AGED 6200 Extension Program Development

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AGED 6200Extension Program Development

• Week Four
• Dr. James A. Rutledge

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Introducing Dr. Ross Love

• Assistant Director for Cooperative Extension,
  Agriculture, Natural Resources and Rural
  Development
• Thank You Dr. Love

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Program Planning in Extension

• Key Concepts
• Key People in Program Planning
• Factors Influencing Program Development
• Steps in Program Planning
• Program Design and Implementation
• Program Evaluation
• Involving People in Program Development

Education Through Cooperative Extension,
Seevers, et. al., p 91-120
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Steps In Program Planning

• Planning
• Design and Implementation
• Evaluation

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Week Four Assignment

• Find at least three professional articles or
  publications that highlight some of the issues
  and challenges related to one of these three
  aspects of Extension Program Planning.
• Be prepared to share your findings with the
  class.
• Each of you will choose which of the three
  aspects you will research for next weeks class.

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Group Reporting on Readings

• In each of the three study groups
• Review your individual findings
• Come up with some common observations
• Decide on several key points to share with the
  rest of the class
• Prepare to present orally for the class

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Steps In Program Planning

• Planning
• Conducting Needs Assessments
• Setting Priorities
• Writing Program Objectives
• Design and Implementation
• Selecting and Developing Content
• Selecting Program Delivery Methods
• Selecting or Developing Resource Materials
• Evaluation
• Formative or Summative Evaluations
• Beginning with the end in Mind
• Logic Models for planning AND evaluation
• Education Through Cooperative Extension,
  Seevers, et. al.

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Steps In Program Planning (Planning)

• Conducting Needs Assessment/ Gap Analysis
• What ISWhat SHOULD be
• Listening Sessions, PPACs at county and state
• Formal instruments seldom used in Extension
• Key Questions the Needs Assessment should
  address
• What must be changed or improved?
• What is the cause of the problem or what issue
  needs to be addressed?
• Who wants to see the issue addressed?
• What role can education play in solving this
  problem?
• What resources do we have to address the issue?
• Is the need already being addressed adequately
  by others?

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Role of Advisory Committees

• Well come back to this later in the year when we
  visit with some advisory committee members.
• The role of the advisory committee is really to
  provide the local perspective and input to the
  planning process, particularly the needs
  assessment and program priority setting process.

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Advisory Committees

• Who should be on the Extension Advisory Committee
  or Program Planning Committee?
• Stakeholders in general
• Specifically clientele, potential clientele, and
  community resource persons
• Influentials in the community and program area
• Beware the pall bearers syndrome

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Steps In Program Planning (planning)

• Setting Priorities
• Direct limited resources to clientele problems
• Proactively prevent future problems
• Credibility with stakeholders
• Helps Extension workers manage their time
• Allocation of resources
• Matching Extension Capacity with Audiences
• Is there an appropriate audience with an
  expressed or felt need for the program being
  proposed?

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Steps In Program Planning (planning)

• Writing Program Objectives
• Claude Bennett model
• Logic Planning Model

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Reading for Everyone for Next Week Bennetts
Hierarchy

• Please go to the following link and read this
  article by Claude Bennett
• Up the Hierarchy Journal of Extension, March,
  1975
• http//www.joe.org/joe/1975march/1975-2-a1.pdf

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Steps In Program Planning (planning)

• Claude Bennett model

End Results economic, environmental and
social Practice change adoption and
application KASA change knowledge, attitudes,
skills, aspirations Reactions satisfaction with
programs People Involvement numbers attending,
frequency Activities program content, meetings,
field days, etc. Inputs time, money materials
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Steps In Program Planning (planning)

• Claude Bennett model
• 7 step staircase or ladder in hierarchy model
  
• Looks at program objectives and the levels as a
  chain of events, each of which could be measured
• Quality of evidence improves the higher you go on
  the staircase or ladder
• Difficulty in getting quality data increases the
  higher you go on the ladder
• Evaluation is not an end in itself

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Steps In Program Planning (planning)

• Logic Planning Model

Inputs What we invest (staff, time, resources,
technology, partners) Outputs What we do
(program activities, workshops, meetings,
etc.) - Who we Reach (participation, numbers and
frequency) Outcomes Short Learning(KASA,
Awareness, Opinions, Motivations,
Reactions) Medium Action (Behaviors, Practice,
Decisions, Policies) Long Term Conditions
(Social, Economic, Environmental)
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Steps In Program Planning (planning)

• Logic Planning Model

• Improved Program Planning Model
• Based on Bennett but easier to use and more
  directly tied to program planning
• Beginning with the end in mind
• Ties planning, evaluation and reporting together

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Logic Model for Planning

• Begin with the ends in mind
• Start by knowing what you want to achieve
• Write Clear Learning Objectives
• Think about what experiences will achieve those
  outcomes, short, medium and long term
• Plan activities that will include those
  experiences

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Logic Model Continued

• Develop a timeline for activities
• Market and promote programs based on the outcomes
  and the activities
• Develop formative evaluation instruments or
  measures to check progress towards goals and
  summative evaluations to measure impact
• Impact measurements can be very precise because
  you know what your objectives are

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More Logic Model

• Refine lesson plans and implementation plan
• Conduct evaluations
• Report to stakeholders on impacts
• Redesign, modify or continue
• Knowing that you have a high quality program that
  is reaching its stated objectives

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Program Planning (Design and Implementation)

• Design and Implementation
• Selecting and Developing Content
• Selecting Program Delivery Methods
• Selecting or Developing Resource Materials

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Program Planning (Design and Implementation)

• Selecting and Developing Content
• What content or process will achieve your
  objectives
• Based on clientele needs and interests
• Individuals own talents or those of specialists
• Standardized curricula or individually developed
• Available outside resources

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Program Planning (Design and Implementation)

• Selecting Program Delivery Methods
• What learning experiences are most appropriate
  for the audience and content?
• What is the most logical sequence of experiences?
• Do learning experiences naturally build on each
  other?
• What on-going activities can build on the
  experience?
• What events or activities will actually be
  included?

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Program Planning (Design and Implementation)

• Selecting or Developing Resource Materials
• State Specialists may have prepared similar
  programs
• What materials are available?
• Bulletins, fact sheets, video tapes, cds,
  handbooks, etc.
• Are existing materials appropriate for audience
  and subject?
• Do you have time, expertise and interest to
  develop the materials yourself?

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Program Planning (Design and Implementation)

• Time Line for Implementation
• List of specific activities and events
• List of materials and resources that will be
  needed
• Contacts or collaborators to support program
• Excellent tool for future program evolution

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Program Planning (Design and Implementation)

• Next Week
• More in-depth look at the teaching and learning
  environment in Extension

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Steps In Program Planning (Evaluation)

• Evaluation
• Formative or Summative Evaluations
• Beginning with the end in Mind
• Logic Models for planning AND evaluation

• More on Evaluation Later in the Term

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Extension Program Visits

• What programs did you visit?
• Were the goals obvious?
• How did the audience respond?
• Was the program based on an expressed need or
  part of an overall program initiative, or could
  you tell?
• Did the program achieve the goals?
• Other observations?
• Did you learn or experience anything unexpected?

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Week Five Reading Assignment

• Next Week
• More in-depth look at the teaching and learning
  environment in Extension
• Assigned Reading from JOE
• Vol 41, No 4 New Adult Education Bringing Peer
  Educators Up To Speed
• Vol 40, No 5 Reducing Computer Anxiety in Adults
  Learning to Use Microcomputers
• 1970, Winter Issue Adult Education for Migrants

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Week Five Reading Assignment

• Find information from one of the following
  authors
• E. J. Boone, B. S. Bloom, C. O. Houle, M. Knowles
  or A. Maslow
• And any other author you choose, with information
  that will answer the following questions (or
  inform your thoughts about the questions)
• What unique characteristics of adult learners
  might influence Extension education programs?
• What responsibilities do the learner and the
  teacher have in the learning environment?
• What are the reasons that people (Extension
  clients) participate in educational programs?