and I have been waiting for. It moves the seminal work of Rosemary S. Caffarella to a next level. The nonlinear and interactive model of program planning presented in the book was never more relevant than in our rapidly changing world.”

Bernd Käpplinger, Prof. Dr., Justus-Liebig-University Giessen, Germany

“This book is very practical and useful for practitioners in the area of adult learning and education in Thai society. I am confident that all students of lifelong education in Thailand will be happy to read this book for helping them to understand and see a clear theoretical and practical framework of planning programs for adult learners in the future as adult educators.”

Archanya Ratana-Ubol, Chair, Department of Lifelong Education, Chulalongkorn University, Bangkok, Thailand

“The signature names of adult education and lifelong learning brought not only the contemporary update to their own leading guide of the field in both academic and practical terms. But also they have created a future-proof guide for anyone who would like to share their knowledge, skills, and experiences through new and upcoming technologies over educational platforms.”

Kerem KÖKER, Business and Adult Education Consultant, Istanbul, Turkey

“Designed with a broad audience in mind, the fourth edition of Planning Programs for Adult Learners has something to offer for everyone, from novice to expert, who is responsible for planning and delivering site-based and virtual educational programs for adults. Caffarella and Daffron draw on their own rich reservoirs of experience in planning programs, as well as that of their students and colleagues from around the world, to provide a systematic yet flexible guide for developing programs grounded in understanding of the characteristics of adult learner across a broad array of settings.”

Jovita M. Ross-Gordon, Distinguished Professor Emerita, Texas State University

“With the challenges of the COVID-19 pandemic, the fourth edition of Planning Programs for Adult Learners prepares practitioners for rapid changes and innovation. One important addition is the use of guides, prototypes, and tips for planning programs in virtual environments. This book is a must for adult educators and program planners to effectively respond to these difficult times.”

Simone C. O. Conceição, Professor and Department Chair, Administrative Leadership, School of Education, University of Wisconsin-Milwaukee

Planning Programs for Adult Learners

FOURTH EDITION

Sandra Ratcliff Daffron

Rosemary S. Caffarella

Copyright © 2021 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-BassA Wiley Brand111 River Street, Hoboken NJ 07030www.josseybass.com

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Library of Congress Cataloging-in-Publication Data is Available:

ISBN 9781119577409 (Cloth)ISBN 9781119577393 (ePDF)ISBN 9781119577386 (epub)

Cover Design: Wiley

Cover Image: © elly99 / Getty Images

Figures and Exhibits

List of Figures

Figure 2.1 The Interactive Model of Program Planning

Figure 5.1 Power and Influence Tactics Used with Co-Planners

Figure 9.1 Successful Transfer of Learning Model

Figure 12.1 Donor Pyramid

Figure 13.1 The Four Ps of Marketing

Figure 13.2 Website Building and Domain Hosting Sites

Figure 13.3 Considerations for Implementing Marketing Strategies

Figure 14.1 Layouts for Setting Up Meeting Rooms

Figure 14.2 Equipment Preparation

Figure 15.1 The Interactive Model of Program Planning

List of Exhibits

Exhibit 2.1 Options for Actions and Possible Consequences

Exhibit 3.1 Six Larger Themes for the Future

Exhibit 3.2 A Prototype of a Computer Supported Collaborative Learning

Exhibit 3.3 Tips for Collaborative Synchronous or Asynchronous E-Learning

Exhibit 3.4 Ten Stages of the Program Template

Exhibit 3.5 Tips for Success in Emergency Planning

Exhibit 5.1 Examples of Sources of Data About the Planning Content

Exhibit 5.2 Strategies Planners Can Use When Major Conflicts Arise

Exhibit 5.3 Sampling of Negotiated Tasks and Items

Exhibit 6.1 Activities for Supervisors to Support Education and Training Programs Before, During, and After Programs

Exhibit 6.2 Ways Planners Gain Support from Middle- and Senior-Level Managers

Exhibit 6.3 Ways to Build Structural Organizational Support

Exhibit 6.4 Strategies Staff Can Use to Work with or “Around” Supervisory Personnel

Exhibit 6.5 Process to Build Support When Things Go Wrong

Exhibit 7.1 Sample Program Goals and Educational Program Objectives

Exhibit 7.2 Examples of Unintended and Intended Measurable and Nonmeasurable Program Objectives

Exhibit 7.3 Sample Learning Objectives

Exhibit 7.4 Examples of Action Words for Learning Outcomes

Exhibit 7.5 Guidelines for Organizing Content

Exhibit 7.6 Seminar for Program Planners

Exhibit 8.1 Ten Major Factors to Consider When Choosing Instructional Techniques

Exhibit 8.2 Examples of Techniques by Learning Outcomes

Exhibit 8.3 Helpful Hints for Instructors

Exhibit 8.4 Lesson Plan Template

Exhibit 9.1 Description of Factors

Exhibit 9.2 Framework for Transfer of Learning: People, Timing, and Strategies

Exhibit 10.1 Kinds of Decisions Made Using Evaluation Data

Exhibit 10.2 Elements of a Systematic Evaluation

Exhibit 10.3 Problems in Systematic Evaluation

Exhibit 10.4a Notes for Preparing a Sample Participant Questionnaire—Formative Evaluation

Exhibit 10.4b Sample Participant Questionnaire—Formative Evaluation

Exhibit 10.5 Techniques for Collecting Evaluation Data

Exhibit 10.6 Types of Data Collected

Exhibit 11.1 Descriptions of Program Formats

Exhibit 11.2 Format for E-Learning Asynchronous Class

Exhibit 11.3 Sample Program Schedules

Exhibit 11.4 Guidelines and Questions for Selecting External Staff Members

Exhibit 11.5 Ten Criteria to Consider When Selecting Instructional Staff Members

Exhibit 11.6 Guidelines for Fostering Successful Advisory Committees

Exhibit 11.7 Sample Responsibilities of Legally Constituted Boards

Exhibit 11.8 Examples of Tasks Appropriate for Legally Constituted Boards and Advisory Committees

Exhibit 12.1a Examples of the Most Often Used Budget Models

Exhibit 12.1b Descriptions of Key Budgetary Terms

Exhibit 12.1c Differences Among Budgeting Models

Exhibit 12.1d Estimating Costs for Personnel and Travel for a 3-Day Conference

Exhibit 12.1e Preparing Program Budgets for Estimating Expenses and Income

Exhibit 12.2 Phases of Developing and Managing a Contingency Plan

Exhibit 12.3 Cost Contingency Planning Strategies for Educational Programs

Exhibit 12.4 Sample Income Sources

Exhibit 12.5 Elements of the Case for Support

Exhibit 13.1 Example of an Infographic

Exhibit 13.2 Marketing Changes from First Edition to Present

Exhibit 13.3 Recent Sources for Creating or Updating Social Media Tools for Marketing

Exhibit 13.4 Commonly Used Social Media Tools

Exhibit 14.1 Checklist for Selecting Facilities

Exhibit 14.2 Paying Attention to Meeting Room Details

Exhibit 14.3 Conference Planning Timeline

Exhibit 14.4 Examples of Problems and Solutions That Might Occur Before the Conference

Exhibit 14.5 Examples of Problems and Solutions That Might Occur During the Conference

Exhibit 14.6 Examples of Problems and Solutions That Might Occur After the Conference

Exhibit 15.1 Examples of Wicked Problems

Exhibit 15.2 A Checklist for Planning Programs

Preface

PLANNING PROGRAMS FOR ADULT education And training is often challenging but always exciting for those who understand and embrace a detail-oriented reality. Sometimes the challenges come when the goals and objectives of the program are unclear and ever changing. Sometimes the challenges come from mixed messages sent from those sitting around the planning table. Other times the details of managing all the administrative tasks are the challenging part of planning. But when the program is presented and all goes well, there is a real sense of satisfaction that we did what was intended: we presented a successful program to adult learners. Some programs run smoothly from beginning to end. Other programs have minor but fixable glitches, such as presenters going over their time limit or equipment not working or soggy potato chips for lunch. Still other programs seem to wander all over the place, with lots of revisions and changes along the way, and some even stall before they get off the ground. But we know that in the end, we have found our profession, our career path, our excitement and satisfaction in helping other adults as they learn and achieve knowledge, skills, and abilities and for the program sponsors, a good return on investment.

In this fourth edition of Planning Programs for Adult Learners, you will find many scenarios in each chapter that are true and show the challenges presented to the program planner, and then you will find solutions as you read through the chapter. For example, imagine it is the night before a conference you are organizing, and the keynote speaker texts you to say she is stuck at the airport in another region. She has been there most of the day and has just learned that she cannot get a flight out until early tomorrow morning. Unfortunately, her presentation is scheduled for the opening address in the morning. It's time to reorganize the schedule, contact other speakers and move them into the opening session, and reschedule the keynote speaker for the afternoon. The next morning the announcement is made about the switch in schedule and the program goes forward as planned. Several attendees comment that they appreciate the way the dilemma was handled. Whew! Or there was the time that management complained to you because the new virtual reality caused by the pandemic meant the virtual meetings should be more professional without kids and dogs interrupting the agenda. Now what do I do? Even when these seemingly unmanageable problems spring up, we know programs still can have successful endings, and we feel a real sense of accomplishment and satisfaction with our work when this happens. We wrote this fourth edition to assist those who take on this challenge of putting together the many components and tasks that are a normal part of planning programs for adults.

If one searches “Program Planning Models” or checks “Images” of “Program Planning Models,” hundreds of planning models come up. But if the search is narrowed to models for planning education and training programs for adult learners, there are few. They range from conceptual and data-based studies on program planning and graphics of complicated, often linear models and how-to handbooks, guides, and workbooks. Some of the planning models are considered seminal works, such as R. W. Tyler's Basic Principles of Curriculum and Instruction (1949), Cyril Houle's The Design of Education (1972, 1996), Malcolm Knowles's The Modern Practice of Adult Education (1970), and Ron Cervero and Arthur Wilson's Planning Responsibly for Adult Education: A Guide to Negotiating Power and Interests (1994). Käpplinger and Sork (2014) have provided a useful examination of the field of program planning, but they found there is little new research about planning models or even new models to be used. Among the hundreds of program planning models found in a search, most of them have limited application as they are targeted at planners who work in very specific contexts, and most are not interactive in design.

Planning Programs for Adult Learners is distinctive for two major reasons. First, the Interactive Model of Program Planning presented in this fourth edition both captures and reconfigures classical and current descriptions of the program planning process. The result is a comprehensive 14-component model, the Interactive Model of Program Planning, which draws on the best conceptual, empirical, and practice knowledge from across a variety of contexts—the corporate sector, continuing education for the professions, public schools, colleges and universities, health care, international development projects, social agencies, nonprofit organizations, governmental agencies, community action programs, religious institutions, and other less formal programs. In addition, the Interactive Model takes into account three key factors that make this model a viable resource for educational planners: the practicality and usefulness as a technical description of the planning process, the emphasis on stakeholders being at the heart of the process, and the recognition that we live in a globalized world where the diverse culture of the audiences attending education and training programs has become the norm and enriches the program.

Second, the fourth edition of Planning Programs for Adult Learners provides a concrete framework for program planning and a how-to guide and resource book for practitioners. This 14-component framework can be applied in many ways, as there is no one best way of planning education and training programs.

Program planners are asked, for example, to select which components of the model to use and when and how to apply these components based on their professional judgment. Effective and successful planners make these decisions in collaboration with other key stakeholders. Planners also may start the process at varying points, focus on only one component at a time, or work on a number of components simultaneously, depending on their specific planning situation. In addition, they also may choose to give some tasks more emphasis than others and may need to revisit components or tasks more than once during the planning process. Therefore, program planning for adults, working within this framework, is an interactive and action-oriented process, in which decisions and choices are made about learning opportunities for adults; thus, flexibility is a fundamental norm of the planning process.

The Interactive Model of Planning Programs for Adult Learners serves as a practical guide and provides hands-on resources for planners, most of whom are constantly in the middle of planning one program or another. The many exhibits, figures, and checklists presented throughout the text give readers substantial information in a concise and easily usable format. In addition, in this fourth edition, we have added prototypes for collaborative e-learning and emergency staff training and a template for preparing lesson plans. We also have provided theories of adult learning as well as research articles pertaining to the many components of planning. We have created these materials to be used by planners to assist them in completing the different tasks required for successful programs.

This book is intended for novice and experienced planners who plan education and training programs for adults in a variety of settings. It is targeted primarily at people who either have obtained or aspire to obtain positions as program planners. These people already have (or will have) major responsibilities related to planning education and training programs as all or part of their jobs. Their work settings are diverse, with multiple responsibilities. In addition, there are two other audiences for whom Planning Programs for Adult Learners can be helpful. The first is paid staff members who plan education and training programs as only a small but important part of what they do, whether or not planning is a part of their official position descriptions. For example, many staff members who are not identified as program planners, such as managers, supervisors, and subject matter specialists, are expected to plan education and training opportunities for their staff members. The second audience is the volunteers who develop programs for adult learners—from committee and board members of social service agencies to community action groups. The commonality among all the many audiences for this book is that they are all responsible in some way for planning programs for adult learners, whether these learners are colleagues, other staff members, customers, external audiences, or the general community.

Overview of the Contents

Planning Programs for Adult Learners is organized into 15 chapters with numerous exhibits and figures that allow readers to see the tools for planning and a glimpse of the future of program planning. The chapters of the book lay the planning groundwork by introducing what program planning is all about, in other words, the Interactive Model that provides the framework for the remainder of the book and the basic knowledge bases on which the model is grounded. More specifically,

Chapter 1

provides a glimpse of who program planners are, what they do, where and when they work, and why they present programs.

The chapter presents the newest approaches to planning programs with a global look at programs in a variety of settings planning. We introduce a new topic, “Wicked Problems,” that is a focus throughout the book. A new feature, “Going Deeper,” is found at the end of each chapter and challenges the reader to dig deeper into topics at hand with an emphasis on global research and practice.

Chapter 2

provides an overview of the new fourth edition Interactive Model of Program Planning.

Seven learning components comprise the model: context, evaluation, learning transfer, instruction, goals and objectives, needs assessment, and support. The next seven components are the seven administrative tasks that are ongoing, separate but necessary and not tied to the learning process. They are budgeting, marketing, staffing, formatting, managing details, scheduling, and negotiating. Next, there are five assumptions—change, culture, power, the stakeholders, and global problems—upon which the model is based. The five assumptions affect each of the components at differing times and with differing amounts of influence. The model is grounded and supported by three influences: ethical, political, and social justice. Comparisons are made to several other program planning models.

Chapter 3

is a new topic, “Planning Programs in Difficult Times with Technology.”

We created guides, prototypes, and tips to use in response to the need to help planners set up classes, training, and meetings in a virtual world created by the COVID-19 pandemic. There is a prototype for collaborative interactive asynchronous e-learning and another prototype for planning emergency staff training. We hope the ideas we provide here can help you with the new challenge of teaching, training, and/or conducting meetings virtually that no doubt will never be the same again. We believe that after the virus has been controlled, the big challenge to program planners will be to spend much more of their time planning programs and meetings using technology as their platform.

Chapter 4

explores five areas of foundational knowledge especially important to understand in both designing and implementing programs for adults.

They are adult learning theories, ways of knowing and learning with a global perspective, cultural influences on learning, relationship building, and issues of power in continuing professional education—all drawn from the literature and practice of program planners. Each topic connects to the components of the Interactive Model of Program Planning through the examples and scenarios in this chapter and throughout the book.

Chapter 5

describes the facets of the planning context.

We explore and discuss the issues program planners consider when using this contextual knowledge—the human element, the organization, and the wider environment. Having the ability to work within power relations and successfully negotiate difficulties allows planners to move forward with the planning process.

Chapters 6

–

10

make up the rest of the learning components of support and needs assessment, goals and objectives, instruction, learning transfer, and evaluation.

All chapters have scenarios, case studies, research, tips, illustrations, and ideas presented for a global audience. We have used information from practitioners to lend authenticity to examples and have a template for a lesson plan.

Chapters 11

–

14

tackle the administrative tasks that make up the bulk of the details needed to produce programs.

Because we found ourselves in the midst of a pandemic while the book was written, we have made every effort to provide the guidance for planning virtually in addition to these chapters that use descriptors and advice for planning programs face to face. These four chapters cover the seven remaining components of the Interactive Model: budgeting, marketing, staffing, formatting, managing details, scheduling, and negotiating. As we have found in the past 5

–

10 years, we have been asked to plan programs without staff. Therefore, these chapters have accounting and budgeting charts, the latest “infographic” marketing information, ideas for managing staff and advisory committees and boards, formatting to include a wide variety of techniques, managing the schedules and details of small programs to large conferences, and ideas for negotiating with venues and sales staff.

Chapter 15

allows readers to revisit the Interactive Model of Program Planning and glimpse what the future might hold for program planners.

A review of the current model and tasks that make this model useful are highlighted and are a viable resource for practitioners. The chapter closes with a snapshot of what the future might hold for program planners and concludes with a short personal reflection from the authors on the writing of the fourth edition of

Planning Programs for Adult Learners

.

Acknowledgments

WE ARE PLEASED to present this fourth edition of Planning Programs for Adult Learners. The initial edition of this book, which was published in 1994, and subsequent editions two and three were inspired by practitioners, students, and colleagues who wanted a sound conceptual model—but one that was grounded in practice, while at the same time usable and practical. We have maintained the book as grounded in practice with the input and help from many.

First, we would like to acknowledge the support of our families: Ed Caffarella and Christy. I, Sandy, appreciate the support of my husband, John Daffron, with a special thanks to my children, Chris and Casey Ratcliff, Sally and Frank Fernandez, and Sarah and Mike McFarland for all the moral support. Another special thanks to Dylan DiRuscio and Sarah McFarland for supplying the resources needed to physically create this book and to Justin DiRuscio, Wendy Henley, Leland Fernandez, and Ellie, Abbey, and Frank Fernandez for their emotional support. Thanks to Linda Heinritz and Peg Walker, my sisters, who knew how much I wanted to complete this book, and my brothers, Paul and Warren Widicus.

Although we are both Emeritus status now, we wish to thank our graduate students in the College of Education at Cornell University and Western Washington University and other universities we have been affiliated with over the years. A special thanks to Archanya Ratana-ubol, Baifern Suwithida Charungkaittikul, other faculty and graduate students of the Department of Lifelong Education, Chulalongkorn University, Bangkok, Thailand, who inspired the “emergency staff training prototype” and other ideas for this edition. Thanks to Kerem Koker, Esin Akdemir, Mehmet Dogan, and many others from ISMEK, Istanbul, Turkey, that allowed us to try out the ideas in the book. A special thanks to Bulent Soysal of Izmir, Turkey, for his inspiration.

Thanks to Maznah Muhamad, Kula Lumpur, Malaysia, and the CARE group of Malaysian cancer survivors for their support as well as those colleagues at Western Washington University who supported us through the whole writing process: AJ Barse, Gabe Gossett, and Gail Goulet. We appreciate the initial ideas of Pierre Walters, Steve Monroe, Ramond Hamilton, Maznah Muhamad, and Carrie Danielson for their suggestions for the fourth edition and the initial support and ideas of Tom Sork, University of British Columbia. There have been many practitioners we have worked with throughout our careers who have inspired us and helped us to write the scenarios and exhibits by example and with conviction. Thanks to Ed Webster, who introduced e-learning as it should be.

On a personal note, I, Sandy, thank Leza Madsen, Eva Winebrenner, Lori Mick, Barbara Disko, CP Jackson, Pat Tuchman, Julie Williams, Kate Sampson, Mary North, and Dr. Robert Sperry for their duties as cheerleaders and thanks to Abigail, Olivia, Emilia, and Jorge Uzcategui for all of the hours of sharing Brenna for the completion of this book. A special thanks to Maria Monk for her undying support and artistic help and to graphic artist, Chad Kesegi, Seattle, Washington, for the graphics that grace this book. It is with much appreciation and we especially would like to thank Cara Story, Bellingham, Washington, for the ongoing reference work!

Thanks to the editors at Jossey-Bass, Christine O'Connor and Elisah Benjamin, and with much appreciation to Riley Harding and to Tom Dinse, editor at Wiley.

Dedication

Planning Programs for Adult Learners: A Practical Guide (Fourth Edition)

This fourth edition of Planning Programs for Adult Learners is dedicated to Dr. Rosemary Caffarella and Dr. Sharan Merriam. Rosemary was unable to lend her voice to this edition, so instead I have made every effort to preserve the essence of Rosemary's words and dedication to planning programs in the field of adult education. Sharan Merriam agreed to read every chapter of the revision as I wrote them and guided me through the process as I added my own voice as a practitioner. Rosemary Caffarella and Sharan Merriam, two close friends and two pioneers in our field, have unselfishly given much of their lives to adult education. I thank them for their invaluable contributions.

A very special thanks to Brenna Uzcategui, my former colleague from Western Washington University, and program planner extraordinaire, who stepped up to help me when I needed it the most. Brenna has handled all the formatting and editing of the book and has acted as a sounding board through every idea in every chapter. Thank you, Brenna! I could not have done this without you!

Sandra Ratcliff Daffron

Material for the Back Cover on Daffron and Caffarella

Sandra Ratcliff Daffron is an emerita professor of adult and continuing education, Woodring College of Education, Western Washington University. Her research and writing activities have focused on continuing professional education, transfer of learning, program planning, staff development in the Middle East, and e-learning. She was coauthor with Rosemary Caffarella of the third edition of Planning Programs for Adult Learners and coauthor of Successful Transfer of Learning.

Rosemary S. Caffarella is an emerita professor of education in the College of Agriculture and Life Science at Cornell University. Her research and writing activities have focused on adult development and learning, and program planning and evaluation. She has authored or coauthored a number of books, including the first three editions of Planning Programs for Adult Learners and Learning in Adulthood.

The Authors

Sandra Ratcliff Daffron, EdD, is professor emeritus of adult and continuing education after 12 years as director of adult and higher education and associate professor in Woodring College of Education, Western Washington University, in Bellingham, Washington. Daffron's EdD in adult and continuing education is from Northern Illinois University. Her research and many publications have focused on program planning, transfer of learning, the rule of law in the Middle East, and e-learning. Daffron taught in the major areas of leadership, continuing professional education and training, and program planning. She also has a focus on educational policy development in the Middle East and North Africa.

Daffron has been dividing her time between projects with the Cancer Resource and Education program (CARE) in Malaysia, staff development work and strategic planning with ISMEK in Istanbul, Turkey, and program planning sessions for the Faculty of Education, Chulalongkorn University, Bangkok, Thailand. Daffron's background in program planning comes from planning programs for the state courts in the United States; the administrative offices of the courts in the states of Hawaii, Illinois, New York, Utah, and Kentucky; and legal education in Illinois. Daffron has had extensive administration experiences, with the most recent at American Judicature Society, Rule of Law project in Palestine for the United States Agency for International Development (USAID), and at Western Washington University. In addition to numerous refereed journal articles and book chapters, this is Daffron's third book; she was coauthor of the third edition of Planning Programs for Adult Learners, published in 2013, and is the coauthor of Successful Transfer of Learning, published in 2011 with Mary North.

Rosemary S. Caffarella, PhD, is professor emerita of adult education and an international professor in education. Her PhD is in adult and continuing education from Michigan State University. In March 2016, Rosemary suffered a massive hemorrhagic stroke while traveling in South Africa. The stroke left Rosemary completely paralyzed on the left side and unable to read and write. Because of this Rosemary was unable to contribute new material but her thoughts and voice in the first three editions still shine through in this new fourth edition. Interestingly, Rosemary's first research in adult education grew out of her father's stroke in the mid-1970s. She was very concerned about the poor quality of rehabilitation that her father received as he attempted to learn again to read and write. The therapists treated him like a young child using flash cards with “rubber duckies” and “farm animals” that were designed for preschoolers. From that research grew Rosemary's dissertation (1978), “Opinions of Health Care Professionals Concerning Patient Education for the In-Patient Population with Implications for Program Planning and Staff Development.” Her research and writing activities have focused on adult learning, program planning, and designing culturally sensitive programs for adults. She taught in three major areas: learning in adulthood; education and community development in international settings; and non-Western and Indigenous ways of learning, knowing, and teaching.

Caffarella's major research and development projects, in collaboration with Universiti Putra Malaysia, Cornell University, and a number of other organizations and individuals from Malaysia, the United States, Australia, and the Netherlands, is in educating Malaysian cancer patients, their families and friends, healthcare professionals, and the general public about the early detection, treatment, and survivorship for those diagnosed with cancer. As the cofounder and codirector of the CARE Program in 2003, she provided leadership for the program for 7 years, after which leadership was successfully transitioned to the Malaysian staff. The initial major goal of this project was achieved in May 2012—that CARE would become a sustainable program for and by Malaysians—as a Center of Excellence at University Putra Malaysia. Caffarella continued to work with this program as an advisor and consultant.

Caffarella has authored or coauthored 14 books, 2 of which have been translated into Chinese and 1 into Japanese, and numerous book chapters and articles in refereed journals. Caffarella received the prestigious Cyril O. Houle World Award for Literature in Adult Education for Learning in Adulthood: A Comprehensive Guide (2nd ed.) (1999), coauthored with Sharan Merriam in 2000, and again in 2007 for the third edition of Learning in Adulthood,coauthored by Sharan Merriam, Rosemary Caffarella, and Lisa Baumgartner. In addition, she was the author of Planning Programs for Adult Learners (first edition 1994 and second edition 2002). Caffarella and Daffron coauthored the third edition of Planning Programs for Adult Learners. Caffarella was inducted into the International Adult and Continuing Education Hall of Fame in November 2009, was awarded a Fulbright Specialist Award in 2010, and honored by Springfield College, her undergraduate alma mater, with the Distinguished Alumni Award in 2011.

Chapter 1Planning Programs for AdultsWhat It's About Today, Tomorrow, and into the Future

SCENARIO 1.1: A DAY IN THE LIFE OF A PROGRAM PLANNER IN 2025.

Sandy and Pierre sit in the University of British Columbia's (UBC) Virtual Reality Theatre, Vancouver, British Columbia. It is 10:00 a.m. Pacific Standard Time, October 12, 2025. The 5th Annual Adult Education in Global Times virtual reality conference has just ended, and in the studio with the North American hosts Sandy and Pierre are Bulent representing Turkey and the Middle East, Bwambale representing Uganda and Africa, Antonia representing Brazil and South America, and Biafern representing Thailand and Asia. The Global conference had 1,500 attendees virtually and made a very small carbon imprint, yet the reviews of the conference were very positive. This postconference review lasted several hours and had the following positive and negative reviews:

Sandy said the session from the “Boeing Institute for the Protection of Salmon and Chinook Reproduction” and “Environmental Efforts to Prevent Drilling” had 300 people watching the salmon ladder and protective deep hole farming out of Alaska. She said the 45-minute virtual tour of the facility followed by a discussion originating from the facility was so busy that Sandy had to stop the discussion just to end the session on time.

Bulent said the session he hosted on the world's refugees was met with a mix of positive and some negative reactions, almost breaking down on the sides of political issues. The live interviews of Syrian, Palestinian, and Iraqi children were very moving until the Friday Call for Prayers was so loud the interviews had to be stopped. Bulent asked why the director of the film wasn't familiar with the timing of the Prayers and he wondered how poorly this reflected on this segment of the conference.

Biafern said her session on the “Institute for the Preservation of the Rain Forests of Asia” in conjunction with Antonia and the session on “Stopping the Deforestation of the Amazon” was presented in its 2-hour slot. She said some unexpected footage of a live boa constrictor ready to wrap itself around a wild boar was too realistic and they had to move away from that scene, which made the scene of the logging road to the jungle fairly boring. But this was all live, and the burning of the fields in the Amazon was really shocking to everyone. Both Biafern and Antonia said they received immediate texts from 50 people wanting to get involved in their efforts.

The Uganda session reported by Bwambale on the celebration of closing of the state orphanage was very emotional. Because AIDS had been eliminated in Uganda in 2024 and there weren't any recent tribal wars, families were intact, and children didn't have to be placed in orphanages this year. The women who used to work in the orphanages had been retrained to be teachers for the growing preschools, which had more children than the last 3 years. Classes to prepare these teachers and for the new master's program in adult and continuing education set up by Pierre had doubled in size, and those in other parts of Africa were asking Pierre to expand the UBC master's program to their countries.

With such positive reports, Sandy and Pierre were ready to celebrate with their outstanding program planning teams when the group said they needed to talk about some things that went wrong and may have affected the positive evaluations made about the conference. Sandy and Pierre started taking notes and heard the following:

The power went out in the Brazil site several times during the conference. People there were really upset so Antonia immediately enlisted 10 people stationed across Brazil and Argentina in various sites to hold discussions about the topics being discussed when the second power outage occurred. The evaluations reflected how appreciative the audiences were to have the discussions rather than sit and stare at a blank screen and at each other like they did for a half hour during the first outage.

The team in Uganda went over budget by $10,000. Sandy asked how that was possible and wondered who was expected to pay the caterer and audiovisual rental company.

Those attending the Uganda presentation also complained that the research cited for the AIDS report was old research and people objected to hearing figures from 2020.

Bulent said the fiasco with the Call of Prayer interrupting the live interviews with refugee children stopped after 10 minutes and once the interviews continued, he had footage that could be posted on the website for the conference that was very touching and showed the efforts of the Turkish adult educators who had accomplished amazing work with children in the refugee camps.

Pierre said the only negative issue he had to report was the overcrowded rooms at UBC and the problem of finding chairs for the extra people who wanted to crowd into the studio.

A final complaint came from a program planner sitting in the virtual reality theatre who said that because of the unexpected numbers of UBC students who crowded into the studio at the last minute, they ran out of snacks for the break and there were complaints about that.

The review ended with the team vowing to look at these complaints and make sure they didn't occur next year. The team members were otherwise very pleased with this conference.

Although this scenario is set into the future of 2025, all parts of the scenario were possible when this book was written in 2020. Technological advances such as virtual reality allow for global interactions in program planning, and live interviews and scenes such as interviews with children in refugee camps can easily take place. Creativity in program planning allows adult educators to bring about issues relating to difficult environmental problems and social issues that threaten the very existence and stability of our planet. As program planners become creative and incorporate the newest technology in their programs, scenarios like this can and will present problems that come with live programs and the use of technology and mistakes made through human error. But problems are also an integral part of the program planning process and should be anticipated. Consider the following questions: How typical would this scenario be in the future? What are the issues that can be controlled and what problems did the team have that could be anticipated and avoided? What were the positive aspects that ought to be repeated another year of the virtual reality conference? Virtual reality programs as shown in this example may be possible now, and with the need for virtual calls during the worldwide COVID-19 pandemic, it may be possible that new and even more creative programs will start to appear. These questions are representative of the problems addressed throughout the book.

The purpose of this book, and the message in this first chapter, is to show the role of those planning programs for adult learners by providing a glimpse of who they are, what they do, where and when they work, why they present programs, and how programs can be planned for adults to be creative and educationally challenging. In this chapter, we consider the following:

We examine the latest changes in program planning to create the newest approaches to planning programs.

We explore the many roles of people who plan programs and the variety of settings and cultures where these programs are held.

We examine the purposes and primary outcomes of programs for adults. We discuss how planning models can be useful tools in the planning process, especially for novice program planners.

We conclude the chapter with an exploration of the model presented in this book, the Interactive Model of Program Planning, and how it currently is used and what the future holds for program planning. And then, it is hoped, by 2025, program planners will have helped to address the aforementioned troublesome environmental problems.

Who Are the Planners of Education and Training Programs?

Education and training programs for adults are planned and coordinated by people in numerous roles who have varied backgrounds and experiences. Nearly anyone could conceivably find themselves in a situation where they are responsible for planning a program for adult learners. Some are in formal positions where their primary responsibility is to plan such programs. These might include corporate or government training staff; community educators; college or university continuing education coordinators; continuing professional education specialists; health, environmental, literacy, labor, and popular educators; and extension agents. Others work in settings where developing education and training programs is in addition to other responsibilities. These might include activists, business owners, leaders of schools and nongovernmental organizations, union stewards, volunteer organizers, and salespeople. The following scenario illustrates the range of roles planners might occupy.

SCENARIO 1.2: THE PLANNERS

Connie is a training director for the international division of a global corporation based in central Europe. She is responsible for planning programs for new midlevel managers across Europe. Connie was told she needs to present more of her programs online because of the cost of travel. She dislikes the idea but is told to make sure the managers learn their new duties.

Jason is a new administrator of English as a second language (ESL) teachers in California who monitor homeschooled students. Jason has taught ESL for 5 years but has little experience in planning programs. Jason is expected to set up staff training for the ESL teachers to learn about a number of state and federal mandates that require all ESL teachers to adopt new instructional practices.

Andre is a local volunteer coordinator of a statewide group advocating social justice. Andre finds himself constantly planning numerous programs, such as community-wide forums and action-oriented events, by “just doing it.”

Ina is an assistant director of continuing professional education at a large research university in Singapore. Although Ina does have a graduate degree in adult and continuing education and 5 years of experience as a program specialist, she finds that program planning and delivery are driven mostly by the ever-changing needs of the professors and staff and the newest research agenda.

Although some program planners like Connie and Ina have clearly defined roles and responsibilities as trainers and program planners and carry official titles such as Director of Training and Assistant Director of Continuing Professional Education, many of those who plan educational programs for adults do not have a degree in adult education and are not familiar with the term “adult education.” For example, supervisors and line administrators, like Jason, are often expected to serve as staff developers and trainers through such mechanisms as coaching, the supervisory process, and even planning formal educational and training programs. Their job descriptions may or may not reflect these responsibilities, and some supervisors are not rewarded or even recognized for their efforts. In addition, many people give countless hours as volunteers like Andre and find themselves planning programs.

Those who have primary roles as program planners spend the majority of their time developing, implementing, and evaluating programs, often without support from other people. In addition, they may take on other tasks, such as organizational development and facilitating change activities. Others are responsible for program planning tasks as one of their many duties for which they are accountable. Still others plan programs for adults when the occasion arises or when their supervisor assigns a program to them.

What Do Programs for Adults Look Like?