Topic outline

  • CCE Program Development Leadership Cohort 2023

    People with a lightbulb above headsPDLC is an in-depth learning experience for staff who lead programs and write proposals. This experience is focused on strengthening program planning skills, inclusiveness/diversity practices, evaluation and connections with colleagues.  Over the next few months you will work on a local project, applying the skills we will be exploring.    As you finish sections, look for a completion badge to appear.  

    Syllabus 2023

    PDLC Handbook - 2023

  • Topic 1 - Program Development Models and Frameworks

    • An Art & Science to Program Development Work

      There is an art and a science to Program Development (PD) – you may remember hearing this at the New Staff Orientation. The ‘art’ is what you ‘know’ works and the ‘science’ is based on research, which is about practice. In a recent survey of CCE Association Directors and Program Leaders, many acknowledged not considering a framework for program development when planning, implementing and evaluating local CCE programs. That said – we see many examples of intentional programming and good work that fit the description of PD shared by staff.  PD is happening but perhaps without a systematic approach.

      This may beg the question - if a program works and attracts people, why should we apply program development theory?

      Applying a PD model and framework helps plan to achieve more consistent, predictable results.  

      Research and practice show common elements in successful programs. Descriptions and ‘how-to’ for these common elements can be found in PD Models and the frameworks that we might use to think through the steps of PD. Many PD models are similar to each other even across disciplines like planning and community development, Cooperative Extension PD, and educational/instructional design.

      The PD process broadly consists of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. Often the process is informed pedagogically (process of teaching) and by research.

      The central questions for PD include:

      • What is the purpose of the program? (For whom? To do what? What need is it filling? Are there system or local outcomes you are working towards?)
      • What experiences are you going to provide to get the participants to said outcomes?
      • How can you effectively/efficiently deliver the experiences? What is the delivery?
      • How are you going to know that you got to the outcomes?

      There are many PD models, many based on the ADDIE model (includes 5 phases: analysis, design, development, implementation, and evaluation). Most models come with references and resources (like logic or pathway models) to help the user to think through the steps needed to reach your intended outcomes.  CCE resources are arranged by the ADDIE phases but reference other models – so that our educators can be versed in the theory and pick and choose resources that are most beneficial for the moment.  This topic in PDLC is aimed at helping you to become familiar with PD models.


    • Check boxes as you complete the assignments below.  Please complete all of these items.

    • forum icon
      Forum
      1. DISCUSS: Wrapping your head around a the process of program development. (forum)
      Post replies: 2 Make forum posts: 1

    • WATCH:  

    • EXPLORE:

      • Program Development Models and Frameworks - Resources (url | staff site)
        Resources that will help you to understand Program Development Models can be found on the staff site.  Watch the screen-cast above, and browse the resources and external resources on the url.  These resources will be helpful in completing the next assignments.

    • assign icon
      Assignment
      1. WRITE: How will this help you with your projects and programs? (must submit assignment)
      View Make a submission

      This assignment has three sections intended to help you:

      1. reflect on the benefit of using a program development model
      2. mentor others on the use of program development models
      3. choose a model for your PDLC project.

      First:  Set your timer for 10 minutes (close out other distractions) and jot down as many reasons as you can as to why a CCE program staff member should use a program model when planning programs.  If you used pen and paper - take a picture of your sketch/notes and upload it.

      Second: Draft an e-mail to a colleague sharing a little about program models, and encouraging their use of a model in planning. It could be real or fictional. Copy and paste your e-mail below.

      Third:  Knowing what you know of model - which model do you think you might choose to plan for your PDLC project and why?  Note if program models or instructional design is brand new to you or if this is something you are very familiar with.  


  • Topic 2 - Assessing Needs

    • A  “Needs Assessment or Needs Analysis” process uses quantitative and qualitative data to help make educated decisions about planning future programs and allocating resources and qualitative data to help make educated decisions about planning future programs and allocating resources. Community needs can be assessed very broadly for a strategic plan or more narrowly around a programmatic interest. At best, a Needs Assessment will use a variety of approaches to verify findings. 
       
      What is “ Need”?  There are many ways and techniques to assess needs.
       
      A low investment technique is to gather existing data: 

      • Take a look at:  demographics, your records for service statistics (who is asking for/coming to what), media attention to needs, and other existing studies.  Where are there gaps, where do people think there should be programs, what are they attending?

      • Fully describe the target population and service environment (who is serving this population for this need?).  What is the role for CCE?  Who are the stakeholders for the issue?
       
      Once you have some background, seek stakeholder input from a diverse audience:
      • Survey/meet with internal/external audiences and stakeholders.  This could be done in person, electronically, or in paper form.   Take the time to be sure that the questions that you are asking will help you to assess the needs that you are interested in.       

      • Seek expert advice.  This step is often done separately from stakeholder surveys and meetings to diminish the tensions around issues – making room for expert advice, but not at the risk of excluding other stakeholders opinions.  Experts should be representative of all stakeholders and mirror the diversity of the community.       
      • Consider how the information shapes your program and plans, and how to strategically share the concepts and gather feedback. How does it fit?  How does the gathered information fit in with your local plans of work, statewide plans of work and CCE mission?  Your community may have a resource inventory available to help inform you about who some of the other players may be to address components of the needs gathered.

      • Communicate your results to all stakeholders and revise as needed.
       
      Common Pitfalls       
      • Missing priority populations (e.g., not asking for feedback from your priority audience, holding meetings at inconvenient  times/locations etc.)
      • Failing to make concerted efforts to recruit a diverse and representative sample of the community      
      • Confusing means (solution strategies) with ends (outcomes) or needs with wishes (wants)
      • Using only one method for gathering information
      • Assuming levels of need are similar across levels of target groups
      • Failing to set priorities based on collected data
       
      “Need”  is  described as a gap between real and ideal (or normal/normative) conditions.   An issue is ripe for CCE programs when it also fits our mission and is on target with Research and
      Extension plans of work (see Program Definitions & Standards). 
       
      A blend of reviews and methods will provide greater confidence by stakeholders and staff in the resulting programs. 


    • Check boxes as you complete the assignments below.  Please complete all of these items.

    • forum icon
      Forum
      2. DISCUSS: What have been your experiences in Assessing Needs? Forum
      Post replies: 2 Make forum posts: 1

    • WATCH:

      A couple of resources are listed below.  Watch what you need to to understand the topic and check the box as complete when done.  

      • Local Demographics:  a 14-minute video about assessing your local demographics.  

      • Video about Online Resources available for Assessing Local Statistics: a 90-minute interview with Heidi Mouillesseaux-Kunzman <hmm1@cornell.edu>, our colleague in Cornell's Community and Regional Development Institute was my guest on this one.  She did a really nice job introducing a variety of resources available through CaRDI.  You will also hear the voices of a few colleagues sharing their experiences. 


    • EXPLORE:  

      • CCEPDC 104  Assessing Local Needs. (staff url) Review the Bulletin:  Assessing Needs for Program Development and familiarize yourself with the resources on the Assessing Local Needs page.  These resources will be helpful in completing the next assignments.

    • WRITE: Sketch out your plan for assessing needs.  What will it look like?  As with the models assignment - feel free to write, type, draw...whatever method helps you think.  

      Include in your plan:

      1. What needs assessment techniques will you put into place (pick 3)
      2. Who will help you think through your ideas?
      3. What stakeholders will you reach out to?
      4. What is your timeline (doesn't need to be absolute dates - but it will give you a sense of time necessary to involve others.
      When you have a draft - add this to your PDLC google doc (find it on the right hand tool bar).

  • Topic 3 - Designing Objectives that Meet Needs

    • Once you have investigated needs, talked with stakeholders in and out of your program, and reviewed the research and best practice literature about your program idea, it is time to decide upon outcomes and measurable objectives.  This is where a logic model and Bloom's Taxonomy can help. 

      A logic model sets the outcomes for a program into three phases:

      • Short Term - includes knowledge gains, attitude shifts, skill development, and aspiration development (often referred to as KASA).  Short term refers to the fact that you can typically measure the development of these outcomes at the end of a training or activity.  A quiz, or a survey about plans to do something different, or how someone feels are all measures of KASA. 
      • Mid Term - includes behavior changes you expect once a participant has gained the necessary knowledge and skills.  Mid-term results are usually measured after the fact - ex. an evaluation form or phone calls made three months after an event, end of the year reflection, etc.
      • Long Term - typically a larger societal shift in thinking.  Programs that have been in existence for a longer time may begin to see changes in policy or trends in community changes.  These are harder to connect to Extension programming, and often not measured by our Associations, but should still be on the horizon as a long-term goal.  The vision for long term change will help to drive the behavior changes, skills needed and the experiences that you will plan for.

      Blooms Taxonomy includes:

      • verbs to help you explain and document objectives related to your short, mid, and long term outcomes.  For example, I've used Blooms Taxonomy (BT) to show the objectives for topics in PDLC.  I've included short term outcomes, and when described beginning with the  BT verb - it transcribes to the evaluation phase of the topic.  If successful, participants will know how to...(ex. find resources, recognize activities, choose outcomes....etc).

      As a starting point for identifying objectives, turn to the statewide plans of work.  The plans are organized by topical areas - your program might overlap several plans.  Included in each plan of work are short, mid, and long-term outcomes.  Outcomes that are highlighted are outcomes that Associations are responsible for reporting on each November.  As you plan for outcomes for your program, it makes sense to choose an outcome or two that are system outcomes.  This step helps ensure that your program aligns with the mission of our organization and it may help streamline the planning and reporting process. 

      Depending on your program funding, and stakeholder interests, you may have additional objectives as well. 

      Be sure to review the CCE Program Definitions & Standards.  Before you go any further, it is important to be sure that your program idea fits within the Mission and program plans for Cornell Cooperative Extension.

      The CCE Plans of Work, template for a logic model, Bloom's Taxonomy, and Program Definitions & Standards checklist were included in your notebook for reference.


      Within this topic staff will:
      Find CCE resources Know where to find CCE Plans of Work, Logic Model Resources and CCE Program Definitions & Standards.
      Recognize Measurable outcomes.
      Choose Be able to choose an appropriate blend of statewide and local outcomes that meet local needs and assist with planning and reporting.   
      Practice Practice choosing outcomes.

      Check boxes as you complete the assignments below.  Please complete all of these items.

    • EXPLORE:


    • WATCH:


    • REVIEW:

      • CCE Program Definitions & Standards - before moving on to the next phases of program planning, ensure that your program idea fits within the Mission of CCE.  The CCE Program Definitions & Standards can assist with this process.

    • forum icon
      Forum
      3. DISCUSS: Choosing objectives that meet your community needs Forum
      Make forum posts: 1
      1. Based on your early needs assessment conversations, review the CCE Statewide Plans of Work.  Choose 2-5 statewide outcomes that could be used to frame the work of your program.  You may have additional objectives, or objectives that are more specific to your project that fit within these broad objectives. 
      2. Identify (and submit by forum) Statewide Plan of Work Outcomes (short or mid-term) that relate to your project.  If you are working on a local plan of work...the draft plans of work in the Program Development & Reporting tool may be a good place for you to start or at least review.
      3. Add any additional outcomes that you will be working towards to meet the documented needs.  Use a logic model (or at least logic model thinking) to identify short and mid-term outcomes that meet your needs.  Use Bloom's Taxonomy verbs to help you write measurable outcomes.
    • forum icon
      Forum
      3. DISCUSS: How will you put these ideas to work? Forum
      Post replies: 2 Make forum posts: 1

  • Topic 4 - Program Design & Delivery Methods

    • What activities and events will impact your audiences?

      You may be aware of the contrast that has been made between teaching and learning (google teaching vs. learning to see more about this if this is a new concept).  Much has been written and taught about how many envision a teacher as a “sage on the stage”, not taking into account the needs and diverse experiences or interests of the students.  While teaching, lecture-style, may be appropriate sometimes, there are other approaches that are much more learner-centered.   Learner-centered planning can be more time consuming than developing a plan or a syllabus based on what and how you want to teach but research tells us that experiential learning is more likely to build student proficiency and have lasting impacts. 

      In this topic area you will be asked to thoughtfully consider what you know about your audience and what delivery methods or activities you will build for/with them to help your audience work towards the program outcomes that you carefully crafted.

      How do you build a plan that considers your students/participants?

      • Get to know your audience – who ARE they?  Where are they? Who is influential to your audience? How will you recruit your audience? What makes them tick (or what will turn them off)?  Think about the group and individual identity exercises that we did.
      • Take into account ways to utilize the varied expertise of students and building an experience for your class.  How can they learn from one another?
      • Build in choice – this will increase the likelihood that participants will buy-in and make your program/lessons their own.
      • Ask often what is working (and not) and be willing to adapt/change your plans midstream.  Remember, your goal is reaching the program objectives…not facilitating the planned activities.  Flexibility is important. 

    • Check boxes as you complete the assignments below.  Please complete all of these items.

    • forum icon
      Forum
      4. DISCUSS: Teaching and Learning... Forum
      Post replies: 2 Make forum posts: 1

    • READ:

      • Factors Impacting Program Delivery: The Importance of Implementation Research in Extension Ryan J. Gagnon, Nancy Franz, Barry A. Garst, & Matthew F. Bumpus. 

        This article appeared in the June 2019 issue of The Journal of Human Sciences and Extension (JHSE).  JHSE is a peer-reviewed, open-access, online journal focused on disseminating knowledge and information to academicians, educators, and practitioners.  The issue focused on the Extension program development model. 


    • REVIEW:

      • For Association and Team staff - Based on the program plan that you are developing, go into the PD&R tool and review relevant programs put on by your association or area team.  Which instructional activities were a good match for your outcomes and why? How might knowing a previous strategy help you?
      • For campus-based staff - consider the planned programs that you have done in the the last year.  What were they?  Who came?  Which instructional activities were a good match for your outcomes and why? How might knowing a previous strategy help you move your program closer to your outcomes?

    • forum icon
      Forum
      4. DISCUSS: Teaching and Learning... Forum
      Post replies: 2 Make forum posts: 1

  • Topic 5 - Implementation of Programs & Events

    • CCE Program staff wear many hats including: content developers, trainers, media specialists and project managers.  While leaders of programs often manage a budget, create timelines for project completion, promote programs and registration, there are seldom resources shared on project management/implementation planning.

      In this topic we will be investigating program implementation responsibilities and considering methods for managing the logistics.

      The intent of an implementation plan is to build a system so that you can keep your plans moving forward whether you are working alone or with a team.  Implementation plans can assist with accountability and keep a team on task.

       

      Create a plan.  There is no set design for an implementation plan.  Design your plan to meet your needs.   Several examples are included for your review (note: these are simply samples).  Your plan, however you design it, should include a list of the sequence of activities that are required from start to finish, tasks/milestones leading to completion, and a way to assign priorities, delegation, and feedback.  If you have used an implementation plan before, you might want to try planning a Work Breakdown Structure, or WBS.  A WBS is a more formalized plan, often used when collaborating with others, to keep everyone on task.  

      A WBS is slightly more complex than a typical implementation plan, and includes:

      • A hierarchical project management planning system;
      • Lists all tasks that need to be completed in the proper sequence;
      • Details the task so that it can be communicated thoroughly and accurately;
      • Notes activities that need to be sequential and those that can be concurrent;
      • Contains a timeline the dates when each deliverable is due;
      • Includes the worker responsible for each task.

      Monitor Periodically.  Regardless of the system used – monitor your implementation plan periodically to keep appraised of your status.  Monitoring your plan--including budget--to keep surprises at a minimum and your collaborators in the communications loop.  Where you find you are falling behind, adapt, work with collaborators, talk about issues and work towards a resolution.  

    • Check boxes as you complete the assignments below.  Please complete all of these items. 

    • forum icon
      Forum
      5. DISCUSS: What does an effective implementation plan look like? Forum
      Post replies: 2 Make forum posts: 1

    • REVIEW:

      • Program Implementation Resources (url)

      • Dr. Rosemary Caferella, former Chair of the Cornell Department of Education, wrote several resources about Program Planning for Adult Learners.  While all of the resources are helpful, Chapter 15: Details, Details, Details from Planning Programs for Adult Learners goes through some logistics from setting to set up that you might not have considered.  At the very least, skim this chapter.  

    • 5. WRITE: Based on the program plan that you are developing, and review of implementation resources and ideas from your colleagues, create an implementation plan or a WBS to plan your progress, and have a mechanism for review and progress check.  Be sure to include all of the critical elements for implementation planning for your program.  There is not a specific tool that you have to use - use what will work for you - table, excel spreadsheet, Gantt chart, app...whatever is going to keep you on track.

      When you have a draft, write a summary of your plan in your PDLC Google Doc (found in the right hand menu bar).

  • Topic 6 - Evaluation Strategies

    • Over time many of our CCE staff have grown the capacity to think like an evaluator as programs are planned, delivered and evaluated.  There is a science behind evaluative thinking that you should become familiar over time. 

      For now, for this project, we are going to narrow the evaluation scope to prepare ourselves to be able to evaluate your programs against the outcomes and outcome indicators that you have chosen from the statewide plans of work.  This will be a good start for planning with evaluation in mind. 

      So how is this done?  Planning might include:

      • Finding measures that will be appropriate for your audiences that will provide necessary data for stakeholders.  
      • Prepare evaluation materials for proposed program.
      • Strengthen skills in reaching out to others to involve them in the evaluation process

      The central questions for evaluation include:

      • What is your evaluation question (and how does it connect to the statewide outcome indicators?)
      • Who are the stakeholders that you need to report out to (and what do they want to know?)
      • What evaluation strategies will you use to get to answer your questions?

    • Check boxes as you complete the assignments below.  Please complete all of these items.

      TOPIC 6 CHECKLIST

      • CONSIDER  evaluation strategies and what an appropriate strategy might be to measure the outcomes you are trying to achieve.
      • READ paper about evaluation.
      • EXPLORE resources in Box about program evaluation.
      • WRITE a draft evaluation plan for your project.

    • READ:

    • EXPLORE:

    • 6. WRITE:  By now you should have some written documentation of your needs, your audience, your objectives, and program delivery plans. Before you begin implementation...draft out what your plan is for evaluating your proposed program.  What evaluation practices will be most appropriate to get to the heart of your questions?  

      It might be helpful to pull out your objectives as you are thinking about your evaluation plans.

      When you have a draft, add it to your PDLC Google Doc (found in the right-hand menu bar).

      ___ Survey - Post/post (asking about how much they knew before)

      ___ Portfolios

      ___ Survey - Post

      ___ Case Study

      ___ General - open-ended questionnaire

      ___ Document Analysis

      ___ Participant Demos

      ___ Follow-up survey 3-9 months following program/interaction

      ___ Group interviews

      ___ Follow-up postcard - immediately following

      ___ Follow-up survey 3-9 months following program/interaction

      ___ Follow up electronic prompt - immediately following

      ___ Observations

      ___ Other ____________________

      ___ Journals, logs

      List of Evaluation Methods

  • Topic 7 - Preparation for Final Meeting

    • In Prep of Final Meeting

      It is hard to believe that our work together in PDLC is coming to a close.  This module is all about logistics and pulling the pieces together.  You will be asked to wrap up your work in the modules.  If you feel like you have a lot of work to do – remember to not overthink the process.  Let the deadline be your friend…get through it and know that the resources will be yours to refer back to as you need them. 


      Plans for final presentation:

      • A presentation to potential stakeholders
      • Reflection on our process
      • Planning for next steps - what does it mean to be a collegial mentor?


      Please complete all of the items below.

    • Check boxes as you complete the assignments below.  Please complete all of these items.

      CHECKLIST
      • COMPLETE any coursework needing completed
      • CREATE a one page document - send 1 week before presentation to Cel
      • PREP  slides and presentation - send in advance to Cel
      • ASK questions as needed (contact each other, Cel or Kelly)

    • 7. Prep one-pager and slides for your final presentation. 
      Presentations should essentially be a pitch for your program, and what you have uncovered during this process - aha moments through talking with others etc.  Presentations should be 10 mins or less. Refer to the template in Google Drive.

    • Check for course completion - are you all caught up?  
      You should have completed discussion and assignments for:  

      • Topic 1 - Program Development Models & Frameworks
      • Topic 2 - Assessing Needs
      • Topic 3 - Designing Objectives that Meet Needs
      • Topic 4- Program Design & Delivery Methods
      • Topic 5 - Implementation of Programs & Events
      • Topic 6 - Evaluation Strategies

      If you feel like you have a lot of work to do – remember to not overthink the process.  Let the deadline be your friend…get through it and know that the resources will be yours to refer back to as you need them. 

  • PDLC - Course Completion

    PDLC Completion includes participation in professional development + developing relationships with your cohort and others + working on a relevant project (and writing that project up and presenting it to others).  A completion certificate signed by our Director will be mailed to you and shared with your supervisor upon completion :)

  • Topic 9