As you assemble your draft plan, include the following new elements:
• A program schedule, with staffing needs for each segment of the program, including any overlapping tasks (for example, ongoing session and break refreshments preparation).
• Program budgets, using the structures provided on pages 12a–12f of the Caffarella and Daffron text.
• A description of a comprehensive marketing plan appropriate for your program in the structure provided in Exhibit 13I Sample Marketing Campaign Plans. Be certain to include consideration of internal and external marketing.
Your plan must have the following elements. In addition to any prior clarifications, you are required to have the following elements clearly identified and fully developed:
• Program goals and learning outcomes or objectives aligned to those goals.
• Selection of a single program plan model with justification for the selection.
• Instructional plans, including assessments, with clear alignment to program goals and learning outcomes or objectives.
• Instructional resources.
• Plans for transfer of learning, with clear alignment to program goals and learning outcomes or objectives.
• Selection of a single program evaluation model or approach with justification for the selection.
• Evaluation matrix that aligns with the evaluation model or approach.
• Data collection and data analysis plan that clearly aligns with the evaluation matrix.
• Data collection tools for each element of the data collection and data analysis plan.
• Strategies for communicating results and recommendations to stakeholders.
• Program schedule, with staffing needs for each segment of the program, including any overlapping tasks (for example, ongoing session and break refreshments preparation).
• Program budgets.
• A comprehensive marketing plan.
In addition, your document should be free of errors and follow current APA style and format.
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cf_exhibit_12e_examples_of_other_costs.pdf
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cf_exhibit_13i_sample_marketing_campaign_plans.pdf
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InfoForquestioNn.docx
Exhibit 12.E: Examples of Other Costs When Planning Programs
Materials, Printing, and Copying
In years past, those planning the programs had to budget the cost of marketing materials, printing a program book, proceedings or handouts. For the marketing of programs, this line item has changed greatly due to technological advances in viewing marketing materials and posting them on the Internet. Like the cost of copying and printing, the cost of postage for marketing has dropped dramatically. Program planners rarely have a large postage expense because flyers and announcements for programs are posted on web pages and sent by e-mail. If programs are being widely advertised through e-mail, there may be some cost associated with purchasing e-mail lists or other mailing list services. Using the Internet means that program planners can even easily reach international markets and still keep the costs down. There may also be design costs if the designer’s time is charged to a program. Today, to “be environmentally friendly,” program materials can be put on a CD and this change saves the printing and copying costs. Program planners can spend even less, saving the minimal cost of a CD, by posting all materials on the website of the program/organization. These days, conferences often post the proceedings on the conference web site, after the conference, for all to use. In addition, there is still a cost of producing the program booklets/schedules and planners still have to produce an attractive program booklet/schedule to keep a “classy” look to the program. However, as noted earlier, there are still many places in the world where planners work where these types of resources are not available, which isespecialy true for planners who are working in settings in developing nations. In these cases they must explore and be cognizant of the local ways used in sharing such information.
Equipment
Program planners used to pay a great deal of money for AV equipment rental in hotels. Most places in developed countries where programs take place (e.g., organizational and community facilities, hotels, and so on) now have meeting rooms or classrooms set with a computer, projector, screen and sound system, thus eliminating the cost of renting this equipment. The speaker usually needs to bring their presentation materials on a memory stick or CD and plug it into the equipment in the room. Most facilities, ask the program planner to pay a fee for the use these systems. When planning a meeting at an outside facility, be sure to include the cost for equipment needed if rental is necessary or fees are charged. The program planner also takes into account if the hotel staff is unionized. If there is a union, costs for using union workers to carry boxes and set up equipment and displays will need to be calculated. However, as shown in the explanation of the types of resources used, there are places where planners work throughout the world, such as in low-income countries and isolated communities, where they must use what equipment exists in the setting.
Supplies, Postage, Telephone, and Miscellaneous Expenses
These expenses also used to be considerable before technological advances and trends either made these costs much less or in some cases eliminated them altogether. For example, costs for paper and postage to send brochures have been cut considerably due to the Internet. The telephone costs used to be quite high for all the conference calls associated with program planning, but the use of Skype or Planning Programs for Adult Learners: A Practical Guide by Rosemary S. Caffarella and Sandra Ratcliff Daffron. Copyright 2013 John Wiley & Sons, Inc. All rights reserved.
other such venues, telephone costs have dropped. However, there are still places where the Internet is unavailable or everyday use is not the norm. In these cases, other types of marketing strategies should be used, like contacting people via cell phone or even through “word-of-mouth.” It is always a good idea to put something in the budget for miscellaneous expenses, like small tokens of appreciation for keynote speakers or other unanticipated costs.
Planning Programs for Adult Learners: A Practical Guide by Rosemary S. Caffarella and Sandra Ratcliff Daffron. Copyright 2013 John Wiley & Sons, Inc. All rights reserved.
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Exhibit 13.I: Sample Marketing Campaign Plans
Example 1 Example 2
Name, type of program, date, and number of people expected to attend
Preparing and Implementing Transfer of Learning Plans
A one-day invitation only workshop for selected members of state-level health care professional associations and organizations
November 1
40 participants
Conducting Cost-Benefit Analysis
Workshop sponsored by a local chapter of the American Society for Training and Development [ASTD])
April 15
50 participants
Target audience
Staff who plan education and training programs as part of their work roles
Supervisors of staff who will assist and support those who attend these programs in transferring what they have learned into actual changes they will make in carrying through their job responsibilities
Human Resource Development (HRD) trainers and managers
Performance improvement staff
HRD consultants
Graduate students in local HRD masters’ program
Types of Promotional Materials and Tools To Use
Attractive flyer with a template for personal message that outline the focus and content of the program; the date, place, location and cost, and the website site address where they can both register and obtain further information about the workshop
Follow-up e-mails
Personal contacts to potential registrants by program staff and members of the program committee who planned the workshop
ASTD chapter web site
Local chapter newsletter distributed through e-mail and posted on the web site
Email to all chapter members with direct link to the local chapter’s web page for more detailed information, which includes online registration
Emails to graduate students enrolled in a master’s degree in HRD sent by a chapter member, with a direct link to the local chapter’s web page for more detailed information and online registration
Planning Programs for Adult Learners: A Practical Guide by Rosemary S. Caffarella and Sandra Ratcliff Daffron. Copyright 2013 John Wiley & Sons, Inc. All rights reserved.
Example 1 Example 2
Personal contacts via phone and e- mail
Target Times When to Use the Promotional Materials and Tools
July 30: Check the information on the workshop to be posted on the website, and complete and correct the flyer and template
August 20: Send flyer and targeted notes
September 1 to September 30: Make personal telephone calls
September 15, and October 1: Send follow-up e-mails
March 16: Program for April 16 is highlighted on the front page of the website
March16, March 30, and April 8: E- mails and email reminders to all potential participants
March 30: Program description and links to registration in the chapter newsletter sent out by e-mail
March 16 to April 14: Personal contacts by members
Costs
Web site and flyer template at no cost as designed by internal staff
Selected Mailings: $50.00
Phone calls and e-mails at no cost: as internal staff responsibility
No cost as all tasks are complete by volunteers who are chapter members
Planning Programs for Adult Learners: A Practical Guide by Rosemary S. Caffarella and Sandra Ratcliff Daffron. Copyright 2013 John Wiley & Sons, Inc. All rights reserved.
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Introduction
The UCLA Community Literacy Program is developed intentionally to meet the multiple needs of participants, integrating literacy development and pathways to employment. The success of the program relies crucially on the completeness of the evaluation plan which incorporates formative and summative aspects. This all-embracing method provides for constant participant learning and engagement monitoring as well as a program aims assessment (Weller et al., 2020). The mixture of summative and formative evaluations demonstrates the dynamic and developing nature of the program, responding to the ongoing changes, but also presents the whole picture of the program influence.
Evaluation Plan Model/Approach
The be decided for UCLA Community Literacy Program Evaluation Model is the hybrid approach which combines both formative and summative evaluation techniques. Formative evaluation will be instrumental in checking participant progress, engagement, and satisfaction as the courses are delivered. This feedback loop in real time allows for instant revisions to teaching methods/program elements, thus keeping the program reactive to the participants’ dynamic needs at all times. On the contrary, summative evaluation is about how the literacy skills, the employability outcomes and the long-term goals as a whole are affected by the program. This mixture of formative and summative evaluation embodies the programs multi-dimensional structure and its obligatory pursuit of incremental change.
Data Collection and Analysis Procedures
Assessment of Literacy Workshop Series.
The data research for the literacy workshop series will be mixed methods, both quantitative and qualitative. The pre-and post-workshop surveys will give us quantitative information about participant expectations and understanding and other quantitative data will be collected from the written reflections and scenario-based quizzes. Qualitative data will be extracted from focus group discussions conducted right after the sessions thus offering the participants the opportunity to report the setbacks they experience in real life application of the program and their perceptions on how practical the program is (Martin, et al., 2020). This mixed methods approach thus provides a comprehensive understanding of participants’ learning experiences.
Evaluation of Literacy for Employment Sessions
Data collection during literacy for employment sessions will be continuous to record participant progress and satisfaction. Quantitative data will be collected from literacy assessments held in each session, anonymous suggestion boxes and peer evaluations. Gathered through additional surveys, the qualitative data will be complemented by these metrics (Radović et al., 2023). They capture participants' insights about delivery of instructions and collaboration. This dual approach will give an evaluated account of the programs impact both on the literacy and employability.
Assessment of Career Pathways Workshop
Career pathways Workshop's evaluation will adopt a mixed methodology approach. The pre-workshop surveys will cover participants’ career goals with the post-program interviews with those who got jobs providing qualitative data on long-term career outcomes. Addition of participant success stories will further enrich a holistic grasp of workshop's effect Through this approach it is possible to measure the impact of counseling sessions, guest speakers and individualized career action plans.
Data analysis will cover both quantitative and qualitative methods. The quantitative analysis will include statistical comparison between pre- and post-assessment scores which will provide with measurable indicators of progress. The thematic coding of open-ended responses from written reflections, focus group discussions, and interviews will be done to carry out qualitative analysis. This integrated analysis ensures a wholesome understanding of the learning of participants as well as the program impact.
Strategies for Communicating Results and Recommendations to Stakeholders
An important aspect of any program is effective delivery of the results and recommendations to the stakeholders for support and advocacy for improvement. A combination of strategies will be employed to ensure clear and impactful communication: However, the company found out that it was difficult to find the workforce which can understand Korean language.
Comprehensive Reports
Detailed reports will be generated which will comprise of both quantitative and qualitative findings. These reports will offer stakeholders the full scope of the program’s impact, which covers participant feedback, learning outcomes, and program accomplishments.
Visual Representation
Visual aids like graphs, charts, and infographics will be employed to visually interpret pivotal quantitative data. This pictorial representation increases the level of comprehension and interaction of stakeholders with the evaluation results since complex information is made simple.
Stakeholder Meetings
Regular meetings with the key stakeholders, program planners, trainers, content experts, organizational management, and participants, will be organized. The sessions will create an environment for intensive debates on the results and recommendations and an approach of partnership will be ensured so as to improve the program.
Interactive Presentations
Interactive presentations using multimedia media such videos or testimonials will be presented. OR interactively presentations which incorporating multimedia like videos or testimonials are to be done. OR We interval presentations which usually contain multimedia such videos or testimonials will be employed. These elements give life to the evaluation results, making them more relatable to the stakeholders.
Feedback Sessions
Stakeholder feedback sessions will be held, inviting stakeholders to share their opinions on the findings of the evaluation. This collaborative method ensures that in the future versions of the program we take into account the views of the stakeholders.
Actionable Recommendations
Well defined recommendations amongst the results will be presented. The recommendations will be in line with the identified strengths and difficult areas to improve on, thus, a pragmatic guide essential for developing the program's performance.
Conclusion
In summary, the evaluation plan for UCLA’s Community Literacy Program is built to assess effectively both participant learning and the program’s objectives. The blending of formative and summative evaluations and a combination of quantitative and qualitative data gather methods create an environment for continual development. Communication strategies that work will make sure the stakeholders are not only informed but actively involved in the program evolution, thus, creating a collaborative environment leading to fulfilling of the program objectives.
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