Planning Programs for Adult Learners : A Practical Guide.

Cover -- Title Page -- Copyright Page -- Contents -- Figures and Exhibits -- Preface -- Acknowledgments -- The Authors -- Chapter 1: Planning Programs for Adults What 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? -- Example Outcomes: Individual Change -- Example Outcomes: Organizational Change -- Example Outcomes: Community and Societal Change -- How Education and Training Programs Are Planned -- Sources for the Model -- Approaches to Planning Programs -- Radical Approach -- Practitioners' Voices -- Authentic Planning Experiences Captured by Scholars -- 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 -- Assumption 1: Focusing on Change and Emergency Planning -- Assumption 2: Realizing It Is a Smaller World with More Diversity and Cultural Differences -- Assumption 3: Considering Power and Interests -- Assumption 4: Managing the Planning Table -- Assumption 5: Creating Awareness About "Wicked" or Challenging Global Problems -- 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 -- Tips for Asynchronous E-Learning -- Virtual Teaching Tips -- Tips to Pass on to Students in Classes Taught Through Synchronous E-Learning -- An E-Learning Asynchronous Class with Computer-Supported Collaborative Learning (CSCL)-A Prototype -- Class Policies -- Components of the Computer-Supported Collaborative Learning (CSCL) -- Additional Tips for Collaborative Synchronous or Asynchronous E-Learning Classes -- Planning for Effective Virtual Meetings -- The Do's and Don'ts of Online Video 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 -- Transformational Learning -- Ways of Knowing and Learning with a Global Perspective -- Cultural Differences -- How Culture Is Defined -- Building Relationships with Cultural Implications -- Political Influences in Program Planning -- Chapter Highlights -- Going Deeper -- Chapter 5: Discerning the Context -- Facets of the Planning Context -- Reflections on a Program Failure -- Reflection on New Directions -- The Organization -- Structural Factors -- Political Factors -- Cultural Factors -- The Wider Environment -- Obtaining Knowledge About the Planning Context -- Common Issues When Using Contextual Knowledge.

The Centrality of Power in Program Planning -- How Power Influences the Planning Process -- A Practical Way to Measure Planners' Power and Influence -- Being Willing and Able to Negotiate Is Essential -- When Negotiations Happen -- Negotiations in Values-Based Situations -- Chapter Highlights -- Going Deeper -- Chapter 6: Building Support and Identifying Needs -- Ensuring Support -- Support from Potential, Current, and Former Participants -- Support from Immediate Supervisors -- Support from Mid- and Senior-Level Managers -- Support from Other Stakeholders Who Have a Vested Interest -- Building Organizational Support -- Structural Support -- Obtaining and Maintaining Support of the Wider Community -- Support Through Advisory Committees -- Support Through Legally Constituted Boards -- Designating Tasks and Selecting Members of Advisory Committees and Legally Constituted Boards -- Conducting Advisory Committee and Legally Constituted Board Meetings -- Support Through Partnerships -- Building and Maintaining Partnerships -- Identifying Relevant Ideas and Needs -- Knowing What You Want to Accomplish -- Conducting a Structured Needs Assessment -- Contextual Issues in Identifying Program Ideas and Needs -- Chapter Highlights -- Going Deeper -- Chapter 7: Developing Program Goals and Objectives -- Defining and Constructing Program Goals -- Constructing Program Goals -- Using a Directive Approach -- Using a Collaborative Approach -- Using a Nondirective Approach -- Using Another Approach to Constructing Goals -- Defining Program Objectives -- Constructing Program Objectives -- Using Objectives as Checkpoints -- Developing Learning Objectives and Learning Outcomes -- 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 -- Learning Objectives -- Capability of Instructors -- Learner Characteristics -- Learning Context -- Lessons Learned from a Service-Learning Project -- Making the Instructional Design Plan Work -- Conducting Instructional Assessments -- Assessment at Entry -- Assessment of the Instructional Processes and Resources -- Assessment of the Learning Outcomes -- Assessment to Assist Learning -- Assessment to Provide Data for the Overall Program Evaluation -- Preparing Instructional Plans-the Final Steps -- Making the Instructional Plan Work -- 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 -- Training Design -- Learner Characteristics -- Work Environment -- 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 -- Global Approaches to Transfer of Training -- 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 -- With a Social Justice Focus -- With a Cultural Diplomacy Focus -- With Informal Learning in the Workplace -- With Coaching in the Workplace -- Scheduling the Program -- Identifying the Roles of Program Staff -- Deciding to Use External Staff -- Selecting External Staff Members -- External Staff Fees, Contract, and Agreements -- Selecting Effective Instructional Staff Members -- Staff Responsibility in Helping the Advisory and Board Members -- Chapter Highlights -- Going Deeper -- Chapter 12: Preparing and Managing Budgets -- Gaining a Clear Picture of the Budgeting Process -- Using Budgeting Models -- Estimating Costs and Preparing Budgets -- Managing Program Budgets -- Using Cost Contingency Plans -- Examining How Programs Are Financed -- Increasing Income -- Chapter Highlights -- Going Deeper -- Chapter 13: Marketing Programs -- Where Do We Start? -- Marketing Using Today's Social Media -- Creating Marketing Strategies -- Understanding Who to Reach -- Cultivating Relationships Online or Forming Organization Public Relationships -- Selecting and Developing Social Media Tools -- Resources for Using Social Media Tools to Advance Group Actions -- Resources for Using and Updating Traditional 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 -- The Negotiation Process -- Facility Contracts Are Legally Binding -- A Checklist for a Facility Contract -- Managing Conferences -- Handling Details Before the Conference.

Handling Details During the Conference.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.