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Group 5: Miriam Ang, Silka Derouin, Margo Dilger, Katherine Sharpe

Preparing Program Budgets Involves translating intended program activities into dollars

The example below illustrates some of the fundamental concepts of program budgeting

Expenses – Key Concepts Fixed Costs – Remain stable regardless of the number of participants (e.g. marketing costs) Variable Costs – Vary with the number of participants (e.g. food costs)

Estimating Expenses When estimating the program expenses, you need: to consider the 3 kinds of expenses: development costs, delivery costs, evaluation costs to know whether you need to account for both direct and indirect costs To know which costs apply in which case

Overestimate expenses It is best to estimate expenses on the high side in order to build in some flexibility, especially if the principal source of income is participant fees

Estimating Income When estimating the program income, you need: to know how much to ask sponsors to donate and what to charge as a participant fee to be aware of the various funding sources and any regulations that might restrict the use of the funds

Underestimate income It is best to estimate income on the low side in order to be conservative

A few tips for when… 1) Actual costs exceed the budgeted costs Consider simplifying or eliminating instructional material Reduce the number of staff involved in the program Consider a different facility, one less expensive or in-house Shorten the program 2) Actual income is lower than budgeted The program has already been developed so look at ways the delivery costs could be reduced (e.g. instructors, materials, travel, food) 3) Program is cancelled Re-use previous instructional materials Cancel any contracts where there is little or no penalty

A guide to increasing participants in your program (Caffarella, 2002, p. 316-328)

Is it even necessary for me to market my program?

YES Potential participants are not guaranteed. You need the program registrations for your organization. Marketing communicates to others what the program is about. You can persuade others about the importance of your program .

Being customer/participant oriented means: Tracking all topics requested Monitoring the websites that the participant frequents Conducting focus groups exploring what marketing techniques the participant favors. Making a task force to aid you in marketing .

Do a Target Audience Analysis Age, educational levels, race, gender, ethnicity, social class Language abilities Special requirements? What knowledge, skills, and experiences do they bring? What is their learning style? Why do they want to enroll? Are they motivated to learn? Are there costs for them to attend (childcare, travel)? Know your audience: who are they? (Caffarella, p.320)

Do a Context Analysis Look at the surrounding environment of the potential audience. What other factors in the participants’ context might influence their choice of the program? (eg. their friends are taking the course so they will too.) Does your program transfer of skills plan fit into the participants’ context? Participant’s family and supervisor might need to be sold on the benefits of the program.

Promotion: Advertising Use: Brochures, flyers, e-mail, website, form letters and memos, newspapers, postcards, catalogues, posters, newsletters, magazine ads, personal contacts, exhibits, coupons, radio & TV ads

Make a marketing campaign plan: Specify your audience Have a well planned program and date Prepare and distribute promotional material Specify target completion dates and costs.

Tip: Constantly improve your program HOW? Look at the long-term view and develop high quality programs. Listen to what participants say when they fill out the assessment forms and make appropriate changes. Know your competition and how they attract participants Form partnerships. Find a market niche.

Key Themes: �� Critical that program planners be detail-oriented and track tasks before, during and after a program. Proper logistics can contribute to a positive learning environment.

Suitable Facilities “ The physical environment in which education and training activities take place affect participants learning” (p. 339). 5 types of facilities commonly used: Hotel & motel facilities In-house organizational facilities Conference & retreat centers College & university facilities Resort areas

Other places Coffee shops, libraries, on location in parks, historical buildings, other new evolving spaces.

Key Points to Consider Before determining final location, consider type of event, costs and contracts If possible, visit meeting space prior to event to confirm it meets needs Be intentional in ensuring all details are in place once location confirmed; checking if possible, the room’s arrangements or equipment the day before event

Meeting Rooms Depending on the type of activity different spaces can be considered, from a large auditorium to small seminar rooms. Consider the items above.

Program Arrangements “ The key to finalizing program arrangements is ensuring that everything that can be in place is in place prior to the arrival of the participants (p.354).”

Opening the Program Ensure positive learning environment; consider healthy refreshments, bring-your-own-mug, hand-cleaner, registration, orientation to the program, Group size will influence the specifics on how these elements are designed

Monitoring the Program Be prepared for the unexpected; be flexible, creative and have alternative solutions available Consider collecting participant feedback during the event itself for quick ‘check in’

Concluding the Program 3 main tasks: collect data for evaluation recognize participants for taking part provide thanks And finally be responsible to finish last few details of event including accounting for equipment, returning meeting space to previous setup, paying bills and other administrative functions

There are 3 key factors that make this model a viable resource: (pg 367) Practicality and usefulness as a technical description of the process Emphasis on people being at the heart of this process Importance of context as a centering point for action

Planning Model Main Steps Building a Solid Base of Support Discerning the context Identifying Program Ideas Sorting and Prioritizing Program Ideas Developing Program Objectives Designing Instructional Plans Devising Transfer-of-Learning Plans Formulating Evaluation Plans Making Recommendations and Communicating Results Selecting Formats, Schedules, and Staff Preparing Budgets and Marketing Plans Coordinating Facilities and On-Site Events

Please refer to Caffarella page 369 for a complete and detailed checklist of the planning model.

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